Day+3

Day 3

__**Agenda**__


 * **Opener**

>>> >>> Learning Target >>> >>> I can multiply a number with up to 2 digits by 1 digit number using strategies. ||
 * **Fish Bowl using //So You Have To Teach Math: Sound Advice for K-6 Teachers// Marilyn Burns & Robyn Silbey**
 * Chapter 2 - Planning Effective Math Instruction**
 * **Math Workshop/Strategies Grades 4 and 5**
 * **Grade 4 Standards**
 * **4.NBT.5** – Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area.
 * 4.OA.2

– Multiply or divide to solve word problems involving multiplicative comparison., e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

Learning Target

I can solve word problems involving multiplicative comparisons with a symbol for the unknown. ||
 * **Book Club Chapter 3**

//Common Core Mathematics in a PLC at Work// //Chapter 3: Implementing the Common Core Mathematics Content in Your Curriculum// 1. Chapter 3 introduces us to a paradigm shift of //less is more//. What is meant by this?

2. T or F: Helping students with their prior knowledge to enable them to recognize what is new and different in their learning is not a key element of scaffolding instruction?

3. The history of mathematics curriculum standards development started with the National Council of Teachers of Mathematics in 1989. What are the critical areas of the CCSS called and when were they released?

4. What are the questions the collaborative team should always be aware of?

5. What are the critical areas for grades 3-5?

6. Your role in implementing the standards is developed through the collaborative team task. What opportunity does the task for the collaborative team provide?

7. During the fifth grade year, how much time will be spent on developing fluency and conceptual understanding related to work with whole numbers, fractions, and decimals?

8. In addition to the algebra planted in fifth grade, what learning experiences should also be applied?

9. The number of standards for the CCSS are fewer in number than the state, provincial, or school district standards. What is the focus for this?

10.As a teacher, the opportunities for your collaborative team to track topic importance should be developed and extended when?

Do you have Inquiries about the common core standards, click here: []


 * **Grade 5 Curriculum map and standards**


 * **Book Club Chapter 4**

Implementing the Teaching-Assessing-Learning Cycle
 * 1) Formative Assessments only take place when? (pg. 114)
 * 2) Formative Assessments //for// learning is used when ?(pg.114)
 * 3) Summative Assessments of learning is used when? (pg.114)
 * 4) How many steps are in The PLC Teaching-Assessing-Learning Cycle? (pg.116)
 * 5) When your Collaborative team meets to design lessons what 3 essential assessment issues are focused on? (pg.118)
 * 6) The standards emphasis skills and understanding, students are expected to?(pg.119)
 * 7) What is a difference between math teachers in the United States and Chine?(pg. 123)
 * 8) What type of Assessment is necessary but insufficient? (pg. 128)
 * 9) During your collaborative lesson planning sessions you want to focus on what?(pg. 129)

Journal Writing Describe two ways to assess students.

What should teachers keep in mind as they are setting up their math classroom?