Teacher Created Materials | www.tcmpub.com | 800-858-7339 147 MATHEMATICS Mathematical Discourse Michael dibuja 2 paralelogramos. Son del mismo tamaño. Están divididos. Escribe enunciados sobre las áreas de las f guras divididas. ¡Amplía razonamiento! tu El área del Rectángulo A es de 48 unidades cuadradas. Halla el largo y el ancho de este rectángulo. Pista: hay más de una respuesta correcta. A B C D ¿Parecidos? Hay 2 rectángulos. Son del mismo tamaño. Cada rectángulo está dividido en 2 partes. Cada parte tiene el mismo tamaño. Mira los rectángulos 1 y 2 del Rectángulo A. Luego, mira los rectángulos 3 y 4 del Rectángulo B. Compara todos los rectángulos. Escribe un enunciado verdadero que compare las áreas de estas f guras. 1 2 Rectángulo A 3 4 Rectángulo B Piensa en cantidades © | Teacher Created Materials Let’s Talk Math—136239 136230-136239_L3_Think_SP.indd 19 Escribe 2 preguntas distintas basadas en la gráf ca. Responde tus propias preguntas. Luego, compártelas con un compañero. Pídele que las responda. ¡Amplía razonamiento! tu El Equipo 1 y el Equipo 3 jugaron entre sí. ¿Cuántos puntos más anotó el Equipo 1? ¿Cómo lo sabes? Gráfica de barras de fútbol Cuatro equipos juegan fútbol el sábado. La gráf ca de barras muestra los puntos anotados por cada equipo. Sally dice que el Equipo 3 necesitaría 9 puntos más para tener la mayor cantidad. ¿Estás de acuerdo con Sally? ¿Por qué? Equipo 1 0 5 10 15 20 25 Equipo 2 Equipo 3 Equipo 4 Equipos Puntos © | Teacher Created Materials Let’s Talk Math—136247 Elabora y critica argumentos 136240-136249_L3_Construct_SP.indd 15 Inside Every Kit • 120 Rich Math Tasks • Student Task Book • Comprehensive Teacher’s Guide • Classroom Poster • Digital resources include student tasks, teacher and student support videos, assessments, and additional supporting files Monitoring Checklist Think Using Quantities Operations & Algebraic Thinking Egg Delivery Hannah’s Number Mowing Lawns Grandpa’s Cash Number & Operations in Base Ten Dad’s Savings Find Another Way Maxi’s Marbles Shopping Cart Number & Operations— Fractions Stacy’s Candy Fair Shares Number Line Location Paul’s Patterns Measurement & Data Catching the Bus Compare the Units Glenda’s Garden Marybeth’s Strategy Geometry Closet Floor Find the Quadrilaterals Look Alikes More Than One Way (Student Name) LET’S TALK MATH Let’s Talk Math Complete Kits and Student Task Book Each kit includes one Student Task Book; additional copies can be ordered. Level Product English Spanish Price Level K Complete Kit 116870 136025 $499.99 Student Task Books 120609 136031 1–9 Copies: $16.99 ea. 10+ Copies: $13.99 ea. Level 1 Complete Kit 116871 136026 $499.99 Student Task Books 120745 136032 1–9 Copies: $16.99 ea. 10+ Copies: $13.99 ea. Level 2 Complete Kit 116872 136027 $499.99 Student Task Books 120746 136033 1–9 Copies: $16.99 ea. 10+ Copies: $13.99 ea. Level 3 Complete Kit 116873 136028 $499.99 Student Task Books 120749 136034 1–9 Copies: $16.99 ea. 10+ Copies: $13.99 ea. Level 4 Complete Kit 116874 136029 $499.99 Student Task Books 120760 136035 1–9 Copies: $16.99 ea. 10+ Copies: $13.99 ea. Level 5 Complete Kit 116875 136030 $499.99 Student Task Books 120764 136036 1–9 Copies: $16.99 ea. 10+ Copies: $13.99 ea. Scan this QR code to see the unboxing video. Name: ______________________________ Partner: ____________________________ © | Teacher Created Materials 120749—Let’s Talk Math 201 Analyze the Structure Find the perimeter of the cow f eld. Extend thinking! your Create a new cow f eld with the same area but a different shape. Analyze the Structure Cow Field This is Farmer Brown’s f eld: 6 m 1 m 10 m 12 m How much area will the cows have to roam in this f eld? © | Teacher Created Materials Let’s Talk Math—120902 Extend thinking! your Create a new cow f eld with the same area but a different shape. Analyze the Structure Cow Field This is Farmer Brown’s f eld: 6 m 1 m 10 m 12 m How much area will the cows have to roam in this f eld? © | Teacher Created Materials Let’s Talk Math—120902 116879—Let's Talk Math: Teacher's Guide © | Teacher Created Materials Rationale for the Resource (cont.) Preparing Students for the Future (cont.) Teachers must prepare students for the future. This means training students to be mathematical thinkers by utilizing skills that are important to their future success. Let’s Talk Math was crafted using Al Cuoco, E. Paul Goldenberg, and June Mark’s 1996 article “Habits of Mind: An Organizing Principle for Mathematics Curricula,” the NCTM 2000 Process Standards, the National Research Council’s 2001 Adding It Up Proficiency Standards, and the 2011 College and Career Readiness Standards for Mathematical Practice as theoretical frameworks. Though the notion of the behaviors of mathematical thinkers has been around for some time, it wasn’t until the College and Career Readiness Standards for Mathematical Practice, as well as other mathematical process standards such as those included in the Texas Essential Knowledge and Skills for Mathematics, were implemented that educators began to understand the impact of research meeting practice. Today, teachers all over the country proudly post standards for mathematical practice or mathematical process standards on their classroom walls. To assist teachers in utilizing the idea of these practices/processes, Let’s Talk Math offers sentence starters and cognitively demanding tasks for students to engage in key mathematical behaviors: sense- making and persevering, thinking using quantities, constructing arguments and critiquing others’ reasoning, mathematizing the situation, using tools strategically, attending to precision, analyzing the structure, and generalizing their thinking. Figure 2 shows how the Standards for Mathematical Practice or mathematical process standards are used in Let’s Talk Math. This figure shows how making sense of problems, persevering in solving them, and attending to precision are overarching habits that permeate all other practices and processes and are always elicited from students solving any task. Teachers often look for ways to build opportunities for students to engage in these practices and processes. Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 6. Attend to precision. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Adapted from Bill McCallum blog at University of Arizona Figure 2—Mathematical Practices/Processes Used with permission. From Engage in the Mathematical Practices: Strategies to Build Numeracy and Literacy with K–5 Learners by Kit Norris and Sarah Schuhl. Copyright 2016 by Solution Tree Press, 555 North Morton Street, Bloomington, IN 47404, 800.733.6786, SolutionTree.com. All rights reserved. 8 Introduction Mathematize the Situation © | Teacher Created Materials Let’s Talk Math—i35008 Grab a Snack The next day, Oliver gets dressed in 5 minutes. It takes him 13 minutes to eat breakfast and 5 minutes to gather his supplies. Then, he walks the dog for 13 minutes. It takes him 4 minutes to walk to the bus. What time does he need to wake up to catch the bus at 7:45 a.m.? Extend thinking! your Write another story problem with elapsed time for Oliver. This time, he needs to be in bed at 8:30 p.m. Catching the Bus Oliver has a lot to do in the morning. He wakes up at 7:00 a.m. He spends 8 minutes getting dressed. He spends 16 minutes eating his breakfast. He spends 12 minutes walking his dog. The bus arrives at 7:45 a.m. It takes Oliver 4 minutes to walk to the bus stop. Will he be at the bus stop on time if he leaves his house right after walking his dog? © | Teacher Created Materials Let’s Talk Math—i34994 Think Using Quantities © | Teacher Created Materials 116879—Let’s Talk Math: Digital Resources Self-Reflection Rubric Name: Date: Directions: Complete the assigned task. Think about how you did as a partner and a learner. Then, check the appropriate box next to each skill. Name of Task: Skill I need to improve. I am making progress. I am confident in this skill. I listened as my partner was talking. I could restate my partner’s thinking in my own words. I stayed focused on our work. I asked my partner questions if I did not understand their work. I persevered even if the task was challenging. I checked my work to make sure my answer makes sense. I worked well as a partner and helped my teammate learn. I think I did well. I could improve on . Appendix C Task Cards Digital Resources
2024-25 Full Line Catalog
| Title Name |
Pages |
Delete |
Url |
| Empty |
Search Text Block
Page #page_num
#doc_title
Hi $receivername|$receiveremail,
$sendername|$senderemail wrote these comments for you:
$message
$sendername|$senderemail would like for you to view the following digital edition.
Please click on the page below to be directed to the digital edition:
$thumbnail$pagenum
$link$pagenum
Your form submission was a success. You will be contacted by Washington Gas with follow-up information regarding your request.
This process might take longer please wait
