MATH THAT MATTERSNCAGT MARCH 5, 2015

DEBBIE SOUTHERLAND

KARMA MAPLES

NC AIG Program Standards• 2a - Adapts NC SCOS to address a range of

ability levels• 2b - Employs diverse and effective instructional

practices according to students’ abilities• 2h - Ensures collaboration among AIG personnel

and other professional staff• 4f - Ensures collaboration and involvement among

regular education teachers … to provide differentiated programming and services

WHY

WHY

ONLY 39% 34% 23%

of 4th graders of 8th graders of 12th graders

score at or above the “proficient” level in mathematics http://hechingerreport.org/content/u-s-math-education-is-broken_2356/

F’S & D’SMathematics had 2x as many F’s and D’s as compared to other subjects

http://hechingered.org/content/americas-math-problem-should-we-get-rid-of-algebra_5418/

Fewer than 8%

of American 15-year-olds havesophisticated math skills they can

apply to solve real-world problems. http://www.achieve.org/files/Achieve-MathWorks-Fact%20Sheet%20International.pdf

WHY

March – Met with 3rd grade team to plan how I could work with them their grade level math time during the last

night weeks• Pull Out Groups• Team Teaching• Lesson/Unit Planning• EOG Review

WHAT HAPPENED

Debbie choose team teaching in math• Friday• Performance Tasks• Differentiated Groups

Start with a math concept or key skill

Search for activities

Divide students into ability groups based on classroom performance on concept or skill ( # of groups and problem solving abilities)

HOWPlan on level of collaboration during activity

Search for Two Basic Types of Activities

The first type of activity assesses one concept for all students with different levels of instructions and scaffolded directions

The other type assesses one concept with a different activity for each group or level in your class

ExampleDifferent activities for each level• Place value and multi-digit addition

Number and Operations in Base TenUse Place value understanding and properties of operations to perform multi-digit arithmetic• 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties

of operations, and/or the relationship between addition and subtraction.

StrugglingStudents demonstrate the ability of make sense of and use someone else’s strategy and evaluate the accuracy of the strategy based on calculations and/or understanding and knowledge of place value.

PracticeStudents use a given sum and numbers to find the missing addends that will correctly complete a number sentence.

EnrichmentStudents are given the task of planning a birthday party for six guests with a budget of $100. This is an activity from an AIG-IRP lesson.

ExamplesOne activity for all groups •Fraction number line•Multiplication/Division Poster•Math Museum

Multiplication/Division Poster

Homework-PROJECT-Common-Core-967334

Resources is from: Joan Colalillo @ Teachers Pay Teachers:

Standards: • 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups,

arrays, and measurement quantities• 3.OA.5 Apply properties of operations as strategies to multiply and divide.

Original Assignment• Does it fit the standard(s)?

• How can it be adapted or changed to fit the standard(s)?

Fraction Museum Walk

Resource is from Engage NY: https://www.engageny.org/resource/grade-3-mathematics-module-5

NYS Common Core Mathematics CurriculumLesson 12 Concept Development (32 minutes)Materials:(S) Use similar materials to those used in Lesson 4 (at least 75 copies of each), 10-centimeter length of yarn, 4” × 1” rectangular piece of yellow construction paper, 3” × 1” brown paper, 1” × 1” orange square, water, small plastic cups, clay

Develop understanding of fractions as numbers.• 3.NF.A.1 Understand a fraction 1/b as the quantity

formed by 1 part when a whole is partitioned into bequal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Fraction Number Line

Resource: Teachers Pay Teachers by Chris Cadalzo Fraction Building Bridges Challengehttps://www.teacherspayteachers.com/Product/Fraction-Number-Line-Challenge-510121

Standard:3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Logistics• Advanced planning• Assess major concepts or skills• Trust• Start with at least one person per group • Develop groups based on data from assignments done during lessons on

concept/skill • Flexible groups and levels • Activities vary from class to class, year to year based on student abilities • Must plan groups before choosing activity • NO GRADES• Not cute products but rigorous activities for all • Both have to be master teachers (content and differentiation)

Interesting Take-Aways• Conversations at home• ALL Students looking forward to challenged Fridays• Student mathematical conversations • Application of problem solving in real-world situations• Information on student math performance beyond testing and

worksheets • Students learning to “work” with a large variety of classmates• Challenging and not always a complete ending

Resources1. MARS taskshttp://www.scoe.org/files/mars-grade3.pdf2. NC DPI math taskshttp://3-5cctask.ncdpi.wikispaces.net/3. Math Performance Task Promptshttps://mnpsnc.wikispaces.com/file/view/Math_Perform_Task_Grade_3%2520(08-08).pdf4. Problem of the Month Noyce Foundationhttp://www.insidemathematics.org/problems-of-the-month/download-problems-of-the-month5. EngageNY (Museum Walk Fractions is Lesson 12)https://www.engageny.org/resource/grade-3-mathematics-module-56. AIG IRPhttp://ncaig.ncdpi.wikispaces.net/AIG~IRP+DRAFT+Resources7. Georgia Dept. of Edhttps://www.georgiastandards.org/Common-Core/Pages/Math-K-5.aspx8. TeachersPayTeachershttps://www.teacherspayteachers.com/9. Third Grade Teacher Created Taskshttps://ccak52012.wikispaces.com/Third+Grade+Teacher+Created+Tasks

Karma Maples4321 Carolina Beach RoadWilmington, NC 28412karma.maples@nhcs.net910-790-2236 ext 251

Deborah Southerland4321 Carolina Beach RoadWilmington, NC 28412deborah.southerland@nhcs.net910-790-2236 ext 304