See what the research says about reading, writing in mathematics. Experience how reading, writing, and mathematics comes together in an effective lesson to empower students’ mathematical thinking. Explore strategies that actively engage students in meaningful learning that makes a difference in students’ mathematics achievement.

Frequently Asked Questions About the K-2 Mathematics Assessments

What is policy regarding the administration of the K-2 Mathematics Assessments? What is the intended purpose of the assessments? How are the assessments developed? How are the assessments given? How are the assessments scored?

Should calculators be used in an elementary classroom? Using calculators does not replace the need for fluency with other methods. Learn what research says about calculator used in the classroom.

Learn more about effective strategies that will foster mastery and retention of critical mathematics skills and concepts. Real teaching in the form of review, formative assessment, and re-teaching using released EOG items as a resource. Help raise achievement, improve instruction, and make a difference in mathematics instruction for students.

Computational Fluency, Algorithms, and Mathematical Proficiency

What does computational fluency mean? Why should we spend time teaching strategies instead of teaching only the standard algorithm? How does drill and practice impact a student’s ability to become proficient in math? What does the research say about times test?

References for the Webinar: Bass, Computational Fluency, Algorithms, and Mathematical Proficiency: One Mathematician’s Perspective, Teaching Children Mathematics. Burns, About Teaching Mathematics: A K-8 Resource Fosnot & Dolk, Constructing Number Sense, Addition, and Subtraction. Fuson & Beckman, Standard Algorithms in the Common Core State Standards, NCSM Fall/Winter Journal, pgs. 14-30 Kamii, Young Children Reinvent Arithmetic. National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. Progressions for the Common Core State Standards in Mathematics, K-5 Number and Operations in Base Ten. O’Connell & SanGiovanni, Putting the Practices Into Action: Implementing the Common Core Standards for Mathematical Practice K-8. Seeley, Faster Isn’t Smarter: Messages about Math, Teaching, and Learning in the 21st Century. Van de Walle & Lovin, Teaching Student-Centered Mathematics Grades K-3.

This video clip shares an experience of a student who was taught how to use a "trick" in mathematics. Needless to say the "trick" didn't teach mathematical understanding!

Elementary Mathematics Add-On License

Here's what teachers and math coaches who have earned the Elementary Mathematics Add-on License are saying about the EMAoL Program-of-Study.

Digging deeper is one thing I can say the EMAoL program and the CCSS have in common. For this reason, the coursework of the EMAoL has increased my knowledge of the content. I have found that my ability to present “rich” lessons to my students is birthed out of my own depth of understanding of the standards I am teaching.

Throughout the coursework, the question for me became: "How do I implement these practices? What should it look like in action?" Thankfully, each of the courses completed during this program focused on research-based instructional strategies that help support student learning.

Looking at where the students are coming from and going to has enabled me to present the material at my grade level in a more effective manner. I feel more confident in my teaching of math this year than I have in the past. Being exposed to information about cognitively demanding tasks has caused me to examine the tasks I present and has benefited my students because they are now participating in more tasks that promote higher-level thinking. Learning about math talks and questioning has increased the productive conversation during my math lessons. I feel my lessons and class discussions focus more on the math and are more beneficial for my students.

Being taught years ago in a procedure based way left me clueless to many of the “whys?” I am supposed to be having my students explore. This program has done what most people don’t have the opportunity to do!!!! That is have a “do over” in my own my learning to be able to present standards in a conceptual “doing math” way to my students!

Albert Einstein once said, “The world as we have created it is a process of our thinking. It cannot be changed without changing our thinking.” These courses have done just that. They have widened my view of what math instruction looks like and deepened my own knowledge of the content required of the K-5 curriculum. I could not be happier to have taken these courses, especially as teachers look to me now to help support them through this change to “deeper”, not broader, standards.

Learn what the Elementary Mathematics Add-On License Program has to offer elementary teachers, where this program is being offered, and how to get involved in the program.

K-2 Mathematics Hot Topics: Assessment and Calendar Time

Learn more about the state requirement for K-2 assessments and calendar time. What is the purpose of calendar time? Learn about potiential danger of calendar time. What does the research say and see some examples of effective calendar time!

## 2017 Information Webinar for K-8 Mathematics Standards

This webinar focused on the implementation of the 2017 Revised NC K-8 Mathematics Standards to be implemented in the 2018-19 Academic School year.K-8 Math Implementation FAQ

## Reading and Writing in Mathematics

See what the research says about reading, writing in mathematics. Experience how reading, writing, and mathematics comes together in an effective lesson to empower students’ mathematical thinking. Explore strategies that actively engage students in meaningful learning that makes a difference in students’ mathematics achievement.Resources

Building Vocabulary Handout

Sort and Label Cards

## Frequently Asked Questions About the K-2 Mathematics Assessments

What is policy regarding the administration of the K-2 Mathematics Assessments? What is the intended purpose of the assessments? How are the assessments developed? How are the assessments given? How are the assessments scored?K-2 Math Assessments recording

## Calculators in the Elementary Classroom

Should calculators be used in an elementary classroom? Using calculators does not replace the need for fluency with other methods. Learn what research says about calculator used in the classroom.0

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Calculators in the Elementary Classroom power point -

## Ready, Set, Review for Mathematics

Learn more about effective strategies that will foster mastery and retention of critical mathematics skills and concepts. Real teaching in the form of review, formative assessment, and re-teaching using released EOG items as a resource. Help raise achievement, improve instruction, and make a difference in mathematics instruction for students.Ready, Set, Review Recording

Third Grade EOG items.docx

Fourth Grade EOG items.docx

Fifth Grade EOG items.docx

K-2 Ready, Set, Review

## Computational Fluency, Algorithms, and Mathematical Proficiency

What does computational fluency mean? Why should we spend time teaching strategies instead of teaching only the standard algorithm? How does drill and practice impact a student’s ability to become proficient in math? What does the research say about times test?

References for the Webinar:Bass,

Computational Fluency, Algorithms, and Mathematical Proficiency: One Mathematician’s Perspective, Teaching Children Mathematics.Burns,

About Teaching Mathematics: A K-8ResourceFosnot & Dolk,

Constructing Number Sense, Addition, and Subtraction.Fuson & Beckman,

Standard Algorithms in the Common Core State Standards,NCSM Fall/Winter Journal, pgs. 14-30Kamii,

Young Children Reinvent Arithmetic.National Council of Teachers of Mathematics (2000).

Principles and Standards for School Mathematics.Progressions for the Common Core State Standards in Mathematics, K-5 Number and Operations in Base Ten.

O’Connell & SanGiovanni,

Putting the Practices Into Action: Implementing the Common Core Standards for Mathematical Practice K-8.Seeley,

Faster Isn’t Smarter: Messages about Math, Teaching, and Learning in the 21st Century.Van de Walle & Lovin,

Teaching Student-Centered Mathematics Grades K-3.Webinar Recording

## Butterfly Fractions

This video clip shares an experience of a student who was taught how to use a "trick" in mathematics. Needless to say the "trick" didn't teach mathematical understanding!## Elementary Mathematics Add-On License

Here's what teachers and math coaches who have earned the Elementary Mathematics Add-on License are saying about the EMAoL Program-of-Study.- Digging deeper is one thing I can say the EMAoL program and the CCSS have in common. For this reason, the coursework of the EMAoL has increased my knowledge of the content. I have found that my ability to present “rich” lessons to my students is birthed out of my own depth of understanding of the standards I am teaching.
- Throughout the coursework, the question for me became: "How do I implement these practices? What should it look like in action?" Thankfully, each of the courses completed during this program focused on research-based instructional strategies that help support student learning.
- Looking at where the students are coming from and going to has enabled me to present the material at my grade level in a more effective manner. I feel more confident in my teaching of math this year than I have in the past. Being exposed to information about cognitively demanding tasks has caused me to examine the tasks I present and has benefited my students because they are now participating in more tasks that promote higher-level thinking. Learning about math talks and questioning has increased the productive conversation during my math lessons. I feel my lessons and class discussions focus more on the math and are more beneficial for my students.
- Being taught years ago in a procedure based way left me clueless to many of the “whys?” I am supposed to be having my students explore. This program has done what most people don’t have the opportunity to do!!!! That is have a “do over” in my own my learning to be able to present standards in a conceptual “doing math” way to my students!
- Albert Einstein once said, “The world as we have created it is a process of our thinking. It cannot be changed without changing our thinking.” These courses have done just that. They have widened my view of what math instruction looks like and deepened my own knowledge of the content required of the K-5 curriculum. I could not be happier to have taken these courses, especially as teachers look to me now to help support them through this change to “deeper”, not broader, standards.

Learn what the Elementary Mathematics Add-On License Program has to offer elementary teachers, where this program is being offered, and how to get involved in the program.## K-2 Mathematics Hot Topics: Assessment and Calendar Time

Learn more about the state requirement for K-2 assessments and calendar time. What is the purpose of calendar time? Learn about potiential danger of calendar time. What does the research say and see some examples of effective calendar time!

This webinar may also be viewed with iTunes from the NCDPI iTunes U site

Instructions for accessing the NCDPI iTunes U site are posted at

http://www.ncpublicschools.org/itunesu/

If you have iTunes installed you may access the webinar through the link below.

http://itunes.apple.com/us/itunes-u/mathematics-k-2/id541749714?i=119791882

or

## http://itunes.apple.com/us/institution/north-carolina-department/id390990274

Taking Time to Understand Time

Calendar Time in K