1. CCGPS Mathematics 3 rd Grade Update Webinar Unit 2: Operations and Algebraic Thinking: The Relationship Between Multiplication and Division September 9, 2013 Update presentations are the result of collaboration between members of 2012 and 2013 Unit Review and Revision Teams Microphone and speakers can be configured by going to: Tools – Audio – Audio setup wizard Turtle Toms- tgunn@doe.k12.ga.ustgunn@doe.k12.ga.us Elementary Mathematics Specialist These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

2. Third Grade Unit Two Operations and Algebraic Thinking: The Relationship Between Multiplication and Division

3. T HE 3 RD G RADE W EBINAR T EAM Lisa Anglea Unity Elementary, Meriwether County Katie Breedlove Mt. Carmel Elementary, Henry County Graham Fletcher Hampton Elementary, Henry County Sarah Marshall Tussahaw Elementary, Henry County Stella Newkirt Julia P. Bryant Elementary School, Bulloch County Christy Sutton Lee County Primary School, Lee County **Special thanks to the 4 th Grade Webinar Team for their assistance in this presentation**

4. W HERE DID U NIT 2 C OME FROM ??? Units 2 and 3 were combined to create the new Unit 2

5. SO…W HAT ’ S N EW ?? Overall Revisions Areas of Concern New Unit 2 Resources

6. T ASK T YPES

7. N UMBER T ALKS 5-15 minutes By unit 2 this should become a routine Students have the responsibility to explain their thinking The teacher is the facilitator Focuses on mental computation 2 x 4 4 x 4 2 x 5 4 x 5 4 x 7

8. W HAT IS THE G RADE L EVEL O VERVIEW ? Explanations and Examples of Standards Rituals and Routines AND…Much, Much, More!

9. H OW IS THE U NIT O VERVIEW D IFFERENT ? Specific to just the Unit Found within the Unit Frameworks Prepares you with background knowledge needed to begin the Unit

10. C RITICAL A REAS Unit 2 Critical Area 1 Part of Critical Area 3

11. W HAT ' S N EW ??

12. S TRATEGY VS. A LGORITHM Steps Not flexible Teacher driven Possible lack of place value Flexible in nature Student developed Student understanding Place value

13. A REAS OF C ONCERN - W HY WE MERGED AND WHY TWO CULMINATING TASKS Duplicated task ideas Two culminating tasks Development of the multiplication and division number sentences

14. N EW TO A G RADE ? N OT S URE W HERE TO S TART ? S TART H ERE !!! https://www.georgiastandards.org/Common-Core/Pages/Math- PL-Sessions.aspx This link directs you to all of the 2102-2013 webinars A link to view the 2012- 2013 webinars is located on page 15 of unit 2.

15. H OW TO C REATE A W IKI A CCOUNT www.wikispaces.com

16. C REATING A W IKI A CCOUNT Username Password email Basic Information

17. H OW TO R EQUEST A CCESS TO A W IKI P AGE Step 2: On this page, a search bar will appear. Search “K-5 Math Wiki” Step 1: Click on your name

18. Y OU ARE NOT A MEMBER OF THIS WIKI. J OIN NOW D ISMISS D ON ’ T FORGET TO JOIN !J OIN NOWD ISMISS FALs, math games, unit edits, student work samples, and much more!!!! This message will appear:

19. Why Arrays? You are building the foundation for later understanding, thinking, and flexibility in mathematics. What happens when students don’t develop this foundation?

20. Unit 2 Challenges Hey, this slide is from the 7 th grade Unit 2 Update Webinar!

21. Unit 2 Challenges x x

22. Unit 2 Challenges x x

23. Unit 2 Challenges x x

24. Unit 2 Challenges x x 1 1

25. Unit 2 Challenges x x 1 1 1 1 x 1

26. Unit 2 Challenges x x 2

27. Unit 2 Challenges x x 2 (x + 3)

28. Unit 2 Challenges x x 2 (x + 3)

29. Unit 2 Challenges x x 2 (x + 3)

30. Just for fun- this is what x 2 looks like! Unit 2 Challenges x2x2 x x

31. CCGPS Overview “educators will need to pursue, with equal intensity, three aspects of rigor in the major work of each grade: conceptual understanding, procedural skill and fluency, and applications.“educators will need to pursue, with equal intensity, three aspects of rigor in the major work of each grade: conceptual understanding, procedural skill and fluency, and applications.

32. Does this student have: procedural skill and fluency? conceptual understanding? the ability to apply mathematics?

33. Does this student have: procedural skill and fluency? conceptual understanding? the ability to apply mathematics?

34. Writing in Math Standards for Mathematical Practice require students to express their thinking and record their strategies in written form.

35. Standards for Mathematical Practice SMP 1 – Students are required to explain their thinking when making sense of a problem. SMP 2 – Students are required to construct viable arguments and critique the reasoning of others.

36. Why Write in Math Class? Marilyn Burns (2004): “Writing in math class supports learning because it required students to organize, clarify, and reflect on their ideas—all useful processes for making sense of mathematics. In addition, when students write, their papers provide a window into their understandings, their misconceptions and their feelings about the content.”

37. Math Journals Purposes: – Record strategies and solutions – Reflect upon learning – Explain and justify thinking – Provide a chronological record of student math thinking throughout the year – Means of assessment to guide future instruction

38. Can you see the connections? Visual images Recording thinking Explaining thinking Conceptual understanding Procedural fluency Application

39. Feedback http://ccgpsmathematicsk-5.wikispaces.com/ Turtle Toms- tgunn@doe.k12.ga.us Elementary Mathematics Specialist

40. Thank You! Please visit http://ccgpsmathematicsk-5.wikispaces.com/ to share your feedback, ask questions, and share your ideas and resources! Please visit https://www.georgiastandards.org/Common-Core/Pages/Math.aspx to join the K-5 Mathematics email listserve. Follow on Twitter! Follow @GaDOEMathhttp://ccgpsmathematicsk-5.wikispaces.com/https://www.georgiastandards.org/Common-Core/Pages/Math.aspx Turtle Toms Program Specialist (K-5) tgunn@doe.k12.ga.us These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.