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$Grade 5 Math Instructional Materials 2009 - RPDP$

Teacher Highlights Secondary Literacy Elementary Math Thomasina Rose Swainston Middle School English 6-8 Thomasina Rose is truly a motivating and positive role model to students. Thomasina sets the pace for proficiency at Swainston Middle School. Ms. Rose is currently an eighth grade English teacher, but also has taught reading and secondary study skills. Thomasina has worked in education since 1994 in many different fields. Before becoming a classroom teacher, Thomasina worked as an adjunct professor, an academic counselor and a director of education for the private sector. Thomasina brings to the classroom a plethora of experiences and her students have gained a wealth of knowledge from her background. Thomasina sums up her success with this, “Teaching is the profession that teaches all the other professions and I give thanks to my colleagues for making everyday a joyful day.” Thank you, Thomasina, for the expertise and dedication you give to Swainston Middle School. Thomasina truly shines in the classroom! Carol Laidlaw Manch Elementary School 5th Grade Thirty-two years ago Carol Laidlaw began teaching and is still touching the lives of young children today. She began her career in Arizona and has taught in CCSD for the past 26 years. Carol has experience teaching grades 3-6 and is currently teaching fifth grade at Manch Elementary School. As a math teacher Carol was a late starter. It wasn’t until she was introduced to the Investigations© math program that her teaching of math was turned around. She approaches the teaching of math with the thoughts from Investigations© no matter what math program is being used at her school. She also feels that there is no better way to introduce a mathematical concept than through guided discovery. Carol’s greatest teaching accomplishment was when she ran into a former student who told her that he would soon be graduating from UNLV with a degree in electrical engineering. These are the moments that keep her believing in what she is doing on a daily basis in her classroom. Manch Elementary School and CCSD are very lucky to have such a hard working and dedicated teacher! Keep up the great work, Carol!
More Than Just Multiple Choice! by Kathy Dees The term “assessment” is defined in the NCTM Assessment Standards as “the process of gathering evidence about a student’s knowledge of, ability to use, and disposition toward mathematics and of making inferences from that evidence for a variety of purposes.” (NCTM,1995,p.3). Assessment can and should happen every day as an integral part of instruction. If one restricts their view of assessment to tests and quizzes they will miss seeing how assessment can inform instruction and help students grow. Several formative approaches that include performance-based tasks, writing, observations of students solving problems, and student diagnostic interviews. Performance-based tasks are good problem solving activities that are similar to the student’s current mathematics instruction. A task should promote learning and allow every student in the class to demonstrate their knowledge. Examples: Grades (K-1): Joseph has 5 cookies, Maria has 3, and Frankie has 4. They want to share them equally. How will they do it? Draw a picture to help explain your answer. Grades (3-5): Kate counted 15 sandwiches left from the whole batch that her mother made for the class party. Her mother asked, “If the students already ate two-fifths then how many sandwiches did I make?” Writing is both a learning and assessment tool in the mathematics classroom today. Having the students write about their own ideas in their own words can offer a chance for a teacher to assess their conceptual understanding. Writing can show evidence of student thinking more than a multiple choice test. Writing also provides a backup for students who have trouble verbalizing their mathematical understanding if they are encouraged to read entries to the class. Example: After you solved the problem today how were you sure you had the correct answer? Teachers can gather data about their students every day through observation. When teachers systematically record this information they can document mathematical understanding in such areas as problem solving, representation, reasoning, and communication. Depending upon the teacher’s style, there are several ways to record information. The teacher can keep anecdotal notes where cards for each individual student are taped on a flip chart or clip board and the teacher records observations for five students a day. An observation rubric can also be used to check for concept understanding for each student. A check list for the whole class can also be a quick way to gather data. All these methods can be used to guide the teacher’s instruction for both short and long term goals for mathematics instruction. During diagnostic interviews, the teacher gives the students a problem, and asks them to verbalize their thinking about the concept. The discussion should center on the concepts currently being taught in class. The teacher’s role is to ask questions to find out what students know and where they still have misconceptions. During these interviews, the teacher has the opportunity to redirect or reinforce the student’s thinking and their strategies. All these methods of formative assessment can measure a student’s understanding of concepts, procedures, and mathematical processes and can be used to guide instruction immediately and provide learning opportunities for students. Article: Leatham, K.R., Lawrence, K., & Mewborn, D. (2005). Getting started with open-ended assessment. Teaching Children Mathematics, 11(8), 413-419.
Page 1 and 2: Shop TALK Vol. 4 No. 3 Getting Stud
Page 3 and 4: Listen and Learn by Sue DeFrancesco
Page 5 and 6: Administrator Highlights Kenneth Wr
Page 7 and 8: “…we live in the Age of InfoWhe
Page 9 and 10: Beatty Elementary School Rural Tech
Page 11 and 12: Locally, I have used the digital vi
Page 13 and 14: “We want to be thermostats, not t
Page 15 and 16: What Students Need to Know and Do W
Page 17: what they have written to the expec
Page 21 and 22: Technology’s Influence on Formati
Page 23 and 24: Formative Assessment in Elementary
Page 25 and 26: Getting Students to Think Scientifi
Page 27: Professional Development Secondary

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