Home

= Welcome to Juneau School District - Elementary Math Group! =


 * Welcome Juneau Teachers! I hope you find this page helpful as we work together to create a consistent math program for our elementary students. Please feel free to add resources you have created to this page. We can collaborate and work together via technology, while we all learn together!**
 * Happy Mathing,**
 * Patty**

**Board Adopts MATH IN FOCUS AND EVERY DAY COUNTS, June '12**
[|MATH IN FOCUS, PARENT INFORMATION] [|MATH IN FOCUS, VIDEO EXAMPLES]

===** JSD PARENT BLOG - MATH IS FUN! ** Please advertise the parent blog to your families. This informative blog is designed to be a support to our families, and help them support their children in mathematics. The log on information for THINK CENTRAL is located on the blog. All you need to do is provide the password to your families. **[|JSD PARENT BLOG - MATH IS FUN!]**===

ROUTINE TIME: Every Day Counts
Teachers use whole group time to introduce and rehearse social knowledge concepts involving rote counting, calendar, time, money and mathematical vocabulary terms to meet or exceed grade level core expectations.
 * EVERY DAY COUNTS CALENDAR MATH**
 * [|Grade Level Walkthroughs - Videos] - Getting Started**

=
**LEARN:** Most lessons begin with LEARN on Day One. Have students keep their Student Books closed as you demonstrate using the example. This allows students to focus as you use new vocabulary and model proper use of manipulatives. Once you have modeled during this LEARN section of the lesson, students may open their books to make the connection to the pictorial representation of the concept. =====

**GUIDED PRACTICE:**
Between the LEARN examples, students respond to a series of Guided Practice problems, the next step in a gradual release toward independence.

Guided Practice problems are strategically selected to help students practice the process before moving on to more complex or new concepts. Green boxes within questions in the book prompt children for a response. Students do not write in the hardbound Student Book, so their thinking can be recorded on dry-erase boards, in journals, or on notepaper. **Dry erase boards work well**, and allows teachers to monitor students as they practice the new skill. Your Teacher's Edition may offer ideas for flexible grouping or suggest that **students work in pairs**, which allows you to **check for understanding and differentiate** accordingly.


 * Communication & Collaboration:** As the lesson continues, students are presented with carefully selected skills practice that promotes communication and collaboration. This engages students in constructing viable arguments and critiquing the reasoning of others, a critical element of Common Core Standards for Mathematical Practice.


 * Hands-On Activity:** Hands-on work in pairs or small groups allows students to continue to develop concepts, explore connections, and practice skills and reasoning processes.

Let's Explore! asks students to investigate open-ended problems that have more than one correct solution.

Games provide additional practice and problem-solving strategies involving the new concept.


 * Carefully Crafted Questions:** Within lessons, you'll often see prompts that remind you to check for student understanding and evidence of metacognition.

INDEPENDENT MATH TIME:
Objective: Consolidating Concepts and Skills The sequence of activities may vary in some lessons, but new concepts are always introduced with the LEARN example, followed by a few Guided Practice problems. Lesson concepts are then consolidated, sometimes over multiple days, including checks for the skills needed to work independently.

Let's Practice problems, in the Student Book, allow you to assess students' readiness to work independently in the workbook pages.

Practice pages in the workbook include both computation and problem-solving sections.

The problem sets include previous skills and concepts eve if taught separately across a multi-day lesson. Plenty of white space is provided along with familiar visuals and a worked example problem to help students get started with confidence.

The Lesson Organizer in the Teacher's Edition identifies which workbook practice pages you'll use.

Workbook pages can be completed in class or used as homework; depending on the amount of time you have available for math instruction and your school's homework policies.

Because of the amount of instructional time spent building background in the first year, sending independent practice home may improve pacing, depending on your grade level.


 * Communication and Reflection - Math Journal**

The instructional pathway for one lesson ends here, but the pattern of Learning-Consolidating-Applying continues through the chapter. Let's look at additional problem types. These are usually found near the end of a chapter, but may appear on a lesson workbook page.

Math journal problems ask students to reflect on the learning, and practice developmentally appropriate written communication.


 * Problem Solving - Consolidation of Skills**

Each chapter concludes with a //**PUT ON YOUR THINKING CAP**//! problem which challenges students to solve non-routine questions by drawing on deep prior knowledge, as well as recently-acquired concepts.

Think back to the Singapore Ministry of Education mathematics framework - represented by a pentagon with mathematical problem solving at the core. Frequent exposure to problem solving throughout allows all students to build critical thinking skills and confidence.

HIGH EXPECTATIONS ARE KEY! Please find "college or academic talk" posters. **(Thanks to Rosa Parks Academy!) These are great to prompt your students as they collaborate mathematically!**

 * [[file:K-1 final.pdf]]
 * [[file:2-3 Final.pdf]]
 * [[file:4-5 final.pdf]]
 * [|What is Accountable Talk?]
 * Accountable Math Talk Poster - Intermediate [[file:math talk stems gidget.pdf]]
 * Accountable Math Talk Posters - Primary [[file:AccountableMathTalkStemsforStudentsStatementsandQuestions-1.pdf]]

COMMON CORE MATH STANDARDS: High expectations and targets!
[|Common Core Vocabulary Cards] In color! (Thanks Granite Schools!) [|Common Core State Standards Website] (including glossary) Common Core - Emphases by Grade Level

OTHER:

 * Coins
 * [[file:Pennies and Dimes-LARGE copy.pdf]]
 * [|Assisting Students Struggling in Mathematics - Response to Intervention for Elementary and Middle School Students]
 * [[file:CGI addition & subtraction.pdf]][[file:CGI Multiplication & Division.pdf]]
 * [|Developing Effective Fractions Instruction for K-8]
 * [|The Conceptual Basis for Fractions (K-2) Video]
 * [|Equal Sharing in Grade 1 (K-2) Video]
 * [|Recognizing Fractions as Numbers (3-5) Video]
 * [|Teaching Fractions at Second Grade (2nd) Video]
 * [|National Science Digital Library]. This site is a collection of math common core learning resources organized by grade level and strand.
 * [|Math Songs] (to use with routine time when teaching social knowledge) Thanks to June from Rosa Parks Academy, CA!
 * Cycle of Inquiry Form (This is the format that was used in the CA schools working with Nancy for PLC work.)
 * [[file:COI Data Reflection-team.doc]]
 * [[file:LiumMonthsoftheYear.pdf]]
 * [[file:LiumShapePosters.pdf]]
 * [[file:LiumTlingitNumbers.pdf]]
 * Math Journals - (Thanks Jen!)
 * [[file:Lium Math Journal.pdf]]
 * [[file:Lium Math Journal Prompts.pdf]]
 * Anchor Posters
 * [[file:Anchor Posters - Addtion.pdf]] (Thanks Jen!)
 * [[file:Subtraction Anchor Posters.pdf]] (Thanks Jen!)
 * [[file:Regional Center Mathematics_Word_Wall.pdf]]
 * [[file:LiumMathProblemSolvingPosters.pdf]]
 * [[file:LiumGreaterThanLessThanSymbols.pdf]]
 * [|Mini Offices for Independent Work Time]
 * [|Online Glossary]- could be helpful for routine time vocabulary
 * ARRAYS! How to introduce arrays ... Watch a short video demo (under 4 minutes). Click on MATHEMATICS VIDEOS, then Mathematics 1, Elementary Intro: Arrays. (Thanks to Pennsylvania Department of Education - Standards Aligned System!) There are four videos total, showing different techniques to teach ARRAYS.