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# SMARTIES Elementary Mathematics

SMARTIES is a group of Elementary Teachers working together to understand the changes suggested by the new Common Core Standards. This year we explored the focus area of fractions. We wanted to understand the progression of the standards.

by

Tweet## Rebecca Hubbell

on 9 April 2013#### Transcript of SMARTIES Elementary Mathematics

Common Core Math Shifts Student Work Samples The Lesson Introducing important academic vocabulary

Focusing on benchmark fractions from 0 to 1

Engaging in hands-on learning

Ordering benchmark fractions on a number line

Sparking student engagement through ACTIVE participation Focus CCMS Standards CCSS.Math.Content.3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

CCSS.Math.Content.3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.

CCSS.Math.Content.3.NF.A.2a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

CCSS.Math.Content.3.NF.A.2b Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. Mathematical Progression Grades 3-5

Number and Operations

Fractions Rigor

Through use of the number line, students pursued conceptual understanding. Students implemented procedures to add fractions of common denominators and correctly identified the parts of the whole as they wrote the numerator and denominator. After repeated practice of writing and identifying fractions with the same numerator and denominator students gained fluency. Students were able to apply their knowledge of fractions by correctly placing fractions on the number line. Coherence

By using CCMS standards we addressed the needs of students in grades 2 through 5 by introducing the concept of the number line and unit fractions. Focus: Strongly where the Standards focus

Coherence: Think across grades, and link to major topics within grades

Rigor: In major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity Our Goal Review research regarding the shifts in CACCMS and choose one math progression to fully investigate. Our SMART Goals CURRENT REALITY: What do teachers already know?

Teachers lack full understanding of “how” to plan and deliver CACCMS instructional practices (MP8).

GOAL #3

By April 2013, team members will share-out and discuss “Prezi” or Power Point on math fractions and CACCMS instructional practices with each other and LCCS teachers as measured by final “Prezi” debrief. CURRENT REALITY: What do students already know?

Teachers have little knowledge about the shifts and SMP8 required to teach CACCMS with fidelity.

GOAL #1

By January 2013, team members will review research of the shifts in CACCMS and choose one math progression to fully investigate (how fractions are developed across elementary grade levels) as measured by completed lesson study model. Focus

97 Standards (Retiring)

Students order fractions by comparing pictures (representations) of fractions.

Students order fractions with like denominators.

CCMS

Students use unit fractions as a benchmark to understand that the unit fraction is repeatedly copied on a number line as a unit of measurement.

Then, by using the number line, students compare and order the fractions. CURRENT REALITY: What do students already know?Teachers have little knowledge about the shifts and SMP8 required to teach CACCMS with fidelity.

GOAL #2

By February 2013, team members will plan and implement a “Prezi” or Power Point on fractions and use the lesson study model to analyze CACCMS instructional practices (MP8) as measured by final lesson plan. SMARTIES - Elementary Math Team Members:

CJ Holzhauer, Jessie Hathorn, Mharia Ross-Walcott,

Rachel Ceja and Rebecca Hubbell

Team Facilitator: Terri Tozier What did our students learn? Applying key vocabulary related to the number line

One whole - the distance from zero to one, and 1/1, 2/2, 3/3, 4/4

Equivalent fractions

Unit fractions 1/2, 1/3, 1/4, 1/5

Ordering whole numbers and benchmark fractions on the number line

Comparing the size of different fractions

Integrating math and writing

Sharing ideas with others through mathematical discourse

Using tools with precision What did teachers learn? Learned the importance of reading the mathematical progressions prior to planning a CCMS unit

Explored the linear model as a new way to teach/learn fractions

Identified tools and resources necessary to teach CCMS

Employed the collaborative "Lesson Study Model" when planning and assessing the effectiveness of the lesson

Reflected and analyzed key elements of the lesson (what did and did not work)

Increased conceptual understanding of the vastness between zero and one

Created a Prezi

Engaged in focused collaborative teamwork

Group included a big math nerd!

Full transcriptFocusing on benchmark fractions from 0 to 1

Engaging in hands-on learning

Ordering benchmark fractions on a number line

Sparking student engagement through ACTIVE participation Focus CCMS Standards CCSS.Math.Content.3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

CCSS.Math.Content.3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.

CCSS.Math.Content.3.NF.A.2a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

CCSS.Math.Content.3.NF.A.2b Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. Mathematical Progression Grades 3-5

Number and Operations

Fractions Rigor

Through use of the number line, students pursued conceptual understanding. Students implemented procedures to add fractions of common denominators and correctly identified the parts of the whole as they wrote the numerator and denominator. After repeated practice of writing and identifying fractions with the same numerator and denominator students gained fluency. Students were able to apply their knowledge of fractions by correctly placing fractions on the number line. Coherence

By using CCMS standards we addressed the needs of students in grades 2 through 5 by introducing the concept of the number line and unit fractions. Focus: Strongly where the Standards focus

Coherence: Think across grades, and link to major topics within grades

Rigor: In major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity Our Goal Review research regarding the shifts in CACCMS and choose one math progression to fully investigate. Our SMART Goals CURRENT REALITY: What do teachers already know?

Teachers lack full understanding of “how” to plan and deliver CACCMS instructional practices (MP8).

GOAL #3

By April 2013, team members will share-out and discuss “Prezi” or Power Point on math fractions and CACCMS instructional practices with each other and LCCS teachers as measured by final “Prezi” debrief. CURRENT REALITY: What do students already know?

Teachers have little knowledge about the shifts and SMP8 required to teach CACCMS with fidelity.

GOAL #1

By January 2013, team members will review research of the shifts in CACCMS and choose one math progression to fully investigate (how fractions are developed across elementary grade levels) as measured by completed lesson study model. Focus

97 Standards (Retiring)

Students order fractions by comparing pictures (representations) of fractions.

Students order fractions with like denominators.

CCMS

Students use unit fractions as a benchmark to understand that the unit fraction is repeatedly copied on a number line as a unit of measurement.

Then, by using the number line, students compare and order the fractions. CURRENT REALITY: What do students already know?Teachers have little knowledge about the shifts and SMP8 required to teach CACCMS with fidelity.

GOAL #2

By February 2013, team members will plan and implement a “Prezi” or Power Point on fractions and use the lesson study model to analyze CACCMS instructional practices (MP8) as measured by final lesson plan. SMARTIES - Elementary Math Team Members:

CJ Holzhauer, Jessie Hathorn, Mharia Ross-Walcott,

Rachel Ceja and Rebecca Hubbell

Team Facilitator: Terri Tozier What did our students learn? Applying key vocabulary related to the number line

One whole - the distance from zero to one, and 1/1, 2/2, 3/3, 4/4

Equivalent fractions

Unit fractions 1/2, 1/3, 1/4, 1/5

Ordering whole numbers and benchmark fractions on the number line

Comparing the size of different fractions

Integrating math and writing

Sharing ideas with others through mathematical discourse

Using tools with precision What did teachers learn? Learned the importance of reading the mathematical progressions prior to planning a CCMS unit

Explored the linear model as a new way to teach/learn fractions

Identified tools and resources necessary to teach CCMS

Employed the collaborative "Lesson Study Model" when planning and assessing the effectiveness of the lesson

Reflected and analyzed key elements of the lesson (what did and did not work)

Increased conceptual understanding of the vastness between zero and one

Created a Prezi

Engaged in focused collaborative teamwork

Group included a big math nerd!