NCCTM October 2013
North Carolina
Council of Teachers
of Mathematics
Denise Schulz & Kitty Rutherford
Welcome
“Who’s in the Room”
maccss.ncdpi.wikispaces.net
Announcements
Notification of a slight change in the Numbering
System of CCSS for Mathematics
Math and Science Partnerships
• MSP 2013-2014
– RFP published September 3, 2013
– Intent to apply due: September 30, 2013
– Full proposals due: November 30, 2013
For more information contact:
Beverly G. Vance, Science Section Chief
Division of Curriculum and Instruction
North Carolina Department of Public Instruction
Beverly.vance@dpi.nc.gov
9
Common Core State Standards:
One Page Layouts
Major Work
Unpacking Document
Building Mathematical Language
K-8 Lessons
for Learning
K-5 Grade
Level Unit
or
Collection of
Lessons
Navigation Alignment
K-12 AIG
Lessons
http://ncaigirp.ncdpi.wikispaces.net/Mathematics+3-5
Help Dr. Math
Dr. Math has been really busy this year helping
students understand math. Since you have
been working with many kinds of addition and
subtraction problems this year, he could use
your help in answering some of these letters.
These students need help in understanding so
be sure to explain clearly and use drawings
and equations to support your explanations.
You may wish to choose your own
pseudonym (Dr. Math is not a real name!).
Dear Dr. Math,
Please help me! My aunt is making a gum
wrapper chain to decorate her basement. She
will pay me a penny for each gum wrapper. I
cleaned up my room and found 35 gum
wrappers. Then I snuck into my brother’s room
and found 48 gum wrappers. Then I looked in
my dad’s car and found 22 more gum wrappers.
How can I figure out how many pennies my aunt
should give me?
Sincerely,
All gummed up in Greensboro
K-2 Assessments
• Formative Assessments on Wiki
(This can be purchased in printable form.)
• Mid-Year Benchmark Assessment
(Released last year’s assessment – now on math wiki)
• Summative Assessment
(Released last year’s assessment – now on math wiki)
Available in
print form
Realigning
and creating
additional
games
for CCSS
The North Carolina Elementary
Mathematics Add-On License Project
For more information on EMAoL offerings contact:
ASU
Kathleen Lynch Davis
lynchrk@
appstate.edu
ECU
Sid Rachlin
rachlins@
ecu.edu
NCSU
Paola Sztajn
papaola_sztajn
@ncsu.edu
UNCC
Drew Polly
drew.polly@
uncc.edu
UNCG
Kerri Richardson
kerri_richardson
@uncg.edu
UNCW
Tracy Hargrove
hargrovet@
uncw.edu
UNC
Susan Friel
sfriel@
email.unc.edu
Nominate An
Outstanding Teacher
Website: www.paemst.org
Kitty.rutherford@dpi.nc.gov
Elementary State Finalist
2012 North Carolina State
Finalist
Tonya Kepley
Kay Pitchford
Meredith Stanley
Enochville Elementary
China Grove
Stoney Point Elementary
Fayetteville
Haw Creek Elementary
Asheville
Next Elementary Webinar
Computational Fluency, Algorithms,
and Mathematical Proficiency
Join our DPI Elementary Mathematics Webinar
on November 7 at 3:30 – 4:30
to learn what the experts say!
32
http://www.illustrativemathematics.org/standards/k8
http://learnzillion.com
Join Our Listserv
1. Send an email to the Listserv by cutting and
pasting the following address into the "To" box
within your email application.
join-k-5_math@lists.dpi.state.nc.us[Elementary
requests]
2. Leave the subject line and the body of the
message blank.
3. Once successfully subscribed, a confirmation
email will be sent.
Understanding Number Concepts
and Relationships
Deep understanding of number concepts and
relationships does not develop quickly.
Children need ongoing and multiple
opportunities to develop number sense: to
count and compare quantities, to add and
subtract, to work with place value in ways that
ask them to think and reason, to see
relationships, and to make connections.
– Kathy Richardson, How Children Learn Number Concepts, 2012
37
A complete and rich understanding of number
involves many different ideas, relationships,
and skills. It takes time and lots of
experiences for children to develop a full
understanding of number that will grow and
enhance all of the further number-related
concepts of the school years.
– Van de Walle & Lovin, Teaching Student-Centered Mathematics Grades K-3,
2006
Let’s Do Some
Math!
Math Friends explore…
• How could you use 10-frames
and snap cubes as models to
build a deep understanding of
the K-2 content standards?
Standards for Mathematical Practices
Instruction Must Change
Standards for Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Contact Information
Denise Schulz
denise.schulz@dpi.nc.gov
Kitty Rutherford
kitty.rutherford@dpi.nc.gov
Website:
maccss.ncdpi.wikispaces.net
What questions do
you have?
For all you do for our students!