1. Forest Creek Elementary School February 23, 2012

2.  Round Rock ISD’s Mathematics Curriculum is based on the state guidelines-- the Texas Essential Knowledge and Skills (TEKS).  In Round Rock ISD, the TEKS are embedded in the Aligned Round Rock Curriculum.  Teachers are required by state law and by RRISD board policy to teach these standards.

3. The mission of the Round Rock ISD Mathematics Department is to provide the vision and leadership necessary to ensure a mathematics education of the highest quality for all students.

4.  Educational goals for students must reflect the importance of mathematical literacy.  Towards this end, the K-12 RRISD mathematics standards articulate five general goals for all students:

5. 1. Students learn to value mathematics; 2. Students become confident in their ability to do mathematics; 3. Students become mathematical problem solvers; 4. Students learn to communicate mathematically; and 5. Students learn to reason mathematically.

6. TOWARDS:AWAY FROM:  Classrooms as mathematical learning communities  Engage students’ interests and intellect  Logical and mathematical evidence as verification  Mathematical reasoning  Opportunities for students to deepen understanding of the mathematics studied and its applications  Students under the control of an adult  Repetitive drill and practice  The teacher as the sole authority  Merely memorizing procedures  “Covering” too many topics in too little time at a superficial level

7.  An opportunity for ALL students to experience these components is the heart of our vision of a quality mathematics program.

8.  To find the grade level At a Glance curriculum guides you need to go to the FCE website FCE website  Parents  ARRC  Go to left side of page  Pick the grade level of your choice  Pick the subject of your choice

9.  It is a model of instruction used in RRISD’s elementary classrooms.  The model uses problem solving as a means to engage all learners.  The problems are based on real world mathematical situations.  For example –How much carpet do I need to purchase for my home or how much fencing do I need to enclose my garden?

10.  Investigations and Envision are two of the research based resources that can be used to support math instruction.

11.  Warm up (Should be a review of a previously taught concept)  Show me 64 in as many ways as you can ?  Introducing Concept to be taught  Guided Lesson  Individual / Group Activity  Assessment

13. In About Teaching Mathematics, Marilyn Burns writes the following: What about using timed tests to help children learn their basic facts? This makes no instructional sense. Children who perform well under time pressure display their skills. Children who have difficulty with skills, or who work more slowly, run the risk of reinforcing wrong learning under pressure. (2000, p. 157).

14. Grade level1 st 9 weeksWeek s 2 nd 9 weeksWeeks3 rd 9 weeksWeeks4 th 9 weeksWeeks Grade 1 strategies Addition & subtraction concepts and Prerequisites for learning basic facts 4Developing Count on Addition 2Count on Addition & use Doubles Addition 5Count on Subtraction & Reinforcement of count on Addition and Doubles Addition 4 Grade 2 Strategies Review Count on Addition & Use Doubles Addition & Count on Subtraction 4 Developing Bridge to Ten Addition & Use Doubles Subtraction 4 More Use Doubles Subtraction & Developing Bridge to Ten Subtraction Applying & Extending Addition and Subtraction Strategies to Two- Digit Numbers 3232 Reinforcing All the Facts Addition & Subtraction 2 Grade 3 Strategies Addition, Subtraction, Estimation & Mental Math Strategies 3

15. Grade level 1 st 9-Weeks Weeks 2 nd 9-Weeks Weeks3 rd 9-Weeks Weeks4 th 9-Weeks Weeks Grade 3 Strategies Developing Use Tens Multiplication & Doubling Multiplication 4More Doubling Multiplication & Developing Use a Rule Multiplication 3Ongoing – Computation, Number Sense, & Mental Math Ongoing Grade 4 Strategies Review Use Tens Multiplication, Doubling Multiplication & Use a Rule Multiplication & Developing Use Tens Division 3 Developing Build Down & Build Up Multiplication & Developing Doubling Division & Use a Rule Division 5 Ongoing – Computation, Number Sense, & Mental Math Ongoing Developing Last Facts Multiplication & Reviewing All the Facts Multiplication & Division 2

16.  www.khanacademy.org www.khanacademy.org  www.resources.oswego.org/games/mathmagi cian/mathsmulti.html www.resources.oswego.org/games/mathmagi cian/mathsmulti.html  www.Mathfactcafe.com www.Mathfactcafe.com  www.mathforum.org/dr.math/index/html www.mathforum.org/dr.math/index/html  www.mathgoodies.com www.mathgoodies.com  www.figurethis.org www.figurethis.org  http://www2.ed.gov/parents/academic/help /math/index.html http://www2.ed.gov/parents/academic/help /math/index.html  www.calculationmath.nctm.org www.calculationmath.nctm.org

17.  Burns, M. (2000). About teaching mathematics: A K-8 resource. Sausalito, CA: Math Solutions Publications  Rothenberg, T. RRISD Elementary Mathematics Curriculum Department  Ron, P. (1998). My family taught me this way. The Teaching and Learning of Algorithms in School Mathematics, 1998 Yearbook of the National Council of Teachers of Mathematics  Russell, S.J. “Developing Computational Fluency with Whole Numbers,” Teaching Children Mathematics 7*November 2000): 154-58  Van de Walle, J.A. & Lovin, L.H. (2006). Teaching student-centered mathematics: Grades 3-5. Pearson Education, Inc.  http://Rocksolidmathrrisd.wikispaces.com/Resources http://Rocksolidmathrrisd.wikispaces.com/Resources