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

These are Manipulatives Too!

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?

Concrete, Representational, Abstract

In each lesson students should experience C-R-A

Concrete use of Manipulatives

Representation and Abstract

Summarize

In terms of the Common Core Mathematical Practices and Mathematical Standards, what role do manipulatives play?

Why is it important that manipulatives are used during instruction by students?

What is C-R-A and why is it important?