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3rd Gra de Co mputa tio n Nic ho la s Pyzik Ma the ma tic s Re so - PowerPoint PPT Presentation

Mar 15, 2024 •338 likes •509 views

COMMON CORE L E SSON 3rd Gra de Co mputa tio n Nic ho la s Pyzik Ma the ma tic s Re so urc e T e a c he r Ba ltimo re Co unty Pub lic Sc ho o ls CCSS- M Sta nda rd: 3.NBT .A.2 F lue ntly add and sub trac t within 1000 using strate g

  1. COMMON CORE L E SSON 3rd Gra de Co mputa tio n Nic ho la s Pyzik Ma the ma tic s Re so urc e T e a c he r Ba ltimo re Co unty Pub lic Sc ho o ls

  2. CCSS- M Sta nda rd: 3.NBT .A.2 F lue ntly add and sub trac t within 1000 using strate g ie s and alg o rithms b ase d o n plac e value , pro pe rtie s o f o pe ratio ns, and/o r the re latio nship b e twe e n additio n and sub trac tio n. 2

  3. Proble m Kaylah se e s a ro ad sig n with c itie s and the ir distanc e s fro m he r c urre nt lo c atio n. T he sig n sho ws that Baltimo re is 309 mile s away and Annapo lis is 280 mile s away. I n all, ho w many mile s is b e twe e n Baltimo re and Annapo lis? (So lve this pro b le m any way yo u like .) 3

  4. Possible Stude nt Que stions  What is happe ning in the sto ry?  What info rmatio n do yo u ne e d?  What math c an b e use d to so lve the pro b le m?  What e q uatio n(s) c an b e writte n to mo de l the pro b le m?  What strate g y mig ht yo u use to so lve this?  Are the re multiple ways to appro ac h/so lve this pro b le m? 4 (Mo ve the e q uatio n to the b o tto m.)

  5. Adding Up/ Pa rtia l Sums 280 + ____ = 309 280 + 20 = 300 300 + 9 = 309 280 + 29 = 309 29 mile s 5

  6. Counting Ba c k/ Pa rtia l Diffe re nc e s 309 - ____ = 280 309 - 9 = 300 300 - 20 = 280 6

  7. Numbe r L ine 7

  8. Sta nda rd Alg orithm 8

  10. Ho w c lo se do e s the fo llo wing sta te me nt c o me to yo ur vie w o n the b ro a de r impa c t o f the CCSS-M b e yo nd the c la ssro o m? “Re info rc e me nt o f math le arning at ho me is de c lining b e c ause pare nts do n’ t unde rstand the way math is b e ing taug ht” 85% - Ve ry c lo se o r so me wha t c lo se to my vie w 13% - No t to o c lo se / No t c lo se a t a ll to my vie w 3% - No t sure 10 (Numb e rs ma y no t to ta l to 100 pe rc e nt due to ro unding .)

  11. ST AT E ME NT S AND INT E RPRE T AT IONS Va n d e Wa lle , J., Ba y-Willia ms, J. M., L o vin, L .A., & K a rp, K . S. (2014). T e a c hing Stud e nt Ce nte re d 11 Ma the ma tic s: Gra d e s 6-8 (2nd e d itio n). Ne w Yo rk, NY: Pe a rso n.

  12. OR F AMIL IE S T QUE ST IONS F O HE L P CHIL DRE N WIT H HOME WORK Va n d e Wa lle , J., Ba y-Willia ms, J. M., L o vin, L .A., & K a rp, K . S. (2014). T e a c hing Stud e nt Ce nte re d Ma the ma tic s: Gra d e s 6-8 (2nd e d itio n). Ne w Yo rk, NY: Pe a rso n. 12

  13. MORE T E ACHE RS ARE T E ACHING ST UDE NT S MUL T IPL E ME T HODS T O SOL VE PROBL E MS.  65 pe r c e nt o f K –5 te a c he rs a nd 41 pe r c e nt o f 6–8 te a c he rs re po rt tha t the y a re “te a c hing multiple me tho ds to so lve a pro b le m” mo re o fte n tha n the y did b e fo re the CCSS-M we re imple me nte d. Just 2–5 pe rc e nt a t a ll g ra de b a nds re po rt do ing this le ss fre q ue ntly.  Ma ny te a c he rs a ppe a r to ha ve re se rva tio ns a b o ut this shift, ho we ve r, with 53 pe r c e nt o ve ra ll a g re e ing tha t “stude nts a re frustra te d b e c a use the y a re b e ing a ske d to le a rn ma ny diffe re nt wa ys to so lve the sa me pro b le m.” 13

  14. T E ACHE RS WIT H ST UDE NT S WHO ARE BE L OW GRADE L E VE L HAVE A MORE NE GAT IVE VIE W OF T HE IMPACT OF T HE ST ANDARDS. T he 18 pe rc e nt o f surve y re spo nde nts who prima rily te a c h stude nts who a re re me dia l o r sig nific a ntly b e lo w g ra de le ve l in ma th e vinc e sig nific a ntly mo re pe ssimism a b o ut the impa c t o f CCSS-M o n stude nts tha n te a c he rs who prima rily te a c h o n-g ra de -le ve l stude nts. I n pa rtic ula r, the fo rme r a re :  L e ss like ly to a g re e tha t “stude nts a re de ve lo ping a stro ng e r numb e r se nse a nd mo re a b ility to a pply ma th in re a l-wo rld situa tio ns”  Mo re like ly to re po rt tha t fe we r stude nts “a re a b le to do simple c a lc ula tio ns with spe e d a nd a c c ura c y”  Mo re like ly to re po rt tha t mo re stude nts “c o nsiste ntly re ly o n the te a c he r fo r he lp”  Mo re like ly to a g re e tha t “stude nts a re frustra te d b e c a use the y’ re b e ing a ske d to le a rn ma ny diffe re nt wa ys to so lve the sa me pro b le m” 14

  15. WHAT ’S UP WIT H MIDDL E SCHOOL T E ACHE RS? Middle sc ho o l te a c he rs te nd to ha ve mo re o f a ne g a tive a sse ssme nt o f stude nts’ ma th a b ilitie s. But why?  I t se e ms like ly tha t the CCSS-M pla c e dra ma tic a lly hig he r e xpe c ta tio ns o n middle sc ho o l stude nts a nd muc h o f the c o nte nt intro duc e d in the se g ra de s is ne w fo r b o th te a c he rs a nd stude nts.  Mo re o ve r, it’ s po ssib le tha t middle sc ho o l te a c he rs ha ve n’ t re c e ive d the pro fe ssio na l de ve lo pme nt re q uire d to na vig a te suc c e ssfully this tra nsitio n.  Or pe rha ps middle sc ho o l stude nts who ha ve ha d to tra nsitio n into the CCSS-M during e le me nta ry sc ho o l fa ile d to a c q uire the skills ne c e ssa ry to suc c e e d in middle sc ho o l ma th. 15

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