NCCTM October 2013

North Carolina Council of Teachers of

Mathematics

Denise Schulz & Kitty Rutherford

Welcome“Who’s in the Room”

maccss.ncdpi.wikispaces.net

Announcements

Notification of a slight change in the Numbering System of CCSS for Mathematics

Math and Science Partnerships

• MSP 2013-2014– RFP published September 3, 2013– Intent to apply due: September 30, 2013– Full proposals due: November 30, 2013

For more information contact:Beverly G. Vance, Science Section Chief

Division of Curriculum and InstructionNorth Carolina Department of Public Instruction

Beverly.vance@dpi.nc.gov

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Common Core State Standards: One Page Layouts

Major Work

Unpacking Document

Building Mathematical Language

K-8 Lessons for

Learning

K-5 Grade Level Unit

or Collection of

Lessons

Navigation Alignment

K-12 AIG Lessons

http://ncaigirp.ncdpi.wikispaces.net/Mathematics+3-5

Help Dr. Math

Dr. Math has been really busy this year helping students understand math. Since you have been working with many kinds of addition and subtraction problems this year, he could use your help in answering some of these letters. These students need help in understanding so be sure to explain clearly and use drawings and equations to support your explanations. You may wish to choose your own pseudonym (Dr. Math is not a real name!).

Dear Dr. Math,Please help me! My aunt is making a gum wrapper chain to decorate her basement. She will pay me a penny for each gum wrapper. I cleaned up my room and found 35 gum wrappers. Then I snuck into my brother’s room and found 48 gum wrappers. Then I looked in my dad’s car and found 22 more gum wrappers. How can I figure out how many pennies my aunt should give me?Sincerely,All gummed up in Greensboro

K-2 Assessments

• Formative Assessments on Wiki (This can be purchased in printable form.)

• Mid-Year Benchmark Assessment (Released last year’s assessment – now on math wiki)

• Summative Assessment (Released last year’s assessment – now on math wiki)

Available in print form

Realigning and

creating additional games for CCSS

The North Carolina ElementaryMathematics Add-On License Project

For more information on EMAoL offerings contact:

ASUKathleen Lynch Davis lynchrk@appstate.edu

ECUSid Rachlinrachlins@ecu.edu

NCSUPaola Sztajnpapaola_sztajn@ncsu.edu

UNCSusan Frielsfriel@email.unc.edu

UNCCDrew Pollydrew.polly@uncc.edu

UNCGKerri Richardsonkerri_richardson@uncg.edu

UNCWTracy Hargrovehargrovet@uncw.edu

Nominate An Outstanding Teacher

Website: www.paemst.orgKitty.rutherford@dpi.nc.gov

Elementary State Finalist

2012 North Carolina State Finalist

 

Tonya KepleyEnochville Elementary

China Grove

Kay PitchfordStoney Point Elementary

Fayetteville

Meredith StanleyHaw Creek Elementary

Asheville

  

Next Elementary Webinar

Computational Fluency, Algorithms, and Mathematical Proficiency

Join our DPI Elementary Mathematics Webinar on November 7 at 3:30 – 4:30

to learn what the experts say!

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http://www.illustrativemathematics.org/standards/k8

http://learnzillion.com

Join Our Listserv1. Send an email to the Listserv by cutting and pasting the following address into the "To" box within your email application.

join-k-5_math@lists.dpi.state.nc.us[Elementary requests]

2. Leave the subject line and the body of the message blank.

3. Once successfully subscribed, a confirmation email will be sent.

Understanding Number Concepts and RelationshipsDeep understanding of number concepts and relationships does not develop quickly. Children need ongoing and multiple opportunities to develop number sense: to count and compare quantities, to add and subtract, to work with place value in ways that ask them to think and reason, to see relationships, and to make connections.

– Kathy Richardson, How Children Learn Number Concepts, 2012

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A complete and rich understanding of number involves many different ideas, relationships, and skills. It takes time and lots of experiences for children to develop a full understanding of number that will grow and enhance all of the further number-related concepts of the school years.

– Van de Walle & Lovin, Teaching Student-Centered Mathematics Grades K-3, 2006

Let’s Do Some Math!

Math Friends explore…

• How could you use 10-frames and snap cubes as models to build a deep understanding of the K-2 content standards?

Standards for Mathematical Practices

Instruction Must Change

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.

Standards for Mathematical Practices

Kitty Rutherford kitty.rutherford@dpi.nc.gov

Contact Information

Website: maccss.ncdpi.wikispaces.net

Denise Schulzdenise.schulz@dpi.nc.gov

What questions do you have?

For all you do for our students!