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Welcome! O Thank you for coming! O Please sign in.

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Past and Present O In the past, Math instruction focused on computation. O Now, Math instruction focuses on APPLICATION through the use of critical thinking skills, higher order thinking and depth of knowledge in order to solve/analyze multi-step problems.

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Fluency By Grade level GradeStandardRequired Fluency KK.OA.5Add/subtract within 5 11.OA.6Add/subtract within 10 22.OA.2 2.NBT.5 Add/subtract within 20 Add/subtract within 100 33.OA.7 3.NBT.2 Multiply/divide within 100 Add/subtract within 1000 44.NBT.4Add/subtract within 1,000,000 55.NBT.5Multi-digit multiplication 66.NS.2,3Multi-digit division Multi-digit decimal operations

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At school Mathematics Teaching Practices: 1 Establish Mathematics Goals to Focus on Learning. 2 Implement Tasks that promote reasoning and problem solving. 3 Use and connect mathematical representations. 4 Facilitate meaningful mathematical discourse. 5 Pose purposeful questions. 6 Build procedural fluency from conceptual understanding. 7 Support productive struggle in learning mathematics. 8 Elicit and use evidence of student thinking.

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Math series Student textbook & practice book

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Math Chapters- Topic Breakdown Chap.TopicChap.Topic 1Number Concepts7Time & Money 2Numbers to 1,0008Length in Customary Units 3Basic Facts & Relationships 9Length in Metric Units 42-Digit Addition10Data 52-Digit Subtraction11Geometry & Fractions Concepts 63-Digit Addition & Subtraction

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During instruction students O Use the textbook O Use manipulatives and math tools O Use their Math Journals to explore/write about: Essential Question, Problem of the Day, justify their work/answers O Use task cards, anchor sheets O Participate in Math Talks and cooperative learning groups O Math drills O Computer programs for enrichment/remediation O Whole Group/Small group/Independent instruction

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Three types of Mathematical understanding- CPR O Conceptual -- What do students need to know? O Procedural -- What do students need to do? O Representational -- What do students need to show?

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How can we get our students to UNDERSTAND math? O Students can understand Math by: building FLUENCY and using STRATEGIES.

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3 Elements of Fluency O Accuracy (Correctness) O Efficiency (Quick retrieval of facts both written and oral.) O Flexibility (Use of strategies to help with recall.) O Reading/Writing capability also play a major role.

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Prerequisites O Before children can conceptually understand addition and subtraction facts they must first have one-to- one correspondence, conservation of numbers, and they must know the counting sequence.

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Counting Sequence O Knowing the counting sequence is as simple as knowing what number comes next. Just because a child knows the counting sequence does not mean that they understand numbers, but it is an important step in the development of numbers.

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One-to-one Correspondence O Understanding that one item is represented by a unique count.

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Conservation of Number O The final item counted tells the number in the group. Seven items are counted so there are seven items in the group.

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Why learn strategies? O Students can develop fluency with their addition and subtraction facts if they memorize strategies such as: the Doubles facts & the Tens facts. The rest of the facts can be derived using strategies. O Efficient use of strategies leads to a better understanding of numbers, and the properties of addition. O Better conceptual understanding promotes long lasting procedural understanding and ultimately results in quick retrieval of all facts. That is the goal. Quick retrieval of all facts.

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Strategies that promote understanding

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Teachable moments for parents:

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Using a hundreds chart to practice counting patterns.

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Addition Charts

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Adding Zeros: Identity property of Addition

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Count on strategy: +/- 1 and 2

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Adding Doubles

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Doubles +/- 1

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How does it work? O 6 + 6 = 12 so, O 6 + 7 = 13 because O 6 + 6 + 1 = 12 + 1 = 13 Or O 7 + 7 = 14 so, O 6 + 7 = 13 because O (7 - 1) + 7 = 14 1 = 13

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Make a ten

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Add tens and ones Adding tens and ones places an emphasis on place value and expanded form.

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How does it work? 8 + 6 = 14 Use a visual model to promote Cardinality. Cardinality is recognizing a number by the configuration no counting needed. 8 + (2 + 4) = 14 Decompose 6 into 2 and 4 (8 + 2) + 4 = 14 Use the Associative Property to make a ten with 8 and 2 10 + 4 = 14Now the number is in expanded form and place value makes it easy to add.

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Subtraction O Think addition when solving subtraction problems. Fact families and related math facts. O 9 5 = 4 because O 5 + 4 = 9

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Equal Groups O Sarah has three pages of stickers. There are four stickers on each page. How many stickers are there?

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Array Model O Max made three rows of tiles. He put four tiles in each row. How many tiles are there?

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What to Do When Teaching Basic Facts O Develop conceptual understanding using strategies O Ask students to self-monitor O Focus on self-improvement O Drill in short time segments O Work on facts over time O Involve families O Make practice/drill enjoyable O Use technology O Emphasize the importance of quick recall of facts

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More to Do-s O Practice makes BETTER! O Use manipulatives, anchor sheets, & task cards. O SHOW YOUR WORK! O Explain your answer. Know the WHY

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Attack Word Problems with CUBES C Circle the numbers U Underline important words/math vocabulary B Box the question E Evaluate the information S Solve the problem

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Build Math Vocabulary Addition WordsSubtraction Words Add Plus All together Total Combine Gets More join Sum Difference Minus Subtract Less How many more? How much more? How many were left?

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What Not to Do When Teaching Basic Facts O Dont use lengthy drilling O Dont proceed through the facts in order from 0 to 9 O Dont move to memorization too soon O Dont use facts as a barrier to good mathematics

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Remediation O Focus on reasoning strategies O Recognize that more drill will not work O Provide hope O Inventory the known and unknown facts O Diagnose strengths and weaknesses O Build in success O Provide engaging activities

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TESTING O Second Grade- SAT O Third Grade-FSA

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SAT- The Math portion of the SAT is auditory. Questions are read aloud to students.

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FSA - Third Grade Sample Page

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Looking ahead to Third Grade O Upon entering third grade, your child should have show mastered: 1. Adding/subtracting with regrouping 2. Telling time 3. Counting money 4. Estimating 10-100 5. Math operations Start practicing multiplication BEFORE the third grade school year; during the summer. Promote good study habits.

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Third Grade FOCUS Here are some strategies that will help your child get ready for third grade.

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Multiplying Zeros

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Multiply by 1: Multiplicative Identity

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Multiply by 2: Doubling 2 x 8 = 8 + 8 = 16

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Multiply by 10

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Multiply by 5

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Division O Think multiplication when solving division problems. O 24 6 = O 6 x __ = 24

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Resource Websites O www.flstandards.org www.flstandards.org O www.dadeschools.net www.dadeschools.net O www.iReady.com www.iReady.com O www.ixl.com www.ixl.com O www.thinkcentral.com www.thinkcentral.com O www.brainpopjr.com www.brainpopjr.com

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Contact me with questions Email: Angelabauza@dadeschools.net