Teaching the standards with everyday Math

1. Teaching the standards with everyday Math Presented by Diane Rinehard and jenniefinke Kindergarten and First Grade Edition

2. Kindergarten • In kindergarten, instructional time should focus on two critical areas: • representing and comparing whole numbers, initially with sets of objects; • (2) describing shapes and space. • More learning time in kindergarten should be devoted to number than to other topics.

3. Representing and Comparing Whole Numbers • Missing Parts • Memory • Ten Frames • Five Frames

4. Representing and Comparing Whole Numbers • Let’s Count to 10, 20… • How Many Letters Are in Your Name? • Empty the Bowl / Shake and Spill • Graphing Ideas

5. Describing Shapes and Space • The Last Block • Ways to Make the Triangle • Building a Hexagon • Pattern Block Puzzles

6. Describing Shapes and Space • Investigating Shapes (Triangles) • Investigating Shapes (Triangles) • on the Geoboard

7. First GradeWhat Does My Classroom Look Like? • I teach all lessons in Everyday Math- even the ones that don’t • “fit” at first glance. • If a lesson meets the Standards, I stick closely to Everyday Math’s • layout and suggestions. • If a lesson doesn’t seem to fit with the Common Core Standards, I try • to view it from a different perspective. Let me show you what I mean:

8. Money • Money is not mentioned at all in the CCS for First Grade. • Everyday Math spends several lessons on this topic throughout the year. • I introduce the Everyday Math lesson and objective so that the students have exposure to the curriculum (They’ll need it next year!). • I use the money lessons to teach addition word problems: Marcy has 3 dimes. Nicole has 4 dimes. How many dimes do they have altogether? • The students are seeing the coins, calling them by their correct names, and also meeting the standards. • There are many other ways- graphing money found in a paper bag, practicing skip-counting, etc.

9. It’s all in How you look at it… • No textbook will ever meet every standard, nor will it always meets the needs of every student. • Thinking about ways to align with the CCS sometimes requires looking at Everyday Math from different perspectives. • You view your students in the same way- What else can I try? Why is he behaving in that way? How else can I help her? • It’s about perspective.

10. GAMES NoW for the Fun Part!!!

11. Quick Shots • I supplement Everyday Math with games that allow students to practice the Standards. • Many of the Everyday Math Games can be adapted- they’re really good! • These are some of the games I use to spice up the routine and target exactly what I need them to practice- sometimes “Top-It” doesn’t work for the angle of the standard I need to address.

12. Operations and algebraic thinking • Fifteen

13. Operations and algebraic thinking • How Many Reds?

14. Number and Operations in Base Ten • Tens and Ones • Go Fish!

15. Number and Operations in Base Ten • Dice Plus Ten Games

16. Measurement and Data • Time Match

17. Geometry • Project Based Learning

18. Measurement Project:First Grade 1.MD.1 1.MD.2

19. Group 1 Task • Measure the length of our classroom carpet with paper clips. Our classroom carpet is ____ paper clips long. • Measure the length of our classroom carpet with new, unsharpened pencils. Our classroom carpet is ____ pencils long. Did you use the same amount of paper clips and pencils? Yes or No If you used a different amount, which one used the larger amount? ___________________________________________________ Why do you think this is true? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ • Learning Targets: • I can report the length of an object as the total number of shorter objects it • takes to span the longer object without gaps and overlaps. • I can represent the length of an object with a whole number.

20. Group 1 Task: Continued • Design a poster that shows measurement in the real world. How is it used? Why is it useful? • Why is it important to use the same type of measurement as everyone else? • Use the following rubric to design your poster: Learning Target: I can identify ways that measurement is used in our world.

21. Group 2 Task • Measure the length of our hallway with yardsticks. Our hallway is ____ yardsticks long. • Measure the length of our hallway with rulers. Our hallway is ____ rulers long. Did you use the same amount of yardsticks and rulers? Yes or No If you used a different amount, which one used the larger amount? ___________________________________________________ Why do you think this is true? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ • Learning Targets: • I can report the length of an object as the total number of shorter objects it • takes to span the longer object without gaps and overlaps. • I can represent the length of an object with a whole number.

22. Group 2 Task: Continued • Design a poster that shows measurement in the real world. How is it used? Why is it useful? • Why is it important to use the same type of measurement as everyone else? • Use the following rubric to design your poster: Learning Target: I can identify ways that measurement is used in our world.

23. Group 3 Task • Measure the length of 3 bookcases in inches. Our bookcases are ____ inches long. • Measure the length of 3 bookcases in centimeters. Our bookcases are ____ centimeters long. Are inches and centimeters the same size? Yes or No Which one is larger? ___________________________________________________ When would centimeters be a better choice? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ • Learning Targets: • I can report the length of an object as the total number of shorter objects it • takes to span the longer object without gaps and overlaps. • I can represent the length of an object with a whole number.

24. Group 3 Task: Continued • Design a poster that shows measurement in the real world. How is it used? Why is it useful? • Why is it important to use the same type of measurement as everyone else? • Use the following rubric to design your poster: Learning Target: I can identify ways that measurement is used in our world.

25. Group 4 Task • Choose 5 objects. • Put the objects in order from smallest to largest. Are all of your objects the same size? Yes or No Which one is largest? ___________________________________________________ How did you know how to put the objects in order? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ • Learning Targets: • I can recognize when an object is longer or shorter than another object. • I can compare the lengths of two objects by using a third object.

26. Group 4 Task: Continued • Design a poster that shows measurement in the real world. How is it used? Why is it useful? • Why is it important to use the same type of measurement as everyone else? • Use the following rubric to design your poster: • Learning Target: • I can identify ways that measurement is used in our world.