CCGPS Mathematics5th Grade Update Webinar

Unit 1: Order of Operations and Whole NumbersAugust 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- tgunn@doe.k12.ga.us 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 OverviewUnit 1 OverviewChanges to Unit 1 tasksShare 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 TalksDon’t have the book?

Look and learn here:

http://insidemathematics.org/index.php/number-talks

http://www.mathperspectives.com/num_talks.html

http://www.mathsolutions.com/index.cfm?page=wp10&crid=553

http://schoolwires.henry.k12.ga.us/Page/37071

http://www.cobbk12.org/bullard/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 OperationsTrick AnswersMoney for ChoresHogwarts House CupHogwarts House Cup 2Patterns R UsMultiplication Three in a RowAre These All 365 ÷ 15 ?Culminating Task: Start of the Year

Celebration

Unit 1 Tasks - Deleted

Operation BingoWhat’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://ccgpsmathematicsk-5.wikispaces.com/

Please sign up for the Mathematics K-5 list serve- join-mathematics-k-5@list.doe.k12.ga.us

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!

AssessmentJuly 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-and-Policy/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; andwill include a variety of item types, such as performance-based and multiple-choice items.The press release in its entirety can be found at: http://www.gadoe.org/External-Affairs-and-Policy/communications/Pages/PressReleaseDetails.aspx?PressView=default&pid=123

AssessmentWe 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)

• 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-Formative-Assessment-Lessons-Videos.aspx

Resources

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.

• 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/ PARCC - http://www.parcconline.org/

Resources

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/5th-

Flipbookedited2.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/

Feedbackhttp://ccgpsmathematicsk-5.wikispaces.com/

Turtle Toms- tgunn@doe.k12.ga.usElementary 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 TomsProgram Specialist (K-5)tgunn@doe.k12.ga.us

These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.