Closing the Curricular Gap in Mathematics
Div. 1 – Feb. 20 (10:30 – 12:00), Div. 2 – Feb. 20 (12:30-2:00)
Contact Information
Lenee Fyfe
Email – [email protected]
Website – www.bringinglearningalive.com
Teacher Pay Teachers - https://www.teacherspayteachers.com/Store/Bringing-Learning-Alive
Agenda
10:30-10:45 (Introduction)

Goals for the Session (Strategies Throughout)
 Review SLOs and AIs – Numbers
 Make your own transition assessment
 Go through Transition Assessment – Numbers

Number Trick
 Think of a number, Double it, Add 10, Half it, Take away your original number

Strategy – Place Value Game (Junk It), give alternates of what you can play
10:45 – 11:30 (Curriculum Break-Down)
1.
Handout Numbers Document
 Flip to your curriculum
 Table Talk – What is the most difficult concept that your students struggle with?
 Highlight key words in your document (Strategy – Frayer Model)
2.
Review Curriculum Clarifications Document (Handouts)
3.
Look back at your Numbers Curriculum – Complete Chart
 Do one example from each grade together
4.
Strategy – Right First
5.
Strategy – Stick It to Me
11:30-12:00 (Transition Assessment)
1.
Break down of school year – grade 3/ grade 6 PAT break-down
 Activity
o How long you spend on each strand – Numbers, Shape and Space, Stats/ Prob, Patterns,
also write this in the order that you teach it
o Discussion and look at suggested break-down
2.
Go through Transition Assessments – K-3 in Numbers
 Take assessment
 Mark
 Score on rubric
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Name ____________________
Place Value
Junk It
Date _____________________
Directions: Roll the 10-sided die. Try to build the largest number by placing each number into your
place value chart. If you do not like a number, you may place it into the junk it column and re-roll on
your next turn. (Draw a base-10 model of your number, write your number in words, write your
number in expanded form, write 10 more than your number, write 10 less than your number). You
will score one point if your number is the highest.
Hundreds
Tens
Ones
Junk Its
Points
Workspace
Tens
Ones
Tenths
Hundredths Thousandths
Junk Its
Points
Workspace
Thinkers:
1. Out of all of your numbers, which was the largest number? Smallest Number? How
do you know?
2. Look at all of the numbers you rolled. What could be the largest possible 3-digit
number?
2
Frayer Model
Frayer’s Model
3
Right First!
Addition Facts to 18
Name ______________________
Date _______________________
Instructions: Find a partner or group. Get a deck of cards and remove 10, J, Q and K.
For this game A = 1. Pull out 2 cards and find the sum of the cards. Write the number
sentence in the box where the sum is. For example, if you got a 2 and a 4, you would
write 2 + 4 and 4 + 2 in the 6 box. The goal of the game is to be the first player to hit
the right side of the graph in one row first.
Materials: Cards (A-9) or use two 10-sided dice
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Thinkers:
Why do you think that the sum of 10 could occur more than the sum of 2?
What strategies did you use to figure out the sums?
4
Right First!
Multiplication Facts to 81
Name ______________________
Date _______________________
Instructions: Find a partner or group. Get a deck of cards and remove 10, J, Q and K.
For this game A = 1. Pull out 2 cards and find the product of the cards. Write the
number sentence in the box where the product is rounded to the nearest 10. For
example, if you got a 2 and a 4, you would write 2 x 4 and 4 x 2 in the 10 box. The goal
of the game is to be the first player to hit the right side of the graph in one row first.
Materials: Cards (A-9) or use two 10-sided dice
0
10
20
30
40
50
60
70
80
Thinkers:
What product has the highest probability of occurring?
What strategies did you use to figure out the products?
What fraction of your rolled were rounded to 40? Represent this as a ratio.
Represent this as a percent.
What is the experimental probability of rolling a product or 36? How does this
compare to the theoretical?
5
Notes
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Product Information Sheet
Mathematics Transitions Assessments

Assess where the students are at the end of each unit or grade

Assess where the students are at the beginning of the school year

A communication tool between transitioning teachers

Currently available from K-6

$20.00 per grade level set
Mathematics Outcome Assessments

Assess where students are at within each outcome

This is a full, detailed assessment

These full assessments require staff training

Please contact us for a workshop and training

All MOAs will be included in a training day

Prices are $250 per staff member or school rates can be negotiated
Other Ordering Information

Other resources can be purchased at bringinglearningalive.com

Please email questions to [email protected]

Visit our Teacher Pay Teachers Store

www.teacherspayteachers.com/Store/Bringing-Learning-Alive
Graphics from: www.mycutegraphics.com
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