Goals for today. Share “what works” with each other Possibly learn some new things about K and 1 st grade math Get new resources and do some planning Go inside other’s classrooms Think about how to provide support as needed (“Daily 5”). What about you?. Introductions. 3 sessions.
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Resources
Sharing and Planning
Look at the math on the diagnostic assessment – what percent have accomplished each task?
It’s important to know the standards inside-out because they guide your planning and teaching.
Counting & number relationships
are the basis for
Problem solving
which leads to
Fluency with whole numbers
Elementary Math Resources
Activities 1 & 2
Activities 3 & 4
Activities 5, 6 & 7
Activities 5, 6 & 7
See the diagnostic assessmentfor a few dot patterns
Activities 8, 9 & 10
Subitizing
See the Dot-card packet
Quick Images
Number Talks
Activities 11, 12 & 13
Frogs on a Log
Activities 14, 15 & 16
Graphics are from Van de Walle & Lovin, Teaching Student-Centered Mathematics: Grades K-3
Activities 17 – 22
Activities 23 – 26
Careful observation during number relationship station activities will tell you a lot about where your children are with number concepts.
Usually classroom work is sufficient for moving most students along the learning progressions. But when informal observation leads you to believe that a child needs additional support, direct assessment is crucial.
Kathy Richardson Assessing Math Concepts
Kathy Richardson’s Assessment Series
Concept 1: Counting Objects
Concept 2: Beginning Number Relationships
Concept 3: Comparing Numbers
Concept 4: Identifying and Combining Parts
Concept 5: Number Combinations
Concept 6: Decomposing Numbers to Ten
Concept 7: One Ten and Some More
Changing Numbers AssessmentKathy Richardson
Popsicle Stick Math: Making 10
How could you use this in your class?
Beyond Fingers: Place Value & the Numbers 11-19
Activities 27, 28 & 29
Counting Collections to 100
Skip Counting with Counting Collections
Notice the “Questions to Consider”
Activities 30 & 31
Counting & number relationships
are the basis for
Problem solving
which leads to
Fluency with whole numbers
…to develop basic number concepts
After the video, go around your table one at a time and describe one thing you liked or noticed in the teaching episode.
Then open up the discussion to responses and further discussion.
Students have the opportunity to:
“By changing my question from ‘What answer did you get?’ to ‘How did you solve this problem?’ I was able to understand how they were making sense of mathematics.”
if you’re not following their thinking or can’t think of a good question to help them untangle their reasoning.
Our own wiki for sharing teaching ideas, resources, web links
http://elementary-math-resources.wiki.inghamisd.org/home