Park City Mathematics Institute
Elementary
Abstracts
Grade Level: Kindergarten through Grade 2
Subject: Mathematics
Topic: Place Value K-2
Authors: Amy TerEick and Deb Guthrie
 
This training module for teachers focuses on the progression of place value understanding Kindergarten through Grade 2 as outlined in the Common Core State Standards for Mathematics. Activities and resources are included for each of the grade levels. All activities incorporate the Standards for Mathematical Practice.
 
download zipped folder placevaluek2.zip [username/password required]
 
Grade Level: Grades 3 - 5
Subject: Mathematics
Topic: Multiplication Progression Grades 3 - 5
Authors: Gail Englert and Monica Tienda
 
This training module focuses on the multiplication progression for grades 3 through 5 and will help teachers facilitate student understanding of multiplication with whole numbers through activities and problems using equal groups, arrays, and area models. Participants will use properties of operations and a variety of strategies to calculate products.
 
download zipped folder multiplication.zip [username/password required]
 
Grade Level: Grades 3 - 5
Subject: Mathematics
Topic: Fractions
Authors: Annemarie Newhouse and Greta Anderson
 
This training module addresses the progression of fraction concepts, but not procedures in grades 3 through 5. It hones in on unit fractions, fraction equivalence and comparing fractions. Included are content videos developed by Illustrative Mathematics coupled with rich tasks that teachers can adapt to their classrooms.
 
download zipped folder fractions.zip [username/password required]
 

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© 2001 - 2014 Park City Mathematics Institute
IAS/Park City Mathematics Institute is an outreach program of the Institute for Advanced Study, 1 Einstein Drive, Princeton, NJ 08540
Send questions or comments to: Suzanne Alejandre and Jim King

With program support provided by Math for America

This material is based upon work supported by the National Science Foundation under Grant No. 0314808 and Grant No. ESI-0554309. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.