Moore Math Messages

Show It Three helps students:

• Reinforce number relationships
• Deepen perspective of numbers
• Make sense of how tools and models represent a number

How do we do it?

• Consider how students will be directed to represent a number. (Manipulatives, drawings, number, and/or word representations.

• Make sure materials are readily available.

• Pose a number to represent.

• Share with a partner (You are listening to all their thinking).

• Record examples and discuss.

• Consider inserting a representation that was not shared.

Discussion questions:

• How are the representations different?
• How are the representations connected?
• Which representation do you prefer?
• Which was the hardest for you to think about?
• Is there a representation that surprised you?

• Base 10 Blocks
• Linking Cubes
• 10 frames
• 100 charts
• Single-operations
• Multiple-operations
• Word form
• Expanded form
• Number Stories
• Geometric concepts (Area, perimeter, volume, shapes)

We have had a lot of fun learning about Number Sense Routines so far this year, and have had a lot of positive feedback about using this in class. If you haven't been able to join in, you can jump into it anytime!

What are Number Sense Routines?

Simple, repeatable, easy-to-implement 3-5 minute activities that allow students multiple opportunities to practice number sense concepts such as number lines, ordering, comparing, representing, and rounding (to name a few).

When and where?

Each quarter, there will be two options to make it workable for you.

• Option 1: Meet in person for one hour. During this hour will be learning 4 number sense routines that you can use in your classroom.
• Option 2: Meet during two 30-minute zoom sessions in which we will learn 2 number routines in each.

You pick what works for you.

Since we are testing new standards this year, we need to take some time to meet as a grade level to examine what that means for your OSTP and the preparation that you will need to do.

Please set aside this time to meet with your grade level to examine the changes.

During the site visits, I tried to make sure everyone understood the textbook adoption process. Here is an update:

• The steering committee has met and a draft of our MPS rubric is nearly finalized.
• OSDE has indicated which vendors are fully approved and approved provisionally. We will find out more at the next OSDE meeting. However, MPS will be moving forward with the two approved: Big Ideas and Savvas. We may add McGraw Hill to the options once we know more from OSDE.
• I will be ordering samples to be delivered to each school after Christmas break.
• During the months of January and February, please teach from each of the options for adoption.
• Parents of MPS students are welcome to review curriculum options on January 23rd from 5- 7pm (ASC).
• Tentative dates and times have been set for presentations from the vendors. (Remember that ALL teachers of math get a vote, but you must attend presentations from both vendors.) During each one of these three options, you will hear presentations from both vendors.
• Feb. 13th 5:00 - 6:30
• Feb. 15th 5:00 - 6:30
• Feb. 19th 9:00 - 10:30 (TNT Day)
• Ballots will be sent Monday, Feb. 19th by 4:00 to all who attend presentations.
• Ballots are due by Feb. 23rd and 4:30.

All teachers will have access to online platforms. You are encouraged to start looking now and making notes of likes, dislikes, and questions we need to ask the vendors.

The STAR window is currently open, and all 2nd - 6th grade students need to take it during this window. All students need to take their Math STAR test by December 15th.

However, taking the star is only HALF of the task. Students NEED feedback. Why would anyone give their maximum effort of they never see the results? Or, if they see the results but have no idea what they mean?

One-on-one meetings with students is vital need to take place to visit about their performance, explain the meaning, find strengths and weaknesses, and to identify goals.

Some ideas for you meeting with your students:

1. Show and explain the scaled score and projected scaled score (Instructional Planning Student Report)

2. Examine the "Monitor Student Mastery Dashboard" and identify at least 3 strengths.

3. Examine the Suggested Skills (Instructional Report) or Standards (Mastery Report) and have student identify 1-2 areas on which to focus.

4. Have the student GRAPH their scores to show progress and list areas in which to focus.

5. Help the student make a GOAL for the next STAR and list it on the graph.

6. Before the next STAR, have students revisit their suggested skills using IXL and revisit their goal just before taking the next STAR.

Many have reached out with concerns about manipulatives. We know we are supposed to use them because it is best for students, but how? When? We will be learning about a new manipulative each month and how you can implement them into your teaching.

Pattern are integral in elementary. Here are a few ways to use them followed by some resources.

Making patterns

• Simple or more complete patterns (ABA, ABBA, ABCABC, etc.) (PK & K)

Shapes

• Shape recognition (PK - 2)

Counting

• One-to-One correspondence (PK &K)

Sorting

• Sort by size (PK & K)

Representing Numbers

• Modeling Fractions (4 -6)
• Adding, Subtracting, Multiplying, and Dividing Fractions (4 -6)

Algebra

• Represent a missing number in an equation with a pattern block. (1 - 6)

Multiplication

• Representing link between repeated addition and multiplication (3-4)

Division

• Model equal groups of (3-5)
• Teaching about interpreting remainders (3-5)

Perimeter

• Find perimeter by counting (3)
• Prove that rectangles with different dimensions can have the same perimeter. (5)

Measuring Length

• Measure length with non-standard units (1)

Transformations

• Show reflections, rotations, and translations (6)

Take a look at the webinars that are available online. Have fun with PD anytime, anywhere. You may not be able to join the live session, but register anyway. You will be sent a recording that you can watch later.

Give our students ways to talk about math is extremely important. Check out these questions and sentence starters from Erin Stutzman's room at Earlywine!

Christi West at Red Oak has been trying our Number Sense Routines with her second graders. Look at all this learning! Titles, labels, graphs, scale, number representations, comparing, money - all in one activity!

Teachers at Kelley Elementary are making the most of every moment. Students answer questions as they walk through the door in the morning. (Pictures from 3rd grade)

Our students need time to master their basic facts. They do not need another worksheet! We all know that students will do many more fact problems playing a game than they will on a worksheet. Bonus: We can use these over and over! Less copies to make and less papers to handle. Let's let them play games with those facts.

Many students and teachers don’t think of fractions as numbers. They think of fractions as something very abstract that has no use in the real world.

1. Fractions are Numbers

Some ideas about fractions talk:

• Attendance: When taking attendance mention the fraction of students that is present and absent.
• Time: When discussing the daily schedule or how much time is left for lunch. For example: “We go to lunch at 12:00 noon and it is now 11:45 am. We have 1/4 of an hour left until we go to lunch”
• Grades: “Boys and girls, 4/5 of the class scored above 90 on our last test. We have 20 students in the class, so that is 16 students.”
• Counting: We teach our students to count by 1s, by 2s, by 5s, backwards. So, why not count by fractions. Draw the number lines as you count and make those connections to fractions as whole numbers, comparing, and so forth. This could be a daily morning meeting activity with lots of math talk. Let them talk about it and notice the misconceptions.

2. Use concrete models

We often see students using fraction tiles or circles when fractions are being introduced. The problem I see is that many teachers only use them a handful of times. The reason? They are messy, noisy, and kids just play with them. But please note that this is an important step in gaining mastery of fractions. If you want your students to improve fraction fluency, concrete models are a must.

3. Number Lines are Key

When teaching fractions and aiming for fraction fluency, number lines are essential. Help students recognize that fractions are numbers and that they expand the number system beyond whole numbers. Use number lines as a central representational tool in teaching this and other fraction concepts from the early grades onward.

Check out some of these activities with fractions. Leave the worksheets behind!

PLD Committee Members Needed

The Oklahoma State Department of Education (OSDE) and Cognia will convene a committee of educators in preparation for the 2024 OSTP assessment. The purpose of this meeting is to review the Performance Level Descriptors (PLDs) for the upcoming assessment year and ensure they meet the standards and expectations of the OSTP.

Meetings will be held virtually on the following dates:

• January 8, 2024, 3:30-5:00 PM - Training for all committee members
• February 13, 2024, 8:00 AM - 4:00 PM - Grades 6-8 PLD Review
• February 15, 2024, 8:00 AM - 4:00 PM - Grades 3-5 PLD Review

Your input is valued, and we hope you will apply to participate in this step in the development of the Math Assessment. In order to be selected, interested participants should complete this application by December 22, 2023. Spots are limited.

Selected committee members not on contract will receive an honorarium of $150 per day. Selected committee members on contract will receive substitute reimbursement. Details on how to submit your information for either of these options will be emailed to all selected committee members.

Natosha Cagle from Bryant is our winner this month!

Thank you for taking the time to read Math Messages this month. Please register for the monthly drawing for some goodies!

I hope everyone gets time to relax and recharge! Merry Christmas!