GA DOE_Unit 1 webinar_5th grade

Report
CCGPS Mathematics
5th Grade Update Webinar
Unit 1: Order of Operations and Whole Numbers
August 23, 2013
Update presentations are the result of collaboration between members of
2012 and 2013 Unit Review and Revision Teams
Microphone and speakers can be configured by going to:
Tools – Audio – Audio setup wizard
Turtle Toms- [email protected]
Elementary Mathematics Specialist
These materials are for nonprofit educational purposes only. Any other use may
constitute copyright infringement.
What are update webinars?
• Update on the work of the 2013 Resource Revision Team
 Overall revisions
 Unit 1 revisions
• Addressing areas of concern
• Resources
2013 5th Grade Resource Revision Team
5th Grade Resource Revision Team
 Susan Behan - Forsyth County
 Sabrina Johnson – DeKalb County
 Trudy Ives – Gwinnett County
 Michelle Parker - Gordon County
 Sarah Tatum - Ware County
 Glenda Ward – Valdosta City Schools
Webinar Guide
 Grade Level Overview
 Unit 1 Overview
 Changes to Unit 1 tasks
 Share resources
8 Standards for Mathematical Practice
From the classroom of Jessie Waters 5th grade math/science classroom at Fairmount Elementary in Gordon County
Standards for
Mathematical
Practice
Describe how
students will
practice these
in Unit 1
EQ’s
Number
Talks
Don’t have the book?
Look and learn here:
http://insidemathematics.org/i
ndex.php/number-talks
http://www.mathperspectives.c
om/num_talks.html
http://www.mathsolutions.com
/index.cfm?page=wp10&crid=5
53
http://schoolwires.henry.k12.ga
.us/Page/37071
http://www.cobbk12.org/bullar
d/NumberTalksK-2.pdf
Number Talk
3,000 ÷ 25
How many groups of 25 are there in 3,000?
Selected Terms & Symbols
Unit 1 Content & Strategies
 MCC.5.OA.1 Use parentheses, brackets, or braces
in numerical expressions, and evaluate expressions
with these symbols.
Clarification of MCC.5.OA.1

Bill McCallum, Common Core author, states: In general students in Grade 5 will be using parentheses only, because
the convention about nesting that you describe is quite common, and it's quite possible that instructional materials at
this level wouldn't even mention brackets and braces. However, the nesting order is only a convention, not a
mathematical law; the North Carolina statement (see NC unpacked standards) isn't quite right here. It's important to
distinguish between mathematical laws (e.g. the commutative law) and conventions of notation (e.g. nesting of
parentheses). Some conventions of notation are important enough that you want to insist on them in the classroom
(e.g. order of operations). But I don't think correct nesting of parentheses falls into that category. The main point of
the standard is to understand the structure of numerical expressions with grouping symbols.
In other words - evaluate expressions with brackets
or braces or parentheses. No nesting at 5th grade.
Unit 1 Content & Strategies
 MCC.5.OA.1 Use parentheses, brackets, or braces
in numerical expressions, and evaluate expressions
with these symbols.
3 + (2 x 6) or 3 + 2 x 6
Unit 1 Content & Strategies
 MCC.5.OA.2 Write simple expressions that record
calculations with numbers, and interpret numerical
expressions without evaluating them.
2 x (8 + 7)
“add 8 and 7, then multiply by 2”
3 x (18,932 + 921)
“three times as large as 18,932 + 921”
Unit 1 Content & Strategies
 MCC.5.NBT.1. Recognize that in a multi-digit
number, a digit in one place represents 10 times as
much as it represents in the place to its right and
1/10 of what it represents in the place to its left.
9,999 = 9,000 + 900 + 90 + 9
Unit 1 Content & Strategies
 MCC.5.NBT.2 Explain patterns in the number of
zeros of the product when multiplying a number by
powers of 10, and explain patterns in the placement
of the decimal point when a decimal is multiplied or
divided by a power of 10. Use whole-number
exponents to denote powers of 10.
Unit 1 Content & Strategies
 MCC.5.NBT.5 Fluently multiply multi-digit whole
numbers using the standard algorithm.
Unit 1 Content & Strategies
 MCC.5.NBT.6 Find whole-number quotients of
whole numbers with up to four-digit dividends and
two-digit divisors, using strategies based on place
value, the properties of operations, and/or the
relationship between multiplication and division.
Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
Unit 1 Content & Strategies
 MCC.5.NBT.6 Find whole-number quotients of
whole numbers with up to four-digit dividends and
two-digit divisors, using strategies based on place
value, the properties of operations, and/or the
relationship between multiplication and division.
Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
84 ÷ 10 = 8 R 4 and 44 ÷ 5 = 8 R 4
84 = 8 x 10 + 4 and 44 = 8 x 5 + 4
84 ÷ 10 = 8 4/10 and 44 ÷ 5 = 8 4/5
Types of Tasks
Task List
Specific
standards for
each task are
listed
Unit 1
Tasks
SMP’s
Unit 1
Tasks
Common
Misconceptions
Unit 1
Tasks
• Included tasks to address all
content standards
• Edited mistakes
Unit 1
Tasks
• Amount of time to compete tasks
will vary
• No expectation that every task in
the unit will be completed
Unit 1 Tasks - Unchanged
 Order of Operations
 Trick Answers
 Money for Chores
 Hogwarts House Cup
 Hogwarts House Cup 2
 Patterns R Us
 Multiplication Three in a Row
 Are These All 365 ÷ 15 ?
 Culminating Task: Start of the Year Celebration
Unit 1 Tasks - Deleted
 Operation Bingo
 What’s My Rule
Expression Puzzle
 CCGPS OA.2
Preparing a Prescription
 CTE Task: Designed to demonstrate how the Common
Core and Career and Technical Education knowledge and
skills can be integrated. The tasks provide teachers with
realistic applications that combine mathematics and CTE
content.
Division & Interpreting Remainders
 FAL
 The Formative Assessment Lesson is designed to be part of an instructional
unit typically implemented approximately two-thirds of the way through
the instructional unit. The results of the tasks should then be used to
inform the instruction that will take place for the remainder of the unit.
 Formative Assessment Lessons are intended to support teachers in
formative assessment. They both reveal and develop students’
understanding of key mathematical ideas and applications. These lessons
enable teachers and students to monitor in more detail their progress
towards the targets of the standards. They assess students’ understanding
of important concepts and problem solving performance, and help teachers
and their students to work effectively together to move each student’s
mathematical reasoning forward.
Division & Interpreting Remainders
The Grass is Always Greener
 Dimensions were changed
Division Four in a Row
 Dividends and divisors changed so there are no
remainders
Resources
 Wikispace-all the math goodness you need (except
for the frameworks) is kept on the math wikispace
provided by the GaDOE. http://ccgpsmathematicsk5.wikispaces.com/
 Please sign up for the Mathematics K-5 list [email protected]
 Van De Walle- fresh off the press there is a new
edition that is aligned to CCSS
 One of the best websites out there!

http://www.illustrativemathematics.org/standards/k8
New to 5th Grade? Begin at
www.georgiastandards.org
Select the CCGPS ELA/Math Tab
Select the Mathematics option under Browse
CCGPS
Select the K-5
option in the Mathematics section
Select the 5th Grade option
Select the
Grade Level Overview or Unit
Why a 5th Grade Level Overview?
• Designed to provide clarification of CCGPS
Mathematics
• Organized to link together many sources of
information pertinent to CCGPS Kindergarten
Math, such as:
• Standards
• Classroom
• Unit use
• Resources
Formative Assessment Lessons (FALs)
• Formative Assessment Lessons (“Classroom
Challenges”)
• Developed by the Shell Center and/or KY math
collaborative
• Embedded in the FY14 Units
• Usually 2/3 into a unit
• Intended to guide instructional decisions for the
rest of the unit
• Not intended to be graded, instead used for
feedback
• Plan is to have at least one per unit
• FAL webinar coming!
Assessment
July 22, 2013 – State School Superintendent Dr. John Barge and Gov.
Nathan Deal announced today that Georgia is withdrawing from the
Partnership for Assessment of Readiness for College and Careers (PARCC)
test development consortium.
Instead, the Georgia Department of Education (GaDOE) will work with
educators across the state to create standardized tests aligned to Georgia’s
current academic standards in mathematics and English language arts for
elementary, middle and high school students. Additionally, Georgia will seek
opportunities to collaborate with other states.
The press release in its entirety can be found at: http://www.gadoe.org/External-Affairs-andPolicy/communications/Pages/PressReleaseDetails.aspx?PressView=default&pid=123
Assessment
As GaDOE begins to build new assessments, please note that our Georgia
assessments:
will be aligned to the math and English language arts state standards;
will be high-quality and rigorous;
will be developed for students in grades 3 through 8 and high school;
will be reviewed by Georgia teachers;
will require less time to administer than the PARCC assessments;
will be offered in both computer- and paper-based formats; and
will include a variety of item types, such as performance-based and multiplechoice items.
The press release in its entirety can be found at: http://www.gadoe.org/External-Affairs-andPolicy/communications/Pages/PressReleaseDetails.aspx?PressView=default&pid=123
Assessment
We will continue to work with Georgia educators, as we have in
the past, to reconfigure and/or redevelop our state assessments
to reflect the instructional focus and expectations inherent in our
rigorous state standards in language arts and math.
This is not a suspension of the implementation of the CCGPS in
language arts and math.
~ Dr. John Barge
(excerpt from a letter to state Superintendents from Dr. Barge)
Resources
• GaDOE Resources
 Fall 2011 CCGPS Standards for Mathematical Practices Webinars https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx
 Spring 2012 CCGPS Mathematics Professional Learning Sessions on GPB https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx
2012 – 2013 CCGPS Mathematics Unit-by-Unit Webinar Series https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx
Georgia Mathematics Teacher Forums - http://ccgpsmathematicsk-5.wikispaces.com/
CCGPS Mathematics Frameworks and Comprehensive Course Overviews https://www.georgiastandards.org/Common-Core/Pages/Math-K-5.aspx
Mathematics Formative Assessment Lesson Videos https://www.georgiastandards.org/Common-Core/Pages/Mathematics-FormativeAssessment-Lessons-Videos.aspx
Assessment Resources and Instructional Support Resources
The resource sites designed to support the instructional and assessment needs of teachers.
• CCGPS Frameworks are "models of instruction" designed to support teachers in the implementation of the Common Core
Georgia Performance Standards (CCGPS). The Georgia Department of Education, Office of Standards, Instruction, and Assessment
has provided an example of the Curriculum Map for each grade level and examples of Frameworks aligned with the CCGPS to
illustrate what can be implemented within the grade level. School systems and teachers are free to use these models as is; modify
them to better serve classroom needs; or create their own curriculum maps, units and tasks.
• The Teacher Resource Link (TRL) is an application that delivers vetted and aligned digital resources to Georgia’s
teachers. TRL is accessible via the GaDOE “tunnel” in conjunction with LDS using the single sign-on process. The content is aligned
to Common Core Georgia Performance Standards, Georgia Performance Standards, and National Education Technology Standards
and pushed to teachers based on course schedule.
• Georgia Online Assessment (OAS) System Teachers can use the OAS as a tool for Assessment for Learning. Student
results on assessments help teachers identify learner needs and strengths and inform instructional practices. Robust reports also
allow teachers to communicate with students and parents about learner goals, intentions, and outcomes. The OAS helps with a cycle
of assessments, instruction, feedback, and communication that allows teachers, students, and parents to be confident with
instructional success. Teachers will be particularly interested in the Formative Item Bank.
• Webinar support and links direct teachers to archived webinars as well as links to join or view
upcoming webinars.
• Course/Grade Level WIKI spaces- post questions about a unit, a standard, the course, or any
other CCGPS math related concern. Shared resources and information are also available at the
site.
• CRCT Resources available to provide more information for the CRCT as provided by the GaDoe.
• Formula Sheet the formula sheet found on the GaDoe website used on the CRCT.
• Georgiastandards.org a wealth of instructional links and information. Open the Common Core
GPS tab at the top to access specific math resources for CCGPS.
Resource List
The following list is provided as a
sample of available resources and
is for informational purposes only.
It is your responsibility to
investigate them to determine
their value and appropriateness
for your district. GaDOE does not
endorse or recommend the
purchase of or use of any
particular resource.
Resources
• CCGPS Resources
 SEDL videos - http://bit.ly/RwWTdc
or http://bit.ly/yyhvtc
 Illustrative Mathematics - http://www.illustrativemathematics.org/
 Dana Center's CCSS Toolbox - http://www.ccsstoolbox.com/
 Common Core Standards - http://www.corestandards.org/
 Tools for the Common Core Standards - http://commoncoretools.me/
 Phil Daro talks about the Common Core Mathematics Standards - http://bit.ly/URwOFT
 LearnZillion - http://learnzillion.com/
 Flip Book- http://katm.org/wp/wp-content/uploads/flipbooks/5th-Flipbookedited2.pdf
• Assessment Resources
Online Assessment System - http://bit.ly/OoyaK5
MAP - http://www.map.mathshell.org.uk/materials/index.php
 Illustrative Mathematics - http://illustrativemathematics.org/
 CCSS Toolbox: PARCC Prototyping Project - http://www.ccsstoolbox.org/
 Smarter Balanced - http://www.smarterbalanced.org/smarter-balanced-assessments/

Flipbooks
•
•
•
•
Remember, NC is using exclusive def. of trapezoid
The Flipbooks offer clarification
Very large file (slow loading)
http://katm.org/wp/wp-content/uploads/flipbooks/5thFlipbookedited2.pdf
Resources
• Professional Learning Resources
 Inside Mathematics- http://www.insidemathematics.org/
 Annenberg Learner - http://www.learner.org/index.html
 Edutopia – http://www.edutopia.org
 Teaching Channel - http://www.teachingchannel.org
 Ontario Ministry of Education - http://bit.ly/cGZlce
Achieve - http://www.achieve.org/
Feedback
http://ccgpsmathematicsk-5.wikispaces.com/
Turtle Toms- [email protected]
Elementary Mathematics Specialist
5rd Grade Math Resource Revision Team
Susan Behan- Teacher, Forsyth County Schools
Trudy Ives- Instructional Coach, Gwinnett County Schools
Sabrina Johnson- Teacher, Dekalb County Schools
Michelle Parker– Teacher, Gordon County Schools
Sarah Tatum-Teacher, Ware County Schools
Glenda Ward- Instructional Coach, Valdosta City Schools
Thank You!
Please visit http://ccgpsmathematicsk-5.wikispaces.com/ to share your feedback, ask
questions, and share your ideas and resources!
Please visit https://www.georgiastandards.org/Common-Core/Pages/Math.aspx
to join the K-5 Mathematics email listserve.
Follow on Twitter!
Follow @GaDOEMath
Turtle Toms
Program Specialist (K-5)
[email protected]
These materials are for nonprofit educational purposes only.
Any other use may constitute copyright infringement.

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