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Number and Number Sense Professional Development Plan

Number and Number Sense Professional Development Plan. CHARLOTTESVILLE CITY SCHOOLS. Participants. PreK – 8 Teachers and Special Education Teachers Number and Number Sense Course 3 graduate credit hours 90 recertification points 2 concurrent sessions each semester over the next two years

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Number and Number Sense Professional Development Plan

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  1. Number and Number SenseProfessional Development Plan CHARLOTTESVILLE CITY SCHOOLS

  2. Participants • PreK – 8 Teachers and Special Education Teachers • Number and Number Sense Course • 3 graduate credit hours • 90 recertification points • 2 concurrent sessions each semester over the next two years • Principals, Assistant Principals, Special Education Coordinators, & Math Specialists • Lenses On Learning • Observation tool • Common language • Common expectations • 4 to 5 sessions over the next two years

  3. Course Costs

  4. Proposed Funding Sources

  5. School Year 2012-2013 & Beyond • Number and Number Sense Course • Offer annually to all new teachers • Administrative Training • Offer as needed

  6. Rationale for Implementation

  7. PreK–8 teachers and special education teachers who take this class will: • Develop a deeper understanding of the base ten number system including exploring learning to count, performing operations with multi-digit numbers, and working with fractions and decimals. • Investigate how to represent and interpret quantitative situations verbally, pictorially, and symbolically. • Investigate a variety of situations modeled by addition and subtraction and examine various representations of multiplication and division. • Study how children develop their understanding of number and develop number sense. • Develop additional strategies to help children build number sense and understand how numbers are used in problem solving. • Investigate how to implement the school division’s curriculum and instructional resources to support students developing understanding of mathematics. • Develop additional skills in teaching standards-based mathematics. • Become more reflective teachers.

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