1. Strong Start Math Project
Session 10
March 23, 2017

2. Agenda
Evaluations (Meghan) Portfolio Sharing Break Division Closing Remarks

3. Learning Intentions and Success Criteria
We are learning to…
Recognize our growth as math teachers in the CC and OA Domains.
Understand the structure of division.
We will be successful when…
We can make connections between class content and our personal journey as math teachers.
Model division story problems and identify the two different types.

4. Portfolio Sharing

5. Format for Sharing
Three people per group 10 minutes per person 9 minutes of sharing 1 minute to provide written feedback One Affirmation and One Connection

6. Portfolio Sharing Focus your sharing on your overall reflection piece.
What progress toward your Strong Start Implementation Goal did you make?
What changes in your mathematical understandings, attitudes, or teaching practices did you experience?
What did you learn about yourself as a teacher of mathematics this school year?

7. Exploring the Concept of Division

8. Story Problem Share
Rewrite your 2 division stories, each on its own notecard and place them face down in the middle of the table.
As a table, one person selects one card and reads it out loud to the group.
Decide if it is measurement or partitive.
What helped you decide?

9. Sharing strategies…
Using counters, solve 2-3 problems of each type (measurement and partitive).
For each problem you solve, talk through the strategy with your neighbor.
What language was used to explain the strategy?

10. Consider the following:
Context #1
Evan has 24 apples. He put them into bags containing 6 apples each. How many bags did Evan use?
Context #2
Evan has 24 apples. He shares them equally among 6 friends. How many apples will each friend get?
Use the division mat for this
What is the answer in each context?
How might a young child model each problem?

11. You might say the answer is “the same.”
But is it?

12. Two Interpretations for Division
Context #1 – Measurement
Evan has 24 apples. He put them into bags containing 6 apples each. How many bags did Evan use?
Known: Size of group
Unknown: Number of groups
Context #2 – Partitive
Evan has 24 apples. He shares them equally among 6 friends. How many apples with each friend get?
Known: Number of groups
Unknown: Size of groups
Leave this up while they are sorting cards.

13. 8 ÷ 2 = 4
Javier has 8 marbles. If he puts 2 marbles in each bag, how many bags will he need?
Measurement asks “how many groups?”
Javier has 8 marbles. He equally shares them with his friend Jesús. How many marbles will each boy get?
Partitive asks “how many are in each group?”

14. Multiplication and division problem types
Number of Groups
Size of group
Total
Multiplication:
Megan has 5 bags of cookies with 3 cookies in each bag. How many cookies does Megan have? 5 3
Unknown
Partitive Division:
Megan has 15 bookies. She puts the cookies into 5 bags with the same number of cookies in each bag. How many cookies does she put in each bag? 15
Measurement Division:
Megan has 15 cookies. She puts 3 cookies in each bag. How many bags can she fill?
Carpenter, T, et al, (2015) Children's Mathematics: Cognitively Guided Instruction, pg 50

15. Identifying Division Situations
Read each problem.
Act out each problem with the counters using the “Division Work Mat.”
Identify if the problem is a measurement or partitive situation.
Draw a sketch. Write an equation. Label each accordingly.

16. Multiplication and division problem types
Number of Groups
Size of group
Total
Multiplication:
Megan has 5 bags of cookies with 3 cookies in each bag. How many cookies does Megan have? 5 3
Unknown
Partitive Division:
Megan has 15 bookies. She puts the cookies into 5 bags with the same number of cookies in each bag. How many cookies does she put in each bag? 15
Measurement Division:
Megan has 15 cookies. She puts 3 cookies in each bag. How many bags can she fill?
Carpenter, T, et al, (2015) Children's Mathematics: Cognitively Guided Instruction, pg 50

17. Multiplication & Division Learning Trajectory
As you read over the trajectory, note the following:
Where do you see evidence of or connections to any of the standards we’ve discussed?
2.G.2, 2.OA.4, 3.OA.5, 3.OA.7, 3.MD.7
Where do you see connections to the Levels of Thinking of Multiplication & Division?
How does the understanding of measurement and partitive division develop?

18. Learning Intentions and Success Criteria
We are learning to…
Recognize our growth as math teachers in the CC and OA Domains.
Understand the structure of division.
We will be successful when…
We can make connections between class content and our personal journey as math teachers.
Model division story problems and identify the two different types.

19. Closing Year One! Wow!! Looking Ahead to year two!!

20. Tasks to Finish
Nugget: Due April 6, your nuggets to Meghan at: Strong Start Goal: Due April 30, your goal to Michelle at

21. Nugget Course requirements and the project evaluation 2-3 page summary
Due Friday, April 6, 2017
To Meghan Steinmeyer
Course requirements and the project evaluation
2-3 page summary
How the project work on this topic has influenced changes or shifts in both your teaching and your students’ related learning.
Number Talks
Subitizing/Dot Patterns
Learning Trajectories
Rekenreks
Developmental Levels for Learning Basic Facts
Using Different Types of Word Problem Structures
Hidden Part/Missing Part Activities

22. Strong Start Goal Original Goal (copy/pasted from Summer work)
Due April 30, 2017
To Michelle D-M
Original Goal (copy/pasted from Summer work)
Revised goal statement
Share how you have made progress toward your revised goal. Provide evidence of your progress by describing three (3) action steps you took (e.g., used double ten frames, began facilitating Number Talks with your students) and/or assignments, class discussions, and in-class tasks that helped you work toward your goal.
Reflection on journey toward goal (~1 page)

23. Interested in Expanding Your Team?
There are 4-6 spots available. Grade 1, Grade 2, Grade 3 Must commit to Summer Institute 2017, School Year , and Summer Must complete video and evaluation requirements before beginning of Summer Institute Applications are due Wednesday, April 26, 2017 Earn 9 graduate credits that will apply to Master’s degree or certificate (with additional course work).