PRIMARY MATH

PRIMARY MATHResources and Building Content

Knowledge

Education Transformation Office

Common Board Configuration (CBC)

Exit Slip:

•Revisit Essential Question

AGENDA:

I Do:•Review focus group materials

We Do:•Teach One/Learn One Activity •Math Content Training

They Do:•Map out how you’re going to teach the beginning of the year concepts.You Do:•Processing Time: Answer the essential question•Homework Instruction

Vocabulary: Pacing guide, Skills Sheets, Journal Entries , Rubric, NGSSS, Item Specs

ESSENTIAL QUESTION: How can exploring the math content and resources help me to be a more effective teacher?

Objective: Today we will explore the math content and review resources to help implement best practices to teach the content effectively.

BENCHMARK: Math Resources and Content.

BELL RINGER:

DATE: August , 2013

Introductions: 3 – 2 - 1 Activity

3-2-1

Set 3 Goals for this school year

Write 2 actions that will assist you in

meeting your goals

Write 1 challenge that may

Encounter

ESSENTIAL QUESTION:

How can exploring the math content and resources help me to be a more effective teacher?

What’s New and Continuing with ETO Elementary Math?

2013-2014 School Year

Full implementation of Common Core in the new GO Math series.

Reflex math- Computer program for fluency

New Teacher Lead Center (TLC) packets Newly created bellringers by benchmark

infusing basic skills for practice New Think Central dash boards iReady

What’s NEW???

GO MATH Kindergaten “Old vs. New”

GO MATH First Grade “Old vs. New”

GO MATH / ThinkCentral.com

Go Math textbooks are all correlated to Common Core.

Schools will receive updated Common Core Teacher’s Editions

You will continue to have access to the “Old GO MATH” with the NGSSS through thinkcentral.com

GO MATH Technology Correlations

Math Focus Group Created Materials

Pacing Guide Revisions Skills Sheets Independent Centers Binder Journal Entries

Pacing Guide Revisions

New Common Core Pacing Guides New NBC Learn Video Links Lesson Combination Suggestions

Skills Sheets-Student Friendly

To find the Common Core Crosswalk, log into Think Central’s website. You click on OnCore Math Teacher Edition. When you click on the crosswalk link, you’ll be able to find the OnCore

What must students be able to do?

Know number names and the count sequence

Count to tell the number of obects Compare numbers Understanding addition as putting

together and adding to, and understanding subtraction as taking apart and taking from.

Independent Centers Binder

TEACH ONE, LEARN ONE


Use your popsicle stick to determine which group you are in.

Everyone will all be in groups of three. Every 3 minute segment, one person will be the

teacher, another person will be the student, and one could be the observer.› The teacher will teach the student a lesson on any

preferred subject. › The student will take notes. › The observer will watch the behaviors.

After three minutes you will switch roles. Continue to rotate until you have been all three roles.

Instructions of Collaborative Strategy

TEACH ONE, LEARN ONE What to do?

Wait until you’re told to begin. Once you get a signal to begin, you will write a response to a question for two minutes non-stop onto a sheet of paper.


What is Teaching?(Two Minutes)


What is Learning?(Two Minutes)


Now, discuss your answers with a shoulder partner.

You can revisit your two answers. Has your answer changed from the two question? If so, take two minutes to reflect and change your

answer.

DIGGING DEEPER INTO THE MATH

CONTENT Kindergarten

Counting and Cardinality Understanding and Working with Numbers 0 to 5

TOPIC I

Starting off the year with Kindergarten math

Kindergarten is a time for vocabulary growth. Part of this vocabulary concerns numbers.

Teachers should connect meaning to written numbers and number words, include pictures as well as manipulatives. This helps children internalize the idea that the same quantity can be represented many different ways.

Let’s Explore Common Core

Common Core Required Fluency The content standards have three levels of organization. The standards define what students should understand and be able to do. These standards are organized into clusters of related standards to emphasize mathematical connections. Finally, domains represent larger groups of related standards.

Common Core Learning Progressions

Counting and Cardinality Understanding and Working with Numbers 0 to 5

TOPIC I

New Edition Common Core TextbookMACC.K.CC.2.4a, MACC.K.CC.1.3, MACC.K.CC.2.4b, MACC.K.CC.2.5

A. Counting Numbers 0 to 51. Rote counting2. Counting using objects

B. Recognizing Numbers 0 to 53. Verbally4. Selecting/matching number

with quantity5. Creating sets up to 56. Number words

C. Representing Numbers 0 to 5

1. Draw number set2. Using manipulatives3. Using objects 4. Using number line

D. Writing Numbers 0 to 55. Trace6. Free hand (write out the

word)

TOPIC I ESSENTIAL CONTENT INCLUDES:

Connecting Literature to Math:Prerequisite skills

It’s imperative to read a math story. Use attributes such as size, color, and shape to determine similarities and differences.

Create a book using size, color, and shape to determine how objects are alike and how they are difference.

Lesson 1.1-1.2Objective: Model, count, and write 1 and 2

• Using numbers to represent quantities is one of the most important aspects of mathematics for young children.

• Numbers are essential to comparing quantities and to knowing “how many” or “how much.”

• Understanding what numbers mean helps children describes situations and follow directions.

• Children consolidate and extend their prior knowledge of numbers by representing them with a variety of physical objects, spoken words, and written symbols.

Materials needed: Connecting cubes / linking cubes

What does it look like?

Activities

More Activities…

Lesson 1.3-1.5Objective: Hands On, Model and Count 3, 4, & 5

Using a Five Frame to Model

As you introduce numbers 1 to 5, children should use five frames, which is a type of visual organizer.

Five frames show quantities and relationships among numbers. This tool help children see that as they count each number in succession, the number named relates to a quantity that is one greater than the previous number.

Lesson 1.6-1.10Objective:

Write ways to make 5; Count and order to 5

Sample Activity:

What does it look like?

IMPORTANT:Make sure teachers give students time to complete the Problem Solving page for each lesson.

Revisit Essential question

Mathematical Practices

“The Standards for Mathematical Practice are unique in that they describe how teachers need to teach to ensure their students become mathematically proficient. We were purposeful in calling them standards because then they won’t be ignored.”

~ Bill McCallum

Standards for Mathematical Practices

Mathematical Practices

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning

Topic IMathematical Practices

MP 3: Construct viable arguments and critique the reasoning of others.

Mathematically proficient students can…

make a mathematical statement (conjecture) and justify it

listen, compare, and critique conjectures and statements


MP 5: Use appropriate tools strategically.


consider the available tools when solving a problem (i.e. ruler, calculator, protractor, manipulatives, software)

use technological tools to explore and deepen their understanding of concepts

Professional Development Podcast MP 3 and 5

Communication is key to growthAsk open-ended questions. Accept many responses to encourages children to communicate and share ideas with others. Through critiquing the reasoning of others, children begin to realize that more than one answer and more than one way to reach a solution are often possible in math.

Questions such as these may help to encourage classroom communication:

• Does anyone have another idea?• How did you decide that?• Why did you do it that way? How can you check to be

sure?• Is there another way to explain that?• Does your way work with other numbers?

DIGGING DEEPER INTO THE MATH

CONTENT First Grade

Operations and Algebraic Thinking Tasty Addition Concepts

TOPIC I

Starting off the year with First Grade math

First grade begins the year off with addition at the pictorial level.

To reinforce the concept of “adding to,” children count numbers of objects in one group and count how many more have been added to the group.

Teachers should connect meaning to written numbers and number words, include pictures as well as manipulatives. This helps children internalize the idea that the same quantity can be represented many different ways.

Operations and Algebraic ThinkingAddition Concepts

TOPIC I

New Edition Common Core TextbookMACC.1.OA.1.1, MACC.1.OA.2.3, MACC.1.OA.3.6

A. Basic Counting Skills Review (could be taught as a daily review) B. Addition Situations

1. Meaning of Addition2. Addition Sentences• Adding To• Putting Together• Adding Vertically and

Horizontally• Additive, Commutative, and

Associative Properties

C. Problem Solving with Addition

1. Representing the Problem in a Concrete Way

2. Modeling Adding To3. Using Addition Expression

TOPIC I ESSENTIAL CONTENT INCLUDES:

Connecting Literature to Math:Prerequisite skills

It’s imperative to read a math story. Use attributes such as size, color, and shape to determine similarities and differences.

Create a book using size, color, and shape to determine how objects are alike and how they are difference.

Lesson 1.1-1.5Objective: Hands on; Use pictures to add,

model adding to and model putting together

What does it looks like?

IMPORTANT: This is an indication that the connecting cubes must be used with this lesson.

What does it looks like?

Activity

Using a Bar ModelA bar model is a tool for representing addition and subtraction problem situations with an unknown, or missing number.

The visual representation of the situation in the bar model can be used to write a number sentence.

Examples:

There are 3 girls playing soccer. Then 2 boys join them. How many children are playing soccer?

There are 7 baseball bats in a box. 3 are blue and the rest are red. How many bats are red?

What must the students be able to do?

Adding to a group Model putting together Show adding in any order


MP 4: Model with mathematics.


apply mathematics to solve problems that arise in everyday life

reflect on their attempt to solve problems and make revisions to improve their model as necessary


MP 7: Look for and make use of structure.


look closely to determine possible patterns and structure (properties) within a problem

analyze patterns and apply them in appropriate mathematical context

Professional Development Podcast MP 4 and 7

Modeling is key to growthChildren apply what they now about addition to solve everyday problems. They can visualize adding to or putting together for addition using tools such as connecting cubes, two color counters, and drawings. Help children use these models to create math representations in order to do the following:

• Understand when to use properties such as adding zero and adding in any order.

• Describe a model and solve a problem by writing an addition equation.

• Identify and analyze the relationship between numbers through an addition equation.

As children continue working with addition, encourage them to identify the mathematics in everyday life and understand when addition may be used to deal with situations that arise.

Essential Question:

How can exploring the math content and resources help me to be a more effective teacher?

ETO Elementary Collaboration Website

Build, Sustain, Accelerate

You can find this presentation in addition to all curricular resources on our very

own ETO Collaboration WebsitePlease visit us at:

http://www.eto.dadeschools.net

http://www.etomiami.dadeschools.net/

http://www.etomiami.dadeschools.net/

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PRIMARY MATH

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