ELEMENTARY MATHEMATICS

New Teacher OrientationAugust 12, 2015

MATH FOCUS AREAS

Interactive

Word Walls

Questioning to promote Critical Thinking

Math Workshop Model

UPS Check for Problem Solving

MATH WORKSHOP MODEL

Lesson Structure

WORKSHOP MODEL FOR LESSON STRUCTURE

75 MINUTESWarm-Up - 5 to 10 minutes - whole group

Mini Lesson -10 to 20 minutes - whole group

Student Work Time - 40 to 45 minutes – small groups, pairs, individually

Workstations – 15 to 20 minutes each rotation

Guided Math Small Groups – 10 to 20 minutes each rotation

Reflection - 5 to 10 minutes – whole group, small groups, pairs, individually

CURRICULUM DOCUMENTS IN EDUPHORIA Six Weeks UnitsUnit Overviews

Approach to Classroom Use Resources

Pacing GuideTEKS Clarifiers’

TEKS Alignment Academic Vocabulary

Activities and Workstations listed by TEKS in each unit

Yearly Content Documents Scope and Sequences (by SE and by Units) Units of Study

WORKSTATION TEMPLATE

MATH STATIONS IN EDUPHORIA

Grade Level (Math Grade 3)

Six Weeks Unit (First Six Weeks)

Module (Module 1)

TEKS (3.2A)

Choose Activity (3.2A Station 1)

Open Attachment (bottom of

center mainly blank screen)

INTERACTIVE WORD WALLS

Vocabulary Instruction

INTERACTIVE WORD WALLS

● Current● Readable from

across the room● Visuals● Examples● Non-examples● Definitions are

student created

INTERACTIVE WORD WALL

Warm- up First 5 minutes of Lesson

More info on August 20 in a.m.

UPS CHECK Problem Solving Organizer

UPS CHECK

UNDERSTAND – COMPREHENSION OF THE TASK There were 35 pretzels at a bakery. A baker made 20 more pretzels. The baker then sold 11 pretzels. Write the equation that shows how to find the number of pretzels there are now.

1. Choral read.

2. Choral read a second time. The teacher listens for mistakes.

3. Clarify any vocabulary words if you hear a misread or

mispronounced.

2015 Third Grade Released Item

UNDERSTAND

There were 35 pretzels at a bakery. A baker made 20 more pretzels. The baker then sold 11 pretzels. Write the equation that shows how to find the number of pretzels there are now.

4. What is the important information?

5. Allow think time to formulate the plan

6. Complete this statement in 4 words: I will find _______

7. Pair Share summary statements

UNDERSTAND

There were 35 pretzels at a bakery. A baker made 20 more pretzels. The baker then sold 11 pretzels. Write the equation that shows how to find the number of pretzels there are now.

8. What is the important information?

9. Complete this statement in 4 words: I will _______

10. What is the meaning of the word equation?

PLAN

There were 35 pretzels at a bakery. A baker made 20 more pretzels. The baker then sold 11 pretzels. Write the equation that shows how to find the number of pretzels there are now.

1. Is this a multiple step question?

2. What will be the steps you will take to solve the problem in sequential order?

3. What operation(s) will you use?

4. Read again if needed.

5. Revisit the question summary, will your plan provide an answer to the question?

SOLVE

There were 35 pretzels at a bakery. A baker made 20 more pretzels. The baker then sold 11 pretzels. Write the equation that shows how to find the number of pretzels there are now.

1. Reread if needed.

2. Students apply the plan and create an equation.

CHECK

There were 35 pretzels at a bakery. A baker made 20 more pretzels. The baker then sold 11 pretzels. Write the equation that shows how to find the number of pretzels there are now.

1. Comparison of solutions if multiple results have been found.

2. Is this situation where there could be more than one

3. Answer the question in a complete sentence.

UPS CHECK IS ABOUT

• The questioning• Making kids think

QUESTIONING

QUESTIONING

Probing questions to promote critical thinking

Plan questions during PLC Mini-Lessons Guided Math Groups UPS check

1(B) 1(F)1(A)

Process Standards

1B – Tested 100%1F – Tested 86%1A – Tested 71%

RESOURCES Manipulatives and Digital Resources

RESOURCES FOR STUDENTS DISTRICT WIDE

Resources to Place Where Student Can Reach Them Manipulatives

Number Lines

Digital Resources for Students: Big Branz Timez Attack – Fact Based Online Resource for Students

Mega Math by TX Go Math!

Think Through Math (available later in the year for grades 3-5)

BIG BRANZ

Fact Fluency Program

TEXAS GO MATH! Digital and Paper Resources

RESOURCES – TEXAS GO MATH! BY HMHHTTPS://WWW-K6.THINKCENTRAL.COM Textbook – Teacher Editions

Student Editions are ConsumableGrab and Go - Red Center Tri Fold with books and activities Digital Resources Textbook Teacher Edition Textbook Student Edition Interactive Mega Math Grab and Go RTI Tiers 1, 2, and 3 Enrichment Spanish Versions of Textbooks Concept Readers Itools On the spot Videos Strategies and skills for fact fluency ELL Activity Guides S.T.E.M Activities Mathematical Practicee PD Videos

SCROLL DOWN FOR ELEMENTARY RESOURCES SUCH AS GO MATH AND XTRAMATH

GO TO BISD WEBSITE:

- DEPARTMENTS

- DIGITAL LEARNING

- TEACHING AND LEARNING

TEXAS GO MATH! LOGIN

THINK CENTRAL - HTTPS://WWW-K6.THINKCENTRAL.COM

PUT YOUR PLANS IN EDUPHORIA FORETHOUGHT

ASSESSMENTS Universal Screener Grades K-5 - Online STAR Math by Renaissance Learning

BOY (Sept. 1-11) MOY (Jan. 4-15) EOY (April 1-15)

Curriculum Based Assessments Grades 2-5 November 18 (Grades 2-5) February 17 (Grade 5) March 2 (Grades 2-4) May 18 (Grade 2 CBA)

Common Formative Assessments

GO TO BISD WEBSITE:

- DEPARTMENTS

- DIGITAL LEARNING

- TEACHING AND LEARNING

Web Resources for: STAR Math and Think Through Math

STAR MATH UNIVERSAL SCREENER LOGIN INFORMATION

HAVE A WONDERFUL SCHOOL YEAR!

Mary ValamidesElementary Math Coordinator817-547-5810