|MIF Institute 9/21
Key Note- Andy Clark
1. Common core key points
- Solid foundation in number
- K emphasizes connection number to quantity, composing, decomposing
- Stress procedural skill AND perceptual understanding, find a balance
- Standards emphasize big ideas: place value and properties of operations
- Standards of mathematic practice
- We need to prepare students for the depth of the PARCC exam
2. Instructional emphases
- Prioritize topics and focus on them: number sense and geometry in K-5
- Topics taught to mastery
- Depth of understanding
3. It will take longer to do book A than book B. 75-80% of new assessments (PARCC) will be focused on number sense topics so this makes sense.
4. As you start a new chapter
- Watch video
- Pretest, item analysis
- Look at the post assessment, "What is the expectation, what is the outcome?"'
- Talk as a team, email Andy if you need to!
- Think about the sequence
- There will be some problems that you will need to work out! It helps you understand the challenges that your students will face.
- In third grade the first four chapters should go relatively quickly.
- In third grade, don't give the assessment at the end of chapter 2. Mental math is a skill to carry throughout the year.
- You will have to do chapter 4 from 2nd grade before you can do chapter 5 from 3rd grade.
- In 4th grade, chapter 2 is tough because of the larger numbers. Focus on the big ideas of the chapter and alter the numbers if you need to do so.
6. Front end estimation
- The big idea is to understanding that rounding is not the definition of estimation. "You have to have a tolerance for ambiguity. "
7. Bar models
- It would be a good idea for 4th and 5th to introduce the kids to bar modeling ahead of time, using the 2nd and 3rd grade problems, so they are prepared when they reach them in the text.
- This will require direct instruction of what to do.
- "We don't want kids to think what operation they should use, we want the to think about how they would represent a situation."
- There are some problems that cannot use bar models.
- Please don't skip the Put on Your Thinking Cap problems!
- There are three kinds of assessment in each chapter: conceptual and procedural problems, routine problems that we've taught, new and non- routine problems.
- It's unlikely that kids will get 100%.
- Please give partial credit to kids for some procedural understanding.
MIF Institute 9/21
CPA- Hoover Herrera
1. Intermediate kids come to us with a procedure and may resist using the manipulatives.
2. Bruner said it best. Our kids learn by doing.
3. Model 1153 with base ten blocks. Then ask them to come up with a different way to model the same number. Talks about the most efficient way, then deconstruct the numbers.
- Struggling learners should show 2-3 ways
- On level learners should show 10 ways
- Advanced learners should have to show all the solutions
- Our advanced learners shouldn't feel like they've arrived. They should still have something to work for.
MIF Institute 9/21
Technology- Susan Resnick
1. Every few months update the products
2. Math background videos are a great resource for our transition.
-Teachers can learn about the objectives of a chapter and any topics that may be challenging.
-The videos also identify necessary manipulatives.
- The videos contain tips for teaching.
- It would be valuable to watch the videos for the previous grade level to help in the transition.
3. When planning for a chapter, do the Intro and Recalling Prior Knowledge sections before the pre-test. These elements are built into the pacing guide in the text.
- The pre-tests in MIF are to asses if the kids are ready to start the chapter. It is not the same old idea that the pre- test assesses their ability to move beyond or enrich.
- You should also take the post test yourself before teaching the chapter so you are aware of all the items on the assessment. Some concepts are only taught through the problem of the lesson.
4. Use the transition resource map online to do an item analysis of your pre-test.
- Click on the items that students miss and use the resources that are listed.
- If more than half your class missed an item, go back to the transition guide and reteach the whole group.
- If less than half the group misses an item, do the reteaching with the small group.
- While reteaching, have the other kids work on the enrichment from the previous grade level.
5. Lesson structure
- The Teach and Learn parts of the lesson should be done without the book open.
- Problems of the lesson are located in teacher resources
- Problem of the lesson can be used as an intro, an exit ticket
6. Custom tests or pre made test in the assignment tab on Think Central can be used as test prep or practice
7. Check for Understanding boxes in the teacher's edition show ideas for formative assessment throughout the chapter. You can project the questions on the board or have the kids pull out their texts. Students can do this on their slates. This assessment is at the class level.
8. Let's practice is formative assessment on a student level.
9. Once all the kids are ready to move past Let's Practice, they can begin workbook problems independently.