MPS Math Messages

I recently was working with some students focusing on problem solving. They were given four problems from which they had to choose two to solve. The problems that had a lengthy "story" were the less complex math concepts, and the problems with the least amount of words were much more complex math concepts. Every time students picked the more complex math problems. When asked why they chose these problems, every student had the same answer: there were less words.

Students are afraid of words in math. Here is a strategy that you may want to employ to help students become less scared of tackling those lengthy story problems. I was lucky enough to see this being implemented in a first grade several years ago, thank you Sarah Shelton!

This is probably the most dreaded chapter in 4th and 5th grade - long division. When I was in school, we learned long division ONE way. We followed the steps, but we had no idea what we were actually doing! Below are some videos/websites showing some different methods for doing and teaching long division.

We will have three opportunities to learn about some beneficial reports from Star Math, to dive into what the data means, some new ways to address issues, and to ask questions about Star Math.

• January 10th 8:15 - 8:55
• January 17th 3:15 - 4:00
• January 17th 4:15 - 5:00

All three opportunities are through zoom.

Math Star Reports Zoom

If you are new to teaching or just new to your grade level, there are a lot of things to learn about the state test (OSTP). We will be taking time to dive into the blueprints and item specifications to talk about formats, emphases, limitations, and other specifics that will help you to prepare your students for the OSTP.

• 3rd Grade: January 12th 4:15
• 4th Grade: January 24th 4:15
• 5th Grade Math: January 31st 4:15
• 6th Grade: February 2nd 4:15
• 5th Grade Science: February 23rd 4:15

OSTP Zoom Link

Number Talks: Increasing Number Sense (PK - 6th)

Are your students struggling with number sense? Typically, if students struggle in math it is the area of number sense. Come learn about Number Talks! This is a method of low stress, high yield math that has shown some outstanding results in all grade levels. No other papers to grade and very limited advanced planning is needed to implement this method. Come see what Number Talks are all about!

Thursday, January 19th 4:30 - 5:30

ASC 2nd Floor Conference Room.

Come play some math games with other teachers in your grade level and leave with the materials to play them with your own students! Make-and-Takes are always fun and helps you bring that fun into your classroom. (These are different games than the session we had in the fall.)

All sessions are held in the ASC Boardroom (1st floor) 4:30 - 5:45.

• Pk - 1st: February 28th
• 2nd - 3rd: March 2nd
• 4th - 6th: March 7th

Let's have some fun with those not-so-tasty but plentiful conversation hearts!

Hershey Kisses are plentiful around Valentine's Day. Let's use some chocolate for math!

Write numbers 1-100 on the bottom of wrapped Hershey Kisses. Hide them throughout the classroom. Challenge your kids to find all of them. Make sure to tell them not to eat any until the game is over (I always promise that they WILL get to sample the treats after the game is over).

Once the Hershey Kisses are all located you have a couple of options:

After looking at standards, this is typically the first question everyone asks. Most of the time, you won't get to teach everything that is planned. Most of the time, your students won't MASTER every topic you teach. All standards are important, and this is not a list of the ONLY things that need to be taught. The following is a list of the BIG ideas for that are must-have-mastery for each grade level.

Kinder:

• Count forward from any given number up to 20.
• Compose and decompose numbers up to 10 with objects and pictures.
• 1 more, 1 less.
• Recognize squares, circles, triangles, and rectangles.

First:

• Addition and subtraction with digits 0 - 10.
• Concrete representation of whole numbers (up to 100) using tens and ones.
• 10 more, 10 less.
• Identify coins by name and value.
• Use standard and nonstandard units to measure.

Second:

• Use place value to describe whole numbers up to 1,000 in terms of hundreds, tens, and ones.
• Locate the position of a whole number up to 100 on a number line.
• Addition and subtraction of two-digit numbers.
• Identify parts of a set and area for halves, thirds, and fourths.
• Determine the value of a collection of coins up to $1.00.
• Use a ruler to measure length.

Third:

• Use place value to describe whole numbers up to 100,000 in terms of ten thousands, thousands, hundreds, tens, and ones.
• Compare and order numbers up to 100,000.
• Multiplication with factors up to 10.
• Use rounding/estimation to add and subtract.
• Model fractions for halves, thirds, fourths, sixths, and eighths.
• Find perimeter and area.

Fourth:

• Use place value to describe whole numbers up to 1,000,000 in terms of millions, hundred thousands, ten thousands, thousands, hundreds, tens, and ones.
• Multiply 3-digit by 1-digit and 2-digit by 2-digit.
• Represent and rename equivalent fractions using models.
• Add and subtract fractions with like denominators using models.
• Divide a 3-digit number by 1-digit divisor.
• Recognize and use the relationship between inches, feet, and yards to measure and compare objects.

Fifth

• Compare and order fractions and decimals.
• Divide multi-digit numbers by 1- and 2-digit divisors.
• Add and subtract decimals and fractions with unlike denominators.
• Find the measures of central tendency and range for a set of data.
• Apply the relationship between inches, feet, and yards to measure, convert, and compare objects.
• Order of operations.

Sixth:

• Compare, order, and convert fractions, decimals, and percents.
• Add and subtract integers.
• Identify and use ratios and calculate unit rates.
• Multiply and divide fractions and decimals.
• Plot integers and rational numbers on a coordinate plane.
• Find the area for parallelograms, triangles, and composite figures.
• Convert and compare within metric and customary systems

Switching from one subject to another requires students to switch gears. Start with a warm-up to get them thinking about math in a non-stressful situation. What makes a good warm-up? Look for problems with multiple solutions!

Warm-Up of the Month - Broken Calculators

The gist of this type of problem is to find the goal number, but you cannot use any of the numbers or operations that are hidden. I have played this recently with a class, and in 4 minutes, students had worked independently (always give some think time) and with a small group to create 10 different solutions.

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 Message Doesn't match your grade level? Take the idea and alter with your grade-level content.

This month we are goin to focus on using hundred charts. Below are four station ideas using 100 charts.

Materials:

• 2 - 100 Charts
• Markers (unifix cubes, cm cubes, tiles, etc.)
• Dry Erase markers
• Plastic Page Protectors.
• File folder or cardboard (divider between players)

Procedure:

Students create on of each of the "ships" using the markers (cubes):

• 2-number ship
• 3 -number ship
• 3-number ship
• 4-number ship

Students call out clues to guess the placement of the ship.

Student will use the dry erase markers to mark the guesses they have taken.

Clues: There are MANY types of clues students can use. You can direct them to the type if you are working on a specific skill or leave it open for them to use any.

Examples:

• Do you have a ship on a number with a 1 in it?
• Do you have a ship at two tens and 3 ones?
• Do you have a ship at one less than 45?
• Doe you have a ship at ten more than 72?
• Do you have a ship at 22 + 35?
• Do you have a ship at 57 - 61?
• Do you have a ship at 8 x 7 ?
• Do you have a ship at 81/9?

Caveat: You may want to make a rule about not being able to use a clue that multiplies or divides by 1.

Materials:

• 100 Chart
• Markers in two colors (unifix cubes, cm cubes, tiles, etc.)
• 12- or 10-sided dice (2 needed)

Procedure:

• Student 1 rolls both dice and multiplies.
• Student 1 places a marker on the product.
• Student 2 repeats.
• Play continues until one of the players has 4 in a row.
• To make if more challenging, you can require 5 in a row to win.

Materials

100 Chart

Markers in 2 colors (unifix cubes, cm cubes, tiles, coins, etc.

10-sided dice (0-9 numerals) (2 needed.)

Procedure:

• Student 1 rolls both dice and makes a 2-digit number.
• Student 1 places a marker over that number.
• Student 2 repeats.
• Play continues until one of the players has 4 in a row.
• To make it more challenging, you can require 5 in a row to win.

Materials:

• 100 Chart
• 1 game piece for each player.
• Bag of plastic coins (Students should not be able to see through the bag.)

Procedure:

• Student 1 pulls a coin from the bag (without looking).
• Student 1 places the game piece on the value of the coin.
• Student 2 repeats.
• Student 1 draws another coin and adds that value to the value of the coin on the board.
• Ex. I draw a dime the first rolls so I place my piece on the 10. I draw a penny next time so I move my piece to the 11 (10 +1).
• Student 2 repeats.
• Play continues until one player lands on 100 exactly.
• If a student draws a coins with a value too large to be played, they skip their turn.
• Ex. My piece is on 85, and I draw a quarter. I do not have enough spaces left to play it so my turn is over.

In this episode we speak with Megan Garner, a 4th grade math teacher from Liberty Hill Texas. Megan is just in her 5th year of teaching and is aiming her sights on helping her students develop flexible strategies around division and other basic number sense skills but she’s finding it frustrating when students want to always resort to the standard algorithm.

Together we help Megan see how starting with models and strategies before rushing to algorithms will strengthen students’ proficiency.

This is another Math Mentoring Moment episode where we talk with a member of the Math Moment Maker Community who is working through problems of practice and together we brainstorm possible next steps and strategies to overcome them.

You’ll Learn

• How to approach multiple representations and why they are important for building mathematical proficiency;
• Why it is important for students to show how and why they got their answer;
• Why building fluency and flexibility with strategies and models before introducing an algorithm is extremely important; and,
• What you might do if an algorithm was introduced before fluency and flexibility was achieved with prior strategies and models.

https://makemathmoments.com/episode215/

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OSDE STEM Professional Learning Workshops Planned

OSDE is excited to announce free, STEM education-focused professional learning workshops for the 2022-23 school year. These workshops will be held in multiple regions of the state and are designed to support educators and administrators in the areas of science, math, computer science, and STEM programs. Educators will leave with effective instructional strategies and resources aligned to the Oklahoma Academic Standards, and administrators will leave with a plan for establishing an effective STEM program in their schools. Dates and locations are listed below; session descriptions are included on the registration form.

Math Workshop Dates/ Locations

Elementary Computer Science, Math, and Science (9:00 am- 4:00 pm)

Educators will receive professional learning opportunities in each subject area unless otherwise indicated; session descriptions for each elementary subject area session are available on the registration form.

• Ada: Thursday, February 2 (Math and Science only)
• Afton: Tuesday, January 31 (Math and Science only)
• Duncan: Tuesday, February 7
• Elk City: Wednesday, February 8
• Enid: Thursday, February 9
• Muskogee: Wednesday, February 1 (Math and Science only)
• Norman: Friday, February 3 (Math and Science only)