PRIMARY MATH Resources and Building Content Knowledge Education Transformation Office
Common Board Configuration (CBC) DATE:August , 2013 Introductions: 3 – 2 - 1 Activity Vocabulary: Pacing guide, Skills Sheets, Journal Entries, Rubric, NGSSS, Item Specs • Exit Slip: • Revisit Essential Question BELL RINGER: BENCHMARK: Math Resources and Content. • 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 Objective: Today we will explore the math content and review resources to help implement best practices to teach the content effectively. ESSENTIAL QUESTION: How can exploring the math content and resources help me to be a more effective teacher?
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
What’s NEW??? • 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
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
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
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.
TEACH ONE, LEARN ONE Instructions of Collaborative Strategy • 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.
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-stoponto a sheet of paper.
TEACH ONE, LEARN ONE What is Teaching? (Two Minutes)
TEACH ONE, LEARN ONE What is Learning? (Two Minutes)
TEACH ONE, LEARN ONE • 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.
TOPIC I Counting and Cardinality Understanding and Working with Numbers 0 to 5
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.
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.
Counting and Cardinality Understanding and Working with Numbers 0 to 5 TOPIC I New Edition Common Core Textbook MACC.K.CC.2.4a, MACC.K.CC.1.3, MACC.K.CC.2.4b, MACC.K.CC.2.5
TOPIC IESSENTIAL CONTENT INCLUDES: C. Representing Numbers 0 to 5 Draw number set Using manipulatives Using objects Using number line D. Writing Numbers 0 to 5 Trace Free hand (write out the word) A. Counting Numbers 0 to 5 Rote counting Counting using objects B. Recognizing Numbers 0 to 5 Verbally Selecting/matching number with quantity Creating sets up to 5 Number words
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.
What does it look like? • 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
Lesson 1.3-1.5Objective: Hands On, Model and Count 3, 4, & 5 Using a Five Frame to Model 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. As you introduce numbers 1 to 5, children should use five frames, which is a type of visual organizer.
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
Standards for 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
Mathematical Practices • Make sense of problems and perseverein solving them • Reasonabstractlyandquantitatively • Constructviable argumentsandcritiquethe reasoning of others • Modelwith mathematics • Use appropriate toolsstrategically • Attend to precision • Look for and make use of structure • 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
Topic IMathematical Practices MP 5: Use appropriate tools strategically. Mathematically proficient students can… • 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 growth • Ask 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?
TOPIC I Operations and Algebraic ThinkingTasty Addition Concepts
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 Textbook MACC.1.OA.1.1, MACC.1.OA.2.3, MACC.1.OA.3.6