Transitioning to the Common Core State Standards – Mathematics 1 st G rade Session 3

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Transitioning to the Common Core State Standards – Mathematics 1 st G rade Session 3

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Transitioning to the Common Core State Standards – Mathematics 1 st G rade Session 3

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Transitioning to the Common Core State Standards – Mathematics1st Grade Session 3

Pam Hutchison

pam.ucdmp@gmail.com

- California Math Framework/ Review Math Practice Standards
- Holiday Word Problems
- Fluency with Addition and Subtraction Facts
- Place Value
- Review the Content Standards

REASONING AND EXPLAINING

2. Reason abstractly and quantitatively

3. Construct viable arguments are critique the reasoning of

others

OVERARCHING HABITS OF MIND

1. Make sense of problems and perseveres in solving them

6. Attend to precision

MODELING AND USING TOOLS

4. Model with mathematics

5. Use appropriate tools strategically

SEEING STRUCTURE AND GENERALIZING

7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning

- Look over the problems on the page. DO NOT begin to solve anything!
- Are there any questions that you want to ask BEFORE you begin to solve the problems?

- Work for 60 seconds on your own
- Think about what you know for sure as well as any strategies that might be helpful
- Be ready to share those with your group

- SMP #3: Construct viable arguments and critique the reasoning of others”
- Based on your work on Equation Challenge, what are characteristics of a “viable argument”?

- Look over the framework for Grade 2

Word Problems

At Rudolph’s Holiday Dinner, there were 5 more reindeer than polar bears and 8 fewer polar bears than elves. If there are 10 elves, how many reindeer were at the dinner?

At the park, ¾ of the snowmen were ice skating while the rest were decorating the trees. If there were 9 snowman ice skating, how many were decorating the trees?

- Draw to solve (math representation)
- Write a number sentence
- Show your solution

- Strategies
- Counting all
- Counting on, Counting back
- Decomposing/Composing Strategies
- Doubles, Doubles plus one
- Making fives
- Making tens

- http://insidemathematics.org/index.php/standard-3
- 1st grade lesson

- www.insidemathematics.org

- Count out 34 cubes
- Now arrange them
- Groups of 10
- Leftovers

- In just a minute, you are going to count out 51 cubes and arrange them into groups of tens and ones
- How many groups of ten do you think you will be able to make?
- How many ones will be leftover?

- Student 1 picked “5”and then “tens”
- Student 2 picked “7” and then “ones”
- What number has 5 tens and 7 ones?

- Student 1 picked “3”and then “ones”
- Student 2 picked “8” and then “tens”
- What number has 3 ones and 8 tens?

- What are some additional strategies to promote place value?

Concrete

Representational

Abstract

Mental Math

Work in grade level groups to compare

- Common Core State Standards
- Former California Standards

- As you read each CCSS, find the former CA standard(s) that relate to that CCSS standard

Look at the standards that are not on the poster

- What are the topics/skills that you can stop teaching right now?

As you read each CCSS, compare it to the former CA standard(s)

- Highlight in green the CC standard or parts of the standard that are the same as the prior standards
- Highlight in yellow the CC standard or parts of the standard that are similar to the previous standards (some changes)
- Highlight in pink the CC standards or parts of standards that are NOT the same

Look at the standards highlighted in yellow

- What are the topics/skills that you can stop teaching now?
- What are the topics/skills that you need to find additional materials or lessons to teach?