Math Committee
October 15, 2009
Math Activity
 Figure out the weight of
each shape in the mobile
in figure 1. The total
weight is 24 units.
 CHALLENGE: Could the
mobile still work if there
were 3 objects on one
side and four on the
other? Draw a picture
and check your thinking.
NCTM – Teaching Children Mathematics, March 2009
NCSD Math Beliefs
Blue: Mentioned on committee’s
feedback—already in
beliefs.
Red: New idea added, based on
committee’s feedback.
Drilling into the
Core Standards
Select one Core Standard
from your grade level.
4.2 Number and Operations and
Algebra: Develop fluency with
multiplication facts and related
division facts, and with multi-digit
whole number multiplication.
Identify a Content Standard
within that Core Standard to
guide your work.
4.2.1 Apply with fluency
multiplication facts to 10 times 10
and related division facts.
4.2.2 Apply understanding of models
for multiplication (e.g., equalsized groups, arrays, area models,
equal intervals on the number
line), place value, and properties
of operations (commutative,
associative, and distributive).
Overview of Math Renewal
Work to Date
 Oregon Standards
 Scope and Sequence documents K-2 and 6
 Core Standard Alignment by Investigations Unit
 Pre/Post Tests for K-2 and 6
 Student Assessment Record
 Vocabulary Cards
NCSD Web Page
Five Strands of
Mathematical Proficiency
Conceptual Understanding
Strategic
Competence
Adaptive
Reasoning
Productive
Disposition
Procedural
Fluency
In this changing world,
NCSD graduates must
possess the knowledge to
understand mathematics
deeply and the ability to
perform mathematics
fluently. Mathematical
proficiency for the 21st
century is best defined as
an interdependent
balance.
Adding It Up National Council of
Mathematics, page 116
Five Strands of
Mathematical Proficiency
 Conceptual Understanding: comprehension of mathematical concepts,
operations, and relations.
 Procedural Fluency: skill in carrying out procedures flexibly,
accurately, efficiently, and Appropriately.
 Strategic Competence: ability to formulate, represent, and solve
mathematical problems, often finding more than one path to a solution.
 Adaptive Reasoning: capacity for logical thought, reflection,
explanation, and justification.
 Productive Disposition: habitual inclination to see mathematics as
sensible, useful, and worthwhile, coupled with a belief in diligence, and
one’s own efficacy.
Building Planning Time
 Utilize the building
planning sheet as you
meet in your team to plan
your presentation of these
materials to your staff.
Closing Remarks & Exit Card
 Have you met with your principal and
determined your role in your building?
 If yes, do you know how much time you have to
work/share with your staff?
 Something I connected to/with today:
 Questions I have and/or topics I am interested in: