Clinton K-5 Math Program Overview 2006-2007
Major Elements
I. Math Fact Fluency (Strategies)
II. Problem Solving (Strategies) “Writing to Learn in Mathematics”
III. CMT Vocabulary --Classroom Walls, Bulletin Boards,
Student Journals, etc. “Writing to Learn in Mathematics”
IV. Computational Consistency-Multiple Strategies...moving away from
Traditional US Algorithms and toward Algebraic Thinking (articulate to the
middle school)
V. Transitional Math Games and Routines (K-6) Math Workshop (formerly known as
Choice Time in Investigations)
VI. 10 Minute Math-CMT-like activities (Grades 2-5)
VII. Joint-Usage Math Resource Notebooks by Grade Level (Contents)
v Clinton Objectives
v 4th Generation CMT’s-Objectives (Examples), Vocabulary
v CT Math Frameworks
v Joint-Usage Overview
v Literature Connection
v Investigations Implementation Unit Guides for Required Units
v Suggested Mapping (back cover)
Assessing--Reflecting—Developing a Plan—Implementing the Plan……….
An effective math teacher needs to be consistent about:
ASSESSING student work;
REFLECTING on student’s strengths and areas of focus;
DEVELOPING a plan to instruct areas of focus;
IMPLEMENTING the plan…..
…Then starting the process over again and again until curriculum goals and
objectives have been achieved.
Plan for Addressing the 4th Generation CMT (Grades 3, 4, 5)
v Monthly CMT Tracking Checklists (Grades 2,3,4,5)-Trimesters 1 and 2 (All
grade level CMT objectives initiated and reviewed before CMT is given in March.)
v Monthly CMT Tracking Checklist-Trimester 3(Addresses grade level objectives
(State Standards) that are tested in March of the following year.
v Monthly Math Curriculum Tracking Checklist- (Grades K-1)
v 10 Minute Math-daily CMT-like focused examples (Grades 2-5)
v Math Fact Fluency Initiative for quick accurate recall of facts found in
higher-level computation and problem solving.
v Problem Solving Initiative-to build problem solving strategies and
describe/explain mathematical thinking in written and mathematical form.
v Word Wall Initiative-to increase mathematical vocabulary in order to improve
understanding of word problems and writing about mathematical thinking.
v Building on Model Lessons
ÿ Exploring the Word Problem (Moving from Grades 3-5 to Grades 2-5)
ÿ Estimation Strategies (Moving from Grades 3-5 to Grades 2-5)
ÿ Math Fact Strategies (Properties of Addition, Subtraction, Multiplication,
Division—Moving from Grades 2-5 to Grades 2-6)
v Sample CMT Problems
v Using Scott Foresman CMT alignment for filling in.
RESOURCES FOR ASSESSMENT
Problem Solving Task Assessments/Rubric
CMT Packets
Math Fact Timed-Tests
Blue Ribbon Testing (BRT)-Pierson only
Teacher Web CMT-like Assessments
Investigations/SF Joint-Usage Resource Materials
Teacher-created Assessments
2006 CMT Math Scores
PROFESSIONAL DEVELOPMENT ACTIVITIES
Who: Professional Development Activities for teachers new to their grade level
or teachers who did not attend previous year workshop.
Presenters: CT Investigations Consortium
Where: CT Academy-Middletown
When:
October 10th-Kindergarten
October 11th-Grade 1
October 12th-Grade 2
October 13th-Grade 3
October 16th-Grade 4
October 17th-Grade 5
Full Day In-service (.6 CEU’s)
MORE INFO TO COME
Required Investigations/Scott Foresman Joint-Usage Plan 2 Units
Focus: CT Mathematics Framework Standards
I. Numerical and Proportional Reasoning: Rational and Irrational Numbers
II. Algebraic Reasoning: Patterns and Rules
The Algebra Strand in Investigations (starting in
Kindergarten) focuses on 4 areas.
ÿ Finding an unknown quantity
ÿ . The properties of the number system (commutative, distributive,
associative)-putting numbers together and taking them apart.
ÿ Working with patterns, functions (rules) and relationships.
ÿ Creating and interpreting graphs on the coordinate plane.
Kindergarten
Mathematical Thinking in Kindergarten *(1,2)
Collecting, Counting, Measuring
How Many in All? *(1,2)
Grade 1
Mathematical Thinking at Grade 1-*(2)
Building Number Sense
Number Games and Story Problems *(1)
Grade 2
Mathematical Thinking at Grade 2
Coins, Coupons and Combinations *(3)
Putting Together and Taking Apart *(1,2)
Grade 3
Mathematical Thinking at Grade 3
Things That Come in Groups *(2,3)
Landmarks in the Hundreds *(2,3)
Grade 4
Mathematical Thinking at Grade 4
Three Out of Four Like Spaghetti-Investigation 1 only
Arrays and Shares *(1,2)
Money, Miles and Large Numbers
Different Shapes, Equal Pieces (new this year)
Grade 5
Mathematical Thinking at Grade 5
Three Out of Four Like Spaghetti-Investigation 1 only
Building on Numbers You Know *(2)
Name That Portion
Picturing Polygons
*Algebraic Reasoning found in this specific Investigation(s)
