1. 3-5 MATH COMMON CORE PUTTING IT INTO PRACTICE

2. NORMS Courtesy  Be on time  Cell phones on silent, vibrate, or off  Be mindful of side-bar conversations  Focus on the task at hand Collaborative  Promote a sense of inquiry  Frame meaningful questions  Pay attention of self and others  Assume positive intentions  Be reflective

3. TODAY’S OUTCOMES Teachers will understand the 8 mathematical practices and how they apply to your grade level. Teachers will understand the problem types/problem solving and how they can incorporate them into their teaching and most standards. Teachers will be able to use and plan using the Year long Curriculum Map. Teachers will be able to understand and use units developed over the summer. Teachers will understand how Investigations will fit into their math instructions.

4. AGENDA  Video  8 mathematical practices  Problem Types/Problem Solving  Lunch  Year long curriculum map  Breaking down a unit  Investigations  Questions

5. ARE YOU A MATH PERSON

6. 8 MATHEMATICAL STANDARDS  Make sense of problems and persevere in solving them.  Reason abstractly and quantitatively.  Construct viable arguments and critique the reasoning of others.  Model with mathematics.  Use appropriate tools strategically.  Attend to precision.  Look for and make use of structure.  Look for and express regularity in repeated reasoning.

7. 8 MATHEMATICAL PRACTICES  Why are these the first thing included in the Unpacking document?  How do the Mathematical Practices change from one grade level to the next?  In groups analyze the practice assigned to your group?  How does the rigor change from each grade level?

8. PROBLEM SOLVING If Math was taught with words, then word problems would be easy. How can we use this quote when we are thinking about how to plan our instruction? Why don’t we just teach the algorithm or key words? How can different problem types help?

9. HOW ARE THESE 2 PROBLEMS DIFFERENT AND HOW WILL STUDENTS THINK ABOUT THEM DIFFERENTLY?  I have seven apples and Carla has four apples. How many more apples do I have than Carla?  I had seven apples and ate four apples. How many apples do I have left?  Turn and talk

10. PROBLEM TYPES  Which problem types do you most often see in a typical text book and how can you assure that all problem types are mastered?  Look at the multiplication and division situations. How are they different and how do they progress in difficulty.  Where do fractions fit into these situations?  Turn and talk.

11. MATH GAMES/PROBLEM TYPES Equal Groups Arrays/Area Compare o Unknown Product o Group Size Unknown o Number of groups unknown

12. EQUAL GROUPS There are 15 cars in the parking lot and each car has 4 tires. How many tires in all? Roles aren’t interchangeable Easier to model with pictures or repeated addition

13. ARRAY/AREA Simon arranged chairs in the gym for an assembly. He put 42 chairs into 6 equal rows. How many chairs were in each row? Partitive division: How many in each group. I have 24 apples are arranged into equal rows. How many rows will I be able to fill if I put 3 apples into each row? Quotitive division: How many groups.

14. COMPARE Elizabeth read 48 books during the summer vacation. This is four times as many as Catherine. How many books did Catherine read during summer vacation? Language is issue, students need modeling and a way to represent the problems Together, Jasmine and Laura earned a total of $64 babysitting. If Jasmine earned $14 more than Laura, how money did each girl earn?

15. IMPORTANT QUESTIONS TO ASK: What is the problem describing? How can you write it down? How can you find the answer? What other questions should we ask our students?

16. IDENTIFY THE PROBLEM TYPE FOR EACH PROBLEM AND WRITE AN EQUATION TO SOLVE. This year Mark saved $420. Last year he saved $60. How many times as much money did he save this year than last year? This year Maddie saved 4 times as many dollars as she saved last year. Last year she saved $18. How many dollars has she saved this year? Each jar holds 8 ounces of liquid. If there are 46 ounces of water in a pitcher, how many jars are needed to hold the liquid? Leroy has a 1,440 square-inch piece of fabric that is 60 inches wide. How long is the fabric? The foundation of the house measures 70 feet by 25 feet. What is the square footage of the ground floor of the house?

17. YEAR LONG CURRICULUM MAP  Go to Cabarrus County site and look at year long curriculum map for your grade level.  Notice any changes or differences and where fractions fit in this map. When will you teach fractions  Discuss with your group how this will work in your classroom.

18. BREAKING DOWN A UNIT Third- Unit 1 Fourth- Unit 2 Fifth- Unit 2 What do students need to know? Where do the 8 mathematical practices fit? What is stage 1, stage 2, stage 3 in the unit? How will you teach this unit?

19. INVESTIGATIONS-HOW DOES THIS FIT? 3RD-UNIT 6, 4TH-UNIT 1, 5TH-UNIT 4 Have you used Investigations in the past? Look at the Investigations Unit that matches your problem solving standards. How are the lessons set up? What parts of the program seem most helpful? Does it fit with your understanding of math workshop? How can you incorporate the games? How does it fit with the other resources you currently use?

20. QUESTIONS