Posted: Mon, 11/17/2014 - 10:00am Updated: Fri, 05/19/2017 - 11:11am

Process Standards for Mathematics 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 Mathematical Process Standards, which are the mathematical application behaviors students should portray while working with mathematical content standards.

The videos represent K - 6 teachers. 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.

Videos and Resources

Kindergarten – Decomposing 5

In this video, Amy Berns, a Kindergarten teacher at James Russell Lowell – School 51 in Indianapolis Public Schools, 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.

In this lesson, Robyn Treeter, a first-grade teacher at Stephen Collins Foster – School 67 in Indianapolis Public Schools, 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.

In this lesson, Steve Fuller, a fourth grade teacher at Taylorsville Elementary School in Bartholomew Consolidated School Corporation, has students 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 – Proportions in Context

In this lesson, Angie Kirkham, a fifth-grade teacher at Clifty Creek Elementary School in Bartholomew Consolidated School Corporation, 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.