# MPS Math Messages

## November 2022

## Instructional Strategy of the Month: Numberless Word Problems

### Mathematical Actions and Process: Problem Solving

This month we are focusing on problem solving. We need to be real. Our students will never be asked 7 x 4, but they will be asked to solve a story problem in which 7 x 4 needs to be computed. How do we teach problem solving? It may seem counter-intuitive, but we need to start with numberless word problems.

## Tutoring

### Tutoring Options for Parents

We no longer have a list of private-hire tutors to give to parents. Here are some resources you can pass along if you have parents requesting tutoring.

Tutoring Businesses: Mathnasium & Kumon

4th -8th Grade MPS Tutoring: There is currently a waiting list; however, you can encourage parents to apply.

Brainfuse (Pioneer Library System) is an online tutoring program. You must have a current library card to use this service.

Help Now is an online tutoring program through Metropolitan Library System. You must have a current library card to use this service.

## STAR Math

### FAQ about Star Math

** When do I give STAR math? **

Here is a link to the STAR calendar for both math and reading. The next window to give star opens after Thanksgiving break. (November 28 - December 16). Here is a link to the STAR calendar.

**Why can't I extend the time for all my students?**

STAR is a norm-referenced screener which means that students' scores are a comparison to one another, and the norm is calculated based on everyone having the same amount of time. Giving your students extended time will skew the results, and your students' scores will be overly inflated. This is different than an OSTP-type test in which students have unlimited time. Exception to the time rule: any student with an IEP or 504 that lists extended time as a modification.

** What's the difference between a normed-reference test and criterion reference test?**

In short, normed compare students to each other and is usually given on a very large scale (national). Criterion reference tests are based on how a student is doing on specific skills or standards. These can be created by a teachers (chapter or unit tests) or by a state (OSTP). If you want to learn more, here is a quick video to explain the difference.

** Can my students use a calculator? **

No. This is a norm-referenced screener and the students that are compared finished the STAR under time constraints and with NO calculator. Exception to the calculator rule: any student with an IEP or 504 that lists use of a calculator as a modification.

**What should I do AFTER my students take the STAR? **

Have a conference with each student to look over their results. With each student, help them identify their strengths, areas in which to improve, and help them set a goal for next time.

** The scores look different than last year. What's going on? **

STAR has moved to a unified scale to make it easier to transition from Early Literacy to the regular star. Math STAR is now using a scale from 600 - 1400. If you want to see where your grade level should be, look HERE.

Need more information: Check out the STAR information page on the Elementary Math Website.

## STAR Feedback and Goal Setting

### Feedback is Crucial

Imagine if you had an observation from your principal and never heard about how you did. You wouldn't know of areas in which you were excelling or need improvement. This is very similar to a student taking a STAR and never knowing how they performed. Feedback is crucial!

**Use the star reports. **

- Instructional Planning Report: Student Report
- Monitor Student Mastery Dashboard
- Star Student Progress Monitoring Report

**Have students graph their results.**

Students graphing their own data helps them take ownership, set goals, and (as a bonus) helps with graphing abilities. Below are some links to graphs you can use. Make a copy of the document and edit the scaled to reflect your grade level.

## Calculators

### Calculator Policies for 6th Grade and Special Education Classes

We love them and we hate them - calculators. We would like to make sure everyone is using calculators in a similar way to keep it consistent across the district, but also for when they head to junior high.

So the question is, when should we use the calculators?

- When the lesson/problems focus on the
**arithmetic**( ex. 3.21 x 0.71),**no calculator.**

- When the lesson/problems focus on how to interpret a
**word or story problem**in order to do the arithmetic,**use the calculator.**

The focus is on the cognitive load; where so we want the majority of their thinking to be? If it's strictly numbers, let their brain do the work. If the work is really the interpretation of words and application of the math, then we can use the calculator to assist.

We do want students to be using calculators throughout the year - not just at testing time. They will be using a calculator for the rest of their time in K-12 schools, so let's teach them to use them wisely.

**For SPED: Your students can use the calculators for all math. If it is listed on their IEP, we must allow them to use it. **

## Station Ideas

### Stations

We love using stations in math at ALL grade levels! Stations let student practice previously learned skills in different ways while helping with fluency. It also allows you time to work with small groups. We are going to be highlighting station ideas in the Math Messages. Three are listed below. Doesn't match your grade level? Take the idea and alter with your grade-level content.

#### Make 10

**Materials: **

Deck of Cards (Only A – 9)

**Procedure:**

Lay out 3-4 rows of cards with 4 in each row face up.

Players will pair cards that sum to 10.

Replace cards as you use them.

**Alternative: **

Make Sums to 11 or 12 by using the 10s and Jacks (11).

Play this game with a partner and take turns to allow for more processing time.

For PK/K use the subitizing cards instead of playing cards.

**Note**: This is NOT timed. Each student moves at their own pace, but they can time themselves if they want to do so.

#### How Close to 100? (Youcubed.org)

**Materials:**

Two Dice

Pencil/colored Pencil/Marker

**Procedure:**

This game is played in partners. Two children share a blank 100 grid.

The first partner rolls two number dice.

The numbers that come up are the numbers the child uses to make an array on the 100 grid.

They can put the array anywhere on the grid, but the goal is to fill up the grid to get it as full as possible.

After the player draws the array on the grid, she writes in the number sentence that describes the grid.

The second player then rolls the dice, draws the number grid and records their number sentence.

The game ends when both players have rolled the dice and cannot put any more arrays on the grid.

How close to 100 can you get?

**Alternative: **

Each child can have their own number grid. Play moves forward to see who can get closest to 100.

#### Salute

**Materials: **

Deck of Cards

**Procedure:**

- Students work in groups of 3.
Place the cards in a pile, face down.

Two players pick up a card.

Players do not look at their card but hold the card, facing out, on their foreheads in a “salute.”

Player three multiplies the numbers on the two cards they can see and calls out, “The product is ___.”

Player one and player two must work out from the answer the value of the card on their forehead.

The game is repeated with the players swapping their roles.

**Alternative: **

Can also be used for basic addition and subtraction.

Can also be used for adding and subtracting integers. The red cards are negative numbers, and the black cards are positives numbers.

## Math Through Children's Literature: Sharing, Fractions, and Ratios

#### Bean Thirteen (PK- 1)

Ralph warns Flora not to pick that thirteenth bean. Everyone knows it’s unlucky! Now that they’re stuck with it, how can they make it disappear? If they each eat half the beans, there’s still one left over. And if they invite a friend over, they each eat four beans, but there’s still one left over! And four friends could each eat three beans, *but there’s still one left over!* HOW WILL THEY ESCAPE THE CURSE OF BEAN THIRTEEN?!

#### Sir Cumference and The Fracton Faire (2nd - 6th)

Join Sir Cumference and the gang for more wordplay, puns, and problem solving in the clever math adventure that introduces readers to the concept of fractons.

Sir Cumference and Lady Di discover "Fracton numbers" while purchasing cloth and cheese at the Fracton Faire. While two-fourths may seem like the same as one-half, in truth it denotes two parts of one-half, or two quarters of the whole. But the real mystery is the fact that items at the fair keep disappearing, and Sir C, Lady Di, and the Earl of Fracton must set a numeric trap for the thief, teaching an important lesson along the way about the comparative size of fractions.

#### If you Hopped Like a Frog (4th - 6th)

If you hopped like a frog.... you could jump from home plate to first base in one mighty leap!If you lifted like an ant...you could lift a car!If you grew as much in your first nine months of life as you grew in the nine months before you were born...you would weigh more than 2 1/2 million elephants and would be taller than a mountain!Did you know that a frog can jump 20 times its body length? Or that an ant can lift 50 times its weight? Or that a baby's weight increases 3 1/2 billion times during the nine months before it is born?These are but a few of the outrageous ratios that will amaze everyone!

## PD in your PJS

#### Made of Stories: Creating Connections the Build Community

Monday, December 5th, 3:00 - 4:00. (Register and a recording will be sent to you.)

Two demonstrated needs with the ongoing global pandemic are language fluency and social connectedness. Storytelling is the natural ally of both literacy and friendship. Attend this edWebinar to learn how we can address language loss in our classrooms by intentionally creating space for speaking and listening through retelling picture books with puppets, props, and flannel boards, explicitly teaching conversation skills, and reserving some time to practice interactions. We can build community by sharing our own stories with children and colleagues to get to know each other better and to find the ways we are all alike and all different through our stories.

#### Fraction Progressions: How to Use What Your Students Already Know to Solve Rich Math Performance Tasks

To inspire deep learning, curiosity and a love for mathematics, educators use student prior knowledge of fractions to drive instructional moves in their problem-solving progression. By understanding the progression of fractions, educators will be able to anticipate how to support students’ entry points through rich math performance tasks.

This edWebinar explores facilitation of fraction instruction in the classroom using the Five Practices: anticipating, monitoring, selecting, sequencing, and connecting. Along the way, we look at:

- How performance tasks serve as the perfect complement to support the development within the fraction progressions
- Why developing solutions is as important as finding answers
- Specific tools teachers can use to foster conceptual understanding of fractions

#### How to Set Up Your Math Classroom to Foster Engagement, Collaboration, and Problem Solving

Creating a learning environment that is exciting and engaging for students takes more than a good curriculum. How can teachers establish a classroom environment that helps students successfully learn mathematics while enjoying the process? Hit the ground running with effective ideas for establishing a classroom culture that inspires deep learning and gets students excited. In this edWebinar, you’ll learn:

- What kinds of math tasks and problems should you be asking your students to work on
- How to inspire students to construct their own understanding versus simply giving them algorithms
- Questioning strategies to keep students thinking when they struggle
- How your walls and classroom set up can help stimulate engagement while supporting your learning goals
- How to arrange your classroom so that mathematical resources are readily accessible
- How to arrange desks to stimulate collaborative mathematical investigations and discourse
- How to establish a safe culture for sharing ideas and developing a growth mindset during the first few weeks of school

## OSDE

### Monthly Math Meet-Ups

**Monthly Math Meet-Ups are Back!**

Do you love to talk about all things math? Do you enjoy sharing your passion for math in the classroom? Do you miss visiting with other educators across the state? Well, great news! OKMath Monthly meet-ups are back!

Each Monthly Meet-up will highlight a different strategy shared in this session. View the slides and resources from the EngageOK session and register here to join us this month for a deeper dive into **Creating Class Norms**. After registering, you will receive a confirmation email containing information about joining the meeting. Want to see the other sessions we shared at EngageOK? Check them out here.

Mark your calendars! Each meeting will take place on a **Sunday at 4:00 pm.**

**Date/ Topic:**

- October 16 - Creating Class Norms
- November 20 - Teacher Talk Moves
- January 22 - Instructional Intervals
- February 19 - Puzzle Problems/ Math Tasks
- April 16 - Stations/ Centers

## Tips from Teachers

From Brandy Glover: NumberBlocks

We watch Numberblocks each day during our dismissal time. There are so many math concepts in this show. Numberblocks Website

What is Numberblocks? Numberblocks is a step-by-step learning journey grouped neatly into five color-coded levels. Each level introduces ever greater numbers and a sequence of key topics and skills that help your child build natural number sense and a solid foundation of mathematical understanding.