# Math Practices in Action!

## A video series designed for professional development.

The video series provided here is a collaborative effort between the Indiana Department of Education, Higher Education, and several schools. These lessons have been captured to assist educators, both classroom teachers as well as administrators, implement the Standards for Mathematical Practice, which are the mathematical application behaviors students should portray while working with mathematical content standards.

Currently, the videos represent K—6 teachers, but we are working to capture additional lessons to provide a K-12 overview of what the Standards for Mathematical Practice could look like in action. Please view the brief introduction to the project below to further gain insight in how the videos can be used for professional development opportunities for classroom teachers.

### For the Professional Development Leader

- Introductory Information – A brief overview of the activities presented for professional development specifically for the leader of the professional development.

### Developing Background for the Standards for Mathematical Practice

- Math Practices in Action

## Videos and Resources

### Kindergarten – Decomposing 5

In this video, Amy Berns, a Kindergarten teacher, engages her students in decomposing numbers. The students use gummy bears and a visual representation of a book shelf to model different ways to decompose the number 5 into two or more parts. Students are asked to find and represent all possibilities for decomposing the given number into two parts, to share their thinking, and to write an equation to correspond to the representations.

### First Grade – Writing Word Problems

In this lesson, the first-grade teacher engages her students in writing word problems for addition equations with the unknown in various positions. Sometimes the unknown is the total and sometimes the unknown is one of the addends. After creating a context for the equation, students will solve the problem using various tools, such as base-ten blocks, counters, and pictures.

Third Grade – *Understanding Fractions*

### Fourth Grade – Thoughtful Distribution

In this lesson, the fourth grade students are working to understand the role of remainders in contextual problems involving division. The teacher poses two division scenarios involving remainders using two different contexts, one where the remainder has no impact on the final solution and another where it does. Students work with partners to complete the tasks, prior to explaining their thinking out loud to the class. The teacher stresses the goal of exposing students to the idea of partial quotients in their problem solving.

### Fifth Grade – Fractions in Context

In this lesson, the teacher gives students a task to increase the size of last year’s garden by half and then determine how many bushels of cucumbers the new garden would yield. The teacher uses a “poster method” whereby the students work collaboratively on a poster to draw their answers and show their work. After they have the opportunity to solve the problem, “travelers” will be assigned to visit each small group to receive that group’s explanation of the answer. Once the “travelers” visit each group, they take the information back to their original group to edit or confirm their group’s answer and drawing. The students have not been formally introduced to the concept of proportions. This task introduces proportional reasoning in a context that offers the opportunity to visually represent the mixed numerals in the proportion through their drawings Students reason through solving the problem rather than relying on a learned procedure.

### Fifth Grade – Finding Area and Perimeter

In this lesson, the teacher gives students a task to build several countertops using 3-inch by 6-inch tiles. Each countertop has specific measurements and the students must determine if they can make it using whole tiles given without overlap or partial pieces. The students must calculate area and perimeter and provide an explanation about how they can figure out whether a given countertop can be covered with the tiles.