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Our trainer Mike said, while in the two day workshop, "If the wheels come off the bus, never skip Number Corner."

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Our trainer Mike said, while in the two day workshop, "If the wheels come off the bus, never skip Number Corner."

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News you can use...

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Use soap containers as an inexpensive option to hold the math cards

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Be sure to make copies of the items that have asterisks by them in your teacher's guide.

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Posters that use words, numbers, and diagrams to illustrate each of the multiplication fact strategies to display in your classroom.

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Posters that use words, numbers, and diagrams to illustrate each of the division fact strategies to display in your classroom.

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Code the possible points on a master copy of the assessment. This will make scoring assessments easier.

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Slide Deck for Unit 1's sessions.

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Slide Deck for Unit 2's sessions.

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Excel documents for recording and storing student assessment data.

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Excel documents for recording and storing student assessment data.

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Using the Results of Assessment to Inform Differentiation & Intervention

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Using the Results of Assessment to Inform Differentiation & Intervention

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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- estimating
- understanding powers of ten
- multiplying 3x2 digit #s
- Connecting multiplying whole numbers to multiplying with decimals
Tricks
- flip the cards daily, but conversations can happen in chunks, after 4-5 days of collecting (as makes sense)
-Put cards under document camera because grids are hard to see otherwise

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Days 6 and 9

Objective: Having students show their skills and strategies by posing problems from given information (word problem that is missing the questions).  You might need to pose a question such as, "What's missing?" if they didn't notice there isn't a question.  Also, decide if students are allowed to add information to what is given (or not if it will derail the purpose).

Math Skill/Strategy:  4 operations with decimals, using equations, standard algorithm multiplication/division

Student Book Pages:  62-63

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March Calendar Collector:Line Plots and Length

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March Calendar Collector:Line Plots and Length

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Gist: Measuring a pencil throughout the month and collecting data on line plots.
Teacher Prep: Every student needs a high quality pencil and an index card ( We think the index card may not be necessary).  You also will need to prepare three individual horizontal line plot charts- Day 5, Day 10, Day 15.
Student Materials: Same high quality pencil for every lesson. Think of the management of these pencils! Student workbook pages 53 - 57.
Lesson Summaries:
Day 1- Students measure unsharpened pencils and record data on NC student workbook  p.53.
Days 5 and 10- Students measure their pencils, record data on class line plots and  on NC student workbook p. 53. They then analyze the data on pp. 54 and 55.
Day 15 - Same as above, plus summary on NC student workbook pp. 56 and 57.

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Quotient Bingo
Objective: Practice solving division problems using a Bingo Board. They estimate the answer to the problem and solve it.

Materials Needed:
-Teacher Master (T3) - Problems
-Student Book Page 58-61 - Bingo Boards
-Markers (to mark the board)

Directions:
1.Player solves a division problem.
2. They choose to mark the quotient on the board with X or O. Options are: the quotient, 1/10 of the quotient, 10 x the quotient
3. Player who marks 4 spaces in the row wins the game.

Activity 1 (Days 2, 7 but we think it can be played in one day):
-Teacher versus students
-Students paraphrase what the directions are
-Discuss division and estimation strategies

Activity 2 (Day12)
-Students play in partners using the Bingo Board and Problems

Activity 3
-Students play in partners
-Discuss as a whole class ways to they solved the problems (ratio table, estimation, using money)

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March Problem Strings: Fraction Addition and Subtraction

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March Problem Strings: Fraction Addition and Subtraction

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Main Focus Points: Adding & subtracting fractions sometimes with multiple addends and/or mixed numbers.   Using strategies to add and subtract using money/clock strategy and common denominator.  Also, focuses on converting to fractions, decomposing mixed numbers into their whole numbers and fractional parts, and adding the sums of the whole numbers and fractions.   Students also work on chunking problems as they go, and justifying how to simplify their fractions.   Using improper fractions when it does not make sense to do so (5 1/3 -  1 3/4  )