Grade+5+Collaboration+2014-15

// We will use this space to keep track of our work together during team collaborations. Members are free to include comments, insights, add content, etc. Click edit to add content. // =Team Notes=

September 29. 2014
ELA gap analysis and test item deconstruction-

**__March 23, 2015__**
4/5 Collaboration Meeting 3:00-4:00 pm - with Frank, Kim, Jackie S., Pat, Jen, Kathy

Count Arounds - Pat has done them with fractions - building fractions from unit fractions - recognizing the whole Most of us have done them with Frank but not independently

18s Estimate the 6th persons number: 108 (Frank) - partial products, counting by landmarks, distributive property, using structure of 5s and 10s etc) 90 - how many people counted so far? How do you know? Double number line: 1 on top, 18 on bottom, 2 on top, 36 on bottom, etc. (kind of like a rate table)

Which person will say 216? How did you figure it out?

How long should these be? Depends on purpose - can be quick or can take a whole class period - depends on what you want to get out of it.

What can we do to extend a count around: Estimate, Use math tools - models, rate table, Accountable talk - name what you did Use math vocabulary Reasonableness Using Landmarks Operations Number Patterns Charting the Numbers - use number grids and chart the numbers in different ways

Count around by 3's to 39 then write them different ways and talk about what you notice

Count around by time 8:12 (go by 1/2 hours) Count around by measurements, money Subtract using a count around (you start at 372 and need to get to 712 can only count by 1,10, 100)

Count Arounds and Math Practices: How can we use count arounds to reinforce the math practices?

Teaching channel video - count around by 200s Use of accountable talk moves and turn and talk and then share (what you heard or what you said)