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Common Core State Standards K-5 Mathematics

Common Core State Standards K-5 Mathematics. Presented by: Teresa Hardin and Amanda Tyner. Review. Share with your table what you discovered from viewing the crosswalks and unpacking documents. As a table, decide what three comments you would like to share. Something to think about.

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Common Core State Standards K-5 Mathematics

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  1. Common Core State StandardsK-5 Mathematics Presented by: Teresa Hardin and Amanda Tyner

  2. Review Share with your table what you discovered from viewing the crosswalks and unpacking documents. As a table, decide what three comments you would like to share.

  3. Something to think about When planning, ask “What task can I give that will build student understanding?” rather than “How can I explain clearly so they will understand?” Grayson Wheatley, NCCTM, 2002

  4. A Comparison United States Japan Teacher poses thought provoking questions. Students/teachers explore problem. Students present ideas/solutions. Teacher summarizes class solutions. Students solve similar problems. • Teachers instruct students in concepts/skills. • Teacher solves example problems. • Students practice.

  5. Common Core 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.

  6. Activity Develop a lesson that incorporates one of the mathematical practices. Draw and/or write the lesson on the chart paper and post it on the wall when you finish. A list of all the mathematical practices are on the table for your convenience.

  7. Group Sharing The person in the group whose birthday is closest to January 23 has the opportunity to be the reporter or may select someone else in the group to be the reporter.

  8. Make sense of problems and preserve in solving them.

  9. Video

  10. Buzz Time Discuss at your table the mathematical practices you saw in the video.

  11. Break time We will take a 15 minute break

  12. Activity—Fractions and Common Core Example: A third of the class is wearing green. Half of the class are boys. How many boys are wearing green? Procedure/Traditional--1/2 * 1/3 = (1*1)/(2*3) = 1/6 Common Core—What mathematical practices would you use to solve this problem?

  13. Buzz Time Discuss at your table the mathematical practices you saw in the video.

  14. Review Mathematical Practices 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?

  15. Children at work View the next slide to see what Misha did to solve a similar problem.

  16. Jacobs & Philipp, San Diego State University

  17. Buzz Time Discuss at your table the mathematical practices that Misha used to solve her problem.

  18. Josh had 28 apples. His mother gave him 13 more. How many apples does Josh have? Juan Juan put out three fingers as he counted, “10, 20, 30.” Then he paused and said, “38.” Finally, he put out three fingers on his other hand as he counted, “39, 40, 41.” SantedaSanteda said, “10, 20, 30, (pause), 8 and 2 is 10, so there’s 1 left over, so it’s 41.” Katie Katie used base ten blocks. She put out 2 ten rods and 8 ones, followed by tens rod and 3 ones. She pointed to the tens rods and counted, “10, 20, 30”. Then she pointed to the ones as she counted, “31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41.” Rodney Rodney counted out 28 cubes and put them in a pile. He then counted 13 cubes and put them in another pile. He then counted each cube, “1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11…. 39, 40, 41.”

  19. Kindergarten Example • Teacher: “I have some chips here. Do you think they will fit on our ten frame? Why? Why Not?” • Students: Share thoughts with one another. • Teacher: “Use your ten frame to investigate.”

  20. Kindergarten Example, Cont. • Students: “Look. There’s too many to fit on the ten frame. Only ten chips will fit on it.” • Teacher: “So you have some leftovers?” • Students: “Yes. I’ll put them over here next to the ten frame.”

  21. Kindergarten Example, Cont. • Teacher: “So, how many do you have in all?” • Student A: “One, two, three, four, five… ten, eleven, twelve, thirteen, fourteen. I have fourteen. Ten fit on and four didn’t.” • Student B: Pointing to the ten frame, “See them- that’s 10… 11, 12, 13, 14. There’s fourteen.”

  22. Use your recording sheet(s) to show what you found out. 14 = 10 + 4

  23. Video

  24. Reflection As you leave today, write on a sticky note three things learned from today’s presentation and how you will begin implementing the information learned in your teaching? Thank you for all you do for the students in the Public Schools of Robeson County!

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