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BTSA/AIP
SPRING PROFESSIONAL DEVELOPMENT
MARCH 25, 2014
5:40-7:00
N A N C Y H AYA S H I D A , M AT H C O A C H
N H AYA S H I D A @ L B S C H O O L S . N E T
X 2 9 6 2
Common Core Mathematics and the Use
of Manipulatives
Common Core Mathematics
Instructional Shifts for MathematicsFocusCoherenceRigor
fluency application deep understanding
Common Core State Standards
for Mathematics
Mathematical Standards
Eight Mathematical Practices
They both have equal weight
Common Core State Standards for Mathematics
Mathematical Standards
Grade level specific
Informs what the goal is for each student at the grade level
Common Core does not prescribe how the standards can be met
Grade Level Standards
Focus AreasDomainsClustersStandards
Major workSupports the major workAdditional, not connected to the
major work
Grade level Domain
Standard
3NF3a
www.achievethecore.org
Highlight the cluster headings green, yellow and blue in your standards document.
www.achievethecore.org
Highlight the cluster headings green, yellow and blue in your standards document.
www.achievethecore.org
Highlight the cluster headings green, yellow and blue in your standards document.
www.achievethecore.org
Highlight the cluster headings green, yellow and blue in your standards document.
www.achievethecore.org
Highlight the cluster headings green, yellow and blue in your standards document.
www.achievethecore.org
Highlight the cluster headings green, yellow and blue in your standards document.
Standards Activity
Looking at your grade level Mathematical Standards:
Highlight the cluster headings: Green – major work, critical for the grade
levelYellow – additional work, doesn’t connect
directly to the major workBlue – supports the major work of the
standard
Eight Mathematical Practices
Consistent Kindergarten thru
Grade 12
Mathematical Practices are to be done daily within the context of the lesson
Eight Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
MP #5: Use appropriate tools strategically
Read the MP5“Tools”What have you used?Why did you choose to use that particular
manipulative?What did you do with them? Students?What was the purpose?
Manipulatives
Why should I use them in my lesson?
Manipulatives provide students with a tactile and concrete experience to make sense of the concept.
Manipulatives provide students with a “hook” to refer back to when working with the abstract.
Manipulatives
Which one do I use? Purpose
Unifix cubes, snap cubes, base ten blocksTen-frames, two-sided countersColor tilesPattern blocks, tangramsJudy clocks, rulers, protractors, fraction bars
Student made tools are also manipulatives
Manipulatives
Marilyn Burns-Base Ten Blocks:What are the concepts the students are
practicing?
How did one activity help
support or lead into the next
concept?