P.S. 103 K - 2 Session - How what you do in K - 2 matters!

Math Professional Development Menu

Focus: Understanding the impact of what is taught in K - 2 and how it appears in later grades.

Agenda:

AGENDA

12:20 PM Welcome and Overview

12:30 PM Choice #1

1:00 PM Choice #2

1:30 PM Choice #3

2:00 PM Choice #4

2:30 PM Making Slime, Slide Deck

3:00 PM A Math Routine Vertically - Magic Squares, Slide Deck

3:30 PM Record your ‘Next Steps’

WHAT AM I EXPECTED TO DO?

Select to complete 4 of the following options. Ideally, you are encouraged to select a choice from each level…A or B, C or D, etc. Be prepared to share your learning and insights with the group. You will have about 30 minutes to complete each option. You will need a computer. You can work independently or collaboratively as the option allows. Record your findings using a Thinking Map and upload your work to : https://padlet.com/ckingeducation/ps103

OPTION B: Verbs Associated with the New York State Next Generation Mathematics Learning Standards (NGLS - M)

  1. Click into the Glossary for the NGLS - M.

  2. How many verbs are listed?

  3. Rank each verb on a scale of 1 to 4. One indicates that you rarely incorporate the teaching of this verb in your instruction. A ‘4’ indicates that you incorporate the teaching of this verb on a daily basis.

  4. Sort the verbs. What verbs ranked a 4 and what verbs ranked a 1? Why do you think that is?

  5. Create an action plan (using a Thinking Map) to show how you are going to address verbs you ranked a 1 (or 2).

OPTION A: Learning about the New York State Next Generation Mathematics Learning Standards (NGLS - M)

  1. Click into the Crosswalk and Snapshot for the NGLS - M and open your grade level documents.

  2. Review the Snapshot first. What changes do you note?

  3. Review the Crosswalk. What changes do you note?

  4. How might these shifts impact your instruction? Record ideas on a Thinking Map of your choice.

OPTION D: Turn on Math CC

  1. Click into Turn on Math CC and navigate to the hexagonal map.

  2. Select a domain/concept to read/focus on.

  3. Record down 1 new thing learned.

  4. Record 2 implications for instruction.

  5. Record ideas on a Thinking Map of your choice.

OPTION C: Coherence Map

  1. Click into the Coherence Map from Achieve the Core.

  2. Select a grade level, then a domain and finally a standard.

  3. Explore subsequent standards your selected standard connects to vertically.

  4. What fluencies are needed to be most successful with subsequent vertical standards.

  5. What are the implications for instruction?

  6. Record ideas on a Thinking Map of your choice.

OPTION F: Problem Solving by Problem Types and Using Tools

  1. Review the Problem Types

  2. Review the South Dakota CGI Problems.

  3. Click into Greg Tang’s Word Problem Generator. Use the tool to create a word problem. Solve the word problem.

  4. Extend the word problem by creating:

    • a multi-step problem that a student at your grade could solve.

    • an open ended multi-step problem that a student at your grade level could solve.

  5. Record ideas on a Thinking Map of your choice.

OPTION E: Take a Test Escape Room

  1. Enter the Escape Room.

  2. Solve each problem presented.

  3. Reflect on what students would have learned in your grade level to prepare them to successfully solve each problem.

  4. Review the NYS Released Items for Grades 3 to 8 and go back to Step #3.

OPTION H: Explore a Virtual Tool - Math Learning Center

  1. Explore the Rekenrek and the Number Line Apps

  2. Review the .pdf materials for the Rekenrek or the Number Line.

  3. Select one activity to demonstrate with another teacher using the the virtual tools.

  4. How can you use these tool in your classroom? Record ideas on a Thinking Map of your choice.

OPTION G: Explore Virtual Tools - Didax Online and Hands-On Math

  1. Explore 2 to 3 tools presented.

  2. For each tool selected, discuss how this tool could be used in subsequent grade levels. Be sure to specify the use and the standard being addressed. For example, ten frames can be used to help student in 3rd grade understand multiplication and in 5th grade can be used to divide decimals.

  3. Record ideas on a Thinking Map of your choice.

Christine King