1. Pam Hutchison pam.ucdmp@gmail.com
Transitioning to the Common Core State Standards – Mathematics th Grade Session 3
Pam Hutchison

2. AGENDA Multi-Step and Other Word Problems
Review Math Practice Standards
Operations and Algebraic Thinking
Algebraic Expressions
Coordinate Graphing
Volume

3. Multi-Step Word Problems
Bao saved $179 a month. He saved $145 less than Ada each month. How much would Ada save in three and a half years?

4. Multi-Step Word Problems
The baker pays $0.80 per pound for sugar and $1.25 per pound for butter. How much the baker will spend if he buys 6 pounds of butter and 20 pounds of sugar?

5. Multi-Step Word Problems
Ava is saving for a new computer that costs $1,218. She has already saved half of the money. Ava earns $14.00 per hour. How many hours must Ava work in order to save the rest of the money?

6. Multi-Step Word Problems
A load of bricks is twice as heavy as a load of sticks. The total weight of 4 loads of bricks and 4 loads of sticks is 771 kilograms. What is the total weight of 1 load of bricks and 3 loads of sticks?

7. CCSS Mathematical Practices
REASONING AND EXPLAINING
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of
others
1. Make sense of problems and perseveres in solving them
OVERARCHING HABITS OF MIND
6. Attend to precision
MODELING AND USING TOOLS
4. Model with mathematics
5. Use appropriate tools strategically
SEEING STRUCTURE AND GENERALIZING
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning

8. Math Practice Standards
Using the MP descriptions from the 5th Grade Flipbook, describe how you are developing each of these practices in your students.
Be ready to share an example for each of the 8 Math Practices Standards.
Which standard is the hardest to implement?

9. Engage NY Fluency Practice Application Problem
Designed to promote automaticity of key concepts
Daily Math is another form of fluency practice
Application Problem
Designed to help students understand how to choose and apply the correct mathematics concept to solve real world problems
Read-Draw-Write (RDW): Read the problem, draw and label, write a number sentence, and write a word sentence

10. Engage NY Concept Development Student Debrief
Major portion of instruction
Deliberate progression of material, from concrete to pictorial to abstract
Student Debrief
Students analyze the learning that occurred
Help them make connections between parts of the lesson, concepts, strategies, and tools on their own

11. OA.1
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

12. OA.2
Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × ( ) is three times as large as , without having to calculate the indicated sum or product.

13. Engage NY
Module 2 Lesson 3: Write and interpret numerical expressions and compare expressions using a visual model.

14. OA.3
Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

15. G.1
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

16. G.2
Represent real-world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

17. Planning – Day 1 Word Problem (embedded in opening activity)
Number Lines
Locating Points
Student Page

18. Day 1 y
___, ___
x y _ 3_ 2_
1 _
(2, 3)  x
| | | |

19. Plotting Points (4, 6) – Square (3, 8) – Triangle (7, 2) – Star
(5½, 7) – Circle
6, 4½) – Heart
3½, 2½) – Happy Face

20. Plotting Points
Practice Page 1
Practice Page 2

21. Day 2 Review (TBD) Opening Activity Activity 1
Draw an 𝑥-axis so that it goes through points 𝐴 and 𝐵, and label it 𝑥-axis.
Draw the 𝑦-axis so that it goes through points 𝐶 and 𝐷, and label it 𝑦-axis.

22. Day 2, cont. Label 0 at the origin
On the 𝑥-axis, we’re going to label the whole numbers only. The length of one square on the grid represents 1 fourth. How many whole numbers will be represented?
Count by fourths as we label the whole number grid lines.
What is the 𝑥-coordinate of 𝐴?
What is the 𝑥-coordinate of 𝐵?

23. Day 2, cont. Label the 𝑦-axis the same way
Count by fourths as you label the whole number grid lines.
What is the 𝑦-coordinate of 𝐶?
What is the 𝑦-coordinate of 𝐷?

24. Day 2, cont. Now let’s name the points
Put your finger on point A. We know the 𝑥-coordinate is 1. What is the 𝑦-coordinate?
So the point should be labeled (1, 0)
Do the same for point B.
Now put your finger on point C. We know the 𝑦-coordinate is 2. What is the 𝑥-coordinate?
How should the point be labeled? BE CAREFUL!
The point should be labeled (0, 2)
Do the same for point D.

25. Naming Points Put your finger on point E
How do we find the 𝑥-coordinate for point E ?
What is the 𝑥-coordinate for point E ?
Write the 𝑥-coordinate as part of a coordinate pair.
How do we find the 𝑦-coordinate for point E ?
What are the coordinates for point E ?
Write that coordinate pair above point 𝐸 on your plane.

26. Naming and Locating Points
Find the coordinates for points F and G.
Name the point located at (1, 0).
Name the point located at (0, ).
Name the point whose distance from the 𝑦-axis is
Which point lies at a distance of from the 𝑥-axis?

27. Naming and Locating Points
Plot a point 𝐽at (3, ).
What is the distance between 𝐽 and 𝐹? How did you find it?
Plot a point 𝐾 so that the 𝑥- and 𝑦-coordinates are both 1 1 4
Find the distance between 𝐾 and 𝐺.

28. Naming and Locating Points
Coordinate Practice 2 page 1
Coordinate Practice 2 page 2
Engage NY Module 6 Topic A
Lessons 1, 2, and 3
Lesson 4 – Battleship

29. Lesson 5

30. Lesson 6

31. Solving Problems Module 6 Topic B Hexagons in a Row Module 6 Topic D
Patterns and Graphs 1

32. Volume
Module 5
Topic A and Topic B