Welcome to Math Night

1
Welcome to Math Night

• Presented by the
• Trumbull Public Schools
• Math Specialists

2
Math Night Essentials

• Sign in at Welcome Desk
• Pick up Math Night Folder
• Record name on raffle ticket place in your
  school box
• We hope you enjoy the evening!

3
Why have Math Night?

• Explain new resources in Grades 2 and 3.
• Share instructional strategies.
• Learn how you can help at home.
• Provide an opportunity to talk about elementary
  math and learn together.

4
We know

• Mathematical literacy is essential for every
  childs future.
• A solid Mathematics education is essential for an
  informed public, our national security, a strong
  economy and national well being.
• All students can be successful in math.

5
What is Number Sense?
6
Abbott and Costello
7
Number Sense is

• a flexible understanding of
• use of
• numbers.

8
How does Number Sense look in the classroom?
9
How does a child learn Number Sense?

• Number Sense develops! (unfolds)
• Number meaning, number relationships, magnitude
  of number, operations sensebecoming comfortable
  with numbers in a variety of contexts.
• Number sense does not develop in one lesson or
  even in one chapter of the math textbook. It
  develops over time and like a child - number
  sense is nurtured.

10
Strategies to Enhance Number Sense

• Classroom Routines
• Computation Strategies
• Technology Connections
• How YOU can help at home

11
Classroom Routines These ten minute daily
activities offer practice and review of key math
concepts.

• Grade 3
• Todays Number
• Quick Images 2-D
• Practicing Place Value
• What Time Is It?
• Counting Around the Class
• Whats the Temperature?

• Grade 2
• Todays Number
• Quick Images
• How Many Pockets?
• What Time Is It?
• Counting Around the Class

12
Todays Number

• Generating equivalent expressions for a number
• Developing fluency with addition and subtraction
• Using Standard notation (, -, ) to record
  expressions and write equations
• Skip counting by 2s, 5s, and 10s
• Identifying patterns in the multiples of 2, 5,
  and 10

13

• Students generate expressions that equal 38.
  Students should suggest adding known combinations
  such as combinations of 10, doubles, or
  near-doubles.
• Students use strips and singles (tens and ones),
  or dimes and pennies, to make Todays Number.
  For example, 3 tens 8 ones 38 and then adjust
  the numbers to form new expressions, such as 2
  tens 18 ones, 1 ten 28 ones, and 0 tens 38
  ones.
• Students generate expressions for the number 38
  using three addends. Students are encouraged to
  look for patterns. For example, 10 20 8 38
  and then adjust the numbers slightly to form a
  newexpression, 9 21 8 38.
• Students solve problems about Todays Number in
  which differentparts are missing. (For example,
  10 ____ 38 and 38 - ____ 28)

14
(No Transcript)
15
(No Transcript)
16
(No Transcript)
17
(No Transcript)
18
Todays Number 3281. Students must create
an equivalent expression for 328 using any
one of the ways suggested earlier.2. Students
must create an equivalent expression for 328
using at least 5 addends.3. Students must
create an equivalent expression for 328
using both addition and subtraction.4.
Students must create an equivalent expression for
328 using at least one combination that
adds up to 100.
19
(No Transcript)
20
(No Transcript)
21
(No Transcript)