Routines to Promote ThinkingPosted by LISA SALDIVAR on 7/17/2015
This morning I slid into the parking lot of LD South, Earth, Wind and Fire blaring on the radio, singing "Love’s Holiday" like I was Maurice White himself. As I walked in, I looked down only to notice that I was wearing navy shoes with my black and beige outfit. Now, these navy shoes are not just any navy shoes. They are clouds strapped to my feet. They are incredibly ugly, but are pillowy goodness that Dansko likes to call the “Larissa” sandal. Dansko, just a side note, a cute name does not make them any cuter. It doesn’t matter that they make me feel like I can walk ¼ of a mile (yes, that says ¼ of a mile), but the fact of the matter is, they do not match my outfit no matter what I wanted to tell myself. How did this happen? How could I have left the house looking like I didn’t even think about what I was putting on? Oh that’s right, because I wasn’t thinking! That’s what happens when things begin to become routine. Have you ever driven somewhere, only to get there and not realize how you got there? You were on autopilot and thinking goes out of the window when you are on autopilot. The next thing you know, you have navy shoes with a black and beige outfit.
As we open the new school year (YAY!!!), let's think about the math routines that we lead our students through. Do they encourage students to think? Are their minds on fire, considering all possibilities, or are they mouthing the same series of numbers they said the day before? Are they skip counting to 100 in Kindergarten out of routine or do they truly understand why each number comes after the one before it? Do our calendar activities of stating the next color in the pattern really teach kids why patterns are important and do regrouping the sticks into tens and ones really teach place value? As we consider how we spend our time with our kids, time that is sacred and limited, think about our routines and how they are contributing to students’ understanding of number. Have a conversation with your colleagues and talk about what math routines you do to get your students’ brains fired up. You may find that it is time to change it up and challenge your students in a new way. Below are some suggestions, with more to come, for math routines and links to resources that I have found useful and I hope that you find them useful, too. I wouldn’t want you to walk out in navy shoes with a black and beige outfit, after all.
Powerpoint for PD
True/False Number Sentences
One of These Things
Ways to Make a Number
Elementary Math UpdatesPosted by LISA SALDIVAR on 6/17/2015
Math Updates for New Textbook AdoptionPosted by LISA SALDIVAR on 5/20/2015As we move into our new math adoption for the 2015-2016 school year, Central would like to remind us of the specific protocols for replacing our previous series with the new adoption. REF-6497, titled "Transfer of Obsolete Mathematics Textbooks and Related Materials to District Warehouse" states "all Mathematics textbooks and related instructional materials replaced by the newly adopted textbooks and instructional materials must be kept at school site until the newly adopted materials are implemented at the school site to ensure Williams sufficiency in case of any delays in receipt of the new materials. Once all newly adopted materials have arrived and schools are Williams compliant, then obsolete materials are sent to the District textbook warehouse."Please see here for the full reference guide and label for sending books to the District Warehouse: REF-6497 and LabelAdditionally, McGraw Hill will be sending the new textbooks to school sites shortly. As a reminder, the books marked "Preschool Program" are actually for the Transitional Kinder (TK) classes. Schools will need to ensure that these books are given to the TK classes.
PD UpdatePosted by CHARITY WEBER on 11/19/2014We are wrapping up the K/1 Thinking Tools professional development in elementary math. Please check the upcoming ESC South Professional Development Calendar for dates to attend the Fractions PD for grades 3-5. The Grades 3-5 Fractions professional developments will focus on strategic, intentional methods to deliver fractions to students. Hands-on activities will familiarize participants with CCSS Math fractions content standards on what is the same and what is different for their specific grade levels. They will also participate in tasks and activities that can be taken back to the classroom that will support student development going from the concrete to the abstract.