Common Core

Professional Development DayDecember 20th

Today we will…

Understand how the Common Core Changes our Instruction

Connect operations and place value

Construct viable arguments while attending to precision

Create a task for students

 

The Common Core

Changing the way we think

about math tricks

The Common Core in CMS

Getting to the core of mathematical understanding

Agree/Disagree

I have 6 strips and 7 singles. What happens to the number of tens when you add5 more strips ?354 + 87 =

354+50+30+7

This is how to teach place value

847 The 4 is in the tens place

Understanding our Place Value System

Begin with the end in mind

Look at 5.NBT15.NBT. 1. Recognize that in a multi-digit

number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Understanding our Place Value System

Read Handout #1A vertical look at the Common Core

Standards and our Place Value System

What do you notice about how place value understanding progresses to 5.NBT.1 ?

5.NBT. 1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Turn and Talk

What part does my grade level play in this progression?

Let’s Solve a Problem

Ms. S. has 2,694 bunnies. Ms. C. has 186. How many more bunnies does Ms. S.

have than Ms. C?

How could you solve this problem using two different strategies?

Let’s Solve a Problem

Ms. S. has 4,010 bunnies. Ms. C. has 999. How many more bunnies does Ms. S. have than Ms. C?

How could you solve this problem using two different strategies?

Let’s Solve a ProblemMs. S. has 4,010 bunnies.

Ms. C. has 999. How many more bunnies does Ms. S. have than Ms. C?

Ms. S. has 2,694 bunnies. Ms. C. has 186. How many more bunnies does Ms. S. have than Ms. C?

Discuss at your table:-What strategies did you use to solve each of the problems?

Let’s Solve a ProblemMs. S. has 4,010 bunnies.

Ms. C. has 999. How many more bunnies does Ms. S. have than Ms. C?

Ms. S. has 2,694 bunnies. Ms. C. has 186. How many more bunnies does Ms. S. have than Ms. C?

Did anyone solve these two problems differently? Ex. You used the algorithm on one but not on the other?

How might a student solve these two problems?

Ms. S. has 2,694 bunnies. Ms. C. has 186. How many more bunnies

does Ms. S. have than Ms. C?

Ms. S. has 4,010 bunnies. Ms. C. has 999. How many more bunnies does Ms. S. have than Ms. C?

Looking at Misha’s Work

Discuss with your partner. Make sure you both understand how Misha solved the problem.

Looking at Misha’s Work

What did Misha do to solve this problem? Talk with your table-mates.

What Do You Think?

Discuss at your table: Why might Misha have started with the thousands instead of the ones?Why might Misha have written 80-80 in her first

strategy?Why might Misha have used 110 in her second

strategy?

What’s the Mathematics?Discuss at your table:

- What place-value understanding did Misha need to meaningfully use her strategies?

Operations & Place Value

Read handout #2:Relationships between operations and

place value understanding in the Common Core

Turn and Talk

How are operations and place value connected?

Brain Break!

Game Time!

Journal Entry

Tasha challenged Clyde in the Factor Game. Tasha is very competitive and wants to get lots of

points right away. She thinks her best first move would be to choose 30.

Convince her that this is NOT her best move.

In your math journal: Construct a viable argument and attend to precision when doing so.

Share

As other’s share, listen for evidence of “constructing

viable arguments”

As other’s share, listen for evidence

of “attending to precision”

A Closer Look

Read Practices 3 and 6 and the Unpacking at your grade level.

Is there anything you want to revise/change/delete from your journal entry?

Working with Students1. Get into grade level groups

2. Look at the task/game/activity taken from Investigations at your grade level.

3. Consider how this activity provides an opportunity for children to demonstrate these two practices.

4. How can we make the opportunity for students to construct viable arguments and attend to precision explicit?

Kindergarten: Unit 5- Ways to Make a Hexagon SAB 43- Double Compare (introduced in Unit 4)

1st Grade: Unit 4- Guess my Rule Game- Would You Rather Be an Eagle or

Whale? Student work from teacher book (pp. 63,65 and 66)

2nd Grade: Unit 4- Teacher book page 93- Today’s Number (Teacher book p.54)

3rd Grade: Unit 6- Franik’s Marbles SAB 43- Comparing Tovar, Winger, and Jorad

SAB 55

4th Grade: Unit 5- Solving an Addition Problem in two

Ways SAB 30- Close to 1,000 Game

5th Grade: Unit 4 - In Between Game- Which is Closer to One? SAB p.48

Grade Level Tasks to use to “construct a viable argument and attend to precision when doing so”

Share Ideas

Next Steps- change this slide to reflect expectations at your school

Ideas: Replace with slide for your school Share student work during team planning

What do students understand about “attending to precision?” What are their misconceptions?

What do students understand about “construct viable arguments?” What are their misconceptions?

What evidence do you see that your students understand the math concept? Where do they struggle?

Look at video of student work and discuss how or if students are demonstrating the practices.

Compare across grade levels Others?

Why will the way we teach need to change?

With a team, create a product to address the question above.Address 1 of 5 audiences: students, parents,

teachers, administrators, community members.

Create a product:Posterwork of artSongvideo etc to communicate this message