# data[].attributes.body
Share any ideas you have found.

Discuss how you attempted to implement last weeks strategies.

What went well, what challenges did you encounter, how did the students respond,

what would you do differently?

Upload your teams reflection on this Padlet.

# data[].attributes.body
Watch video(s) and answer questions with team.

Then upload answers to this Padlet

Then implement strategies in your classroom and be ready to discuss in next PLC

# data[].attributes.headline
Common
Core Mathematics in a PLC at Work

# data[].attributes.subject
Common
Core Mathematics in a PLC at Work

# data[].attributes.body
Grades 3-5 pg. 41

Grades K-2 pg. 40

# data[].attributes.attachment_link.readable_text
Math.3.MD.C.7b

Common core State Standards

Math: Math

3: Grade 3

MD: Measurement & Data

C: Geometric measurement: understand concepts of area and relate area to multiplication and to addition

7b:
Relate area to the operations of multiplication and addition.

a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
<br />
b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

Download Common Core State Standards (PDF 1.2 MB)

|

Math.3.MD.D.8

Common core State Standards

Math: Math

3: Grade 3

MD: Measurement & Data

D: Geometric measurement: recognize perimeter

8:
Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. Why does Ms. Park go back to 3rd grade content standards?

2. How does she ramp up to teaching 6th grade content?

3. When Ms. Park says that you create your practice by knowing the content first, what does this mean?

4. How does Ms. Park ask students to reflect on their learning?

5. Why is this reflection important?

School Details

Eastside College Preparatory School
1041 Myrtle Street
East Palo Alto CA 94303

Data Provided By:

Teachers

English Language Arts Math Science Social Studies / 6 / Teacher

# data[].attributes.attachment_link.title
Table for 22: A Real-World Geometry Project

# data[].attributes.attachment_link.description
Sixth grade teacher Suney Park begins by asking her class to imagine that all 22 students want to sit together at a rectangular table. Suney asks students to figure out both the biggest and smallest table they could sit at. Suney explains how this problem changed students' understanding of area, helping them to see area as "the space inside."