December2015

NovatoUnifiedSchoolDistrict

MathScoops

InsidethisIssue:
http://goo.gl/zxD7Ne

FAQ:
WhatdoDOKlevel2and3
questionslooklike?

MathBenchmarks:Next
Steps

ErinChases
studentstackletheProblemoftheMonth

RESOURCES:FrequentlyAskedMathQuestions

UsinganOpenNumber
Line

FAQ

ProblemoftheMonth
Challenge:

FriendsYouCanCountOn

OpenMiddleWebsite

WherecanIfind
rigoroustasks
connectedtothestandards?

AchievetheCoreWebsite

WherecanIfindmore
MARS
Tasks
forformative
assessment?

WherecanIfind
DOKLevel2
andLevel3
problemsthat
addressthemathstandards?

HowcanI
assessfluency
withoutusingtimedtests?

Winafreehotbeverageandmathlessonwith
CathNam

RESOURCE

AssessingFactFluency
ArticlebyKlingandWilliams
Lookinyour
MATHRESOURCE
BINDER
Thereisataskfor
everyunit!

MATHBENCHMARKS

NEXTSTEPS:
1) Provide
feedbacktoyoursiteMathLeadershipTeammemberbeforeDecember7th.
S/hewillshare
thiswiththeteamatourmeetingonDecember7th.Whatworked?Didntwork?HowcantheTrimester1
benchmarkberevised?IfyouwouldliketojoinusonDecember7th,wearemeetingatRanchoinRoom2
from3:154:45

2) Takesometimewithyourgradelevelteamatyoursiteto
analyzethestudentdata
and
determinenext
stepsforreengagementactivities.
ThisMARSTaskAnalysisSheetcanhelpguideyourdiscussions.
ClickonthelinktodownloadtheAnalysisSheet
BenchmarkAnalysisSheet

3) Continuetoaddressthemisconceptionsthroughreengagementlessonsandspiralreview.Continueto
offerrigoroustasks,POMs,andMARStasksthroughouttheyear.

Sampleofwhatthesheetlookslike...

USINGANOPENNUMBERLINE

Doyouhavestudentswhostrugglewithaddition?Subtraction?Elapsedtime?CountingMoney?
Haveyouexposed
studentstotheopennumberline?Thismethodhelpsstudentsdecomposeandrecomposenumbers.

An
opennumberline
canbeusetosupportmanystandardsincluding:
1.OA.6Addandsubtractwithin20.Usestrategiessuchascountingonandtherelationshipbetween
additionandsubtraction
2.OA.2Skipcountby10sand100s
2.MD.6Representwholenumbersumsanddifferenceswithin100onanumberlinediagram
2.MD.8Solveproblemswithquarters,dimes,nickels,penniesie:Ifyouhave2dimesand3pennies,how
manycentsdoyouhave?
3.NBT.2Fluentlyaddandsubtractwithin1000usingstrategiesbasedonplacevalue,and/orthe
relationshipbetweenadditionandsubtraction.
3.MD.1Solveproblemsinvolvingadditionandsubtractionoftimeintervalsinminutes
4.NF.3cAddandsubtractmixednumbers
5.NBT.7Addandsubtractdecimalsusingmodelsandstrategiesbasedonplacevalue

Touseanopennumberlinewith
additionandsubtraction
1) Startwithnumbertalksthatshowtherelationshipbetweenadditionandsubtraction.

a) 107=___
b) 3+___=10
c) 524=___
d) 48+___=52

2) Getstudentstotheconjecturethatyoucanuseadditiontosolveasubtractionproblem.(Foruppergrades,
introduceinverseoperations.)

3) Demonstrateonanopennumberlinewhenastudentstartsatthesubtrahendandcountsuptotheminuendto
findthedifference.Atfirststudentsmightjusttakesmallhopsorjumps,butastheirfluencyincreases,they
willbeabletouseplacevaluepropertiestotakelargerhops,ortheywillbeabletotogettofriendlynumbers.
Whencomparingthedifferentwaysstudentscountedon,youcanemphasizewhichversionwouldbemore
efficient.

LowerElementaryExample

UpperElementaryExample

MichelleDrakes4thGraders

Examplesofstudentsusingtheopennumberlinestrategytosolveproblemsinvolving
elapsedtime.

ElapsedTimeandOpenNumberLine

StudentsUsingtheOpenNumberLineStrategy

PROBLEMOFTHEMONTHCHALLENGE

CONGRATULATIONSto
TRACYMARSHALL
forwinningtheNovemberraffleofafreemathlesson.You
willbetreatedtoahotbeverageofyourchoicewhileyousitbackandwatchyourstudentsengageinmath,

ThankstoLindsaySadler,ErinChase,andDarrellCoxwhoallsubmittedphotosoftheirstudents
perseveringwithNovembersProblemoftheMonth.(TherewillbeanotherdrawingattheendofDecember
fortheFriendsYouCanCountOnPOM.

1
Challengestudentsto
startatthefirstlevel
problem.Havethem
build
it,drawit,writeit
.

2
Letstudentswork
throughthedifferentlevel
problemsin
partnersor
teams
.


3
Havestudentscreate
proofdrawingsorposters
thatshowtheirsolutionfor
theproblemtheyare
workingon.

4
Hangthepostersand
takea
gallerywalk
where
studentscantakenoteson
themathematicsthey
learnedfromlookingatthe
posters.Theycanalsonote
criteriaofwhatmakesa
goodposterorproof
drawing.

5
Finishwitha
class
discussion
ofthesolutions.

***
TakephotosofyourstudentsworkingontheDecemberPOM
andsendthemto
cnam@nusd.org
Teachers
whosendphotosinwillbeenteredintoaraffletowinafreemathlesson.CatherineNamwillbringyouahot
beverage,planandteachyourmathlessonforthedaywhileyoucansitbackandobserveyourclassengagingin
math.***

EditorsNote:
Thankyoutoalltheteacherswhocontinuallychallengetheirstudentstoattackcomplexproblemsand
engageindiscourse.PleasecontactAllison(
aschulist@nusd.org
)orCatherine(
cnam@nusd.org
)ifyoudlike
supportinimplementingthedistrictmathagreementsproblemsolving,discourse,spiralreview,orassessment.

CatherineNam(
cnam@nusd.org
)

Formoremathresources:
www.nusdteach.org