Single-Digit Addition Fluency Grades K-2

1. This material was developed for use by participants in the Common Core Leadership in Mathematics (CCLM^2) project through the University of Wisconsin-Milwaukee. Use by school district personnel to support learning of its teachers and staff is permitted provided appropriate acknowledgement of its source. Use by others is prohibited except by prior written permission. CCLM Single-Digit Addition Fluency Grades K-2 Common Core Leadership for Mathematics June 26, 2012 Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012

2. K-8 Content Domains, CCSSM

3. Domain Progressions - Number

4. CCLM Learning Intentions & Success Criteria We are learning to… Understand how fluency with single-digit addition & subtraction develops and progresses in CCSSM. Read & interpret the cluster of CCSSM standards related to adding and subtracting within 20. We will know we are successful when we can… Understand the strategies students use for solving single-digit addition and subtraction problems. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012

5. Strategy vs. Algorithm

6. CCLM Getting started… No pencil or paper please! Mentally compute the answer to the following… 1005 – 998 54 + 48 Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012

7. CCLM Turn and share your reasoning. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012

8. CCLM Discuss • Reread your reflection about algorithm versus strategy completed for homework. • Reflecting on your summary, did you use a strategy or an algorithm? • What do you understand about number relationships that allow you to mentally compute answers? Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012

9. CCLM CCSS Glossary Computation strategy Purposeful manipulations that may be chosen for specific problems, may not have a fixed order, and may be aimed at converting one problem into another. Computation algorithm A set of predefined steps applicable to a class of problems that gives the correct result in every case when the steps are carried out correctly. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012

10. In Grades K-8, how many standards reference using “strategies”? 26 standards Grade K: CC Grade 1: OA, NBT Grade 2: OA, NBT Grade 3: OA, NBT Grade 4: NBT, NF Grade 5: NBT Grade 7: NS, EE 11% of K-8 standards

11. K-2 Content Standards Progression

12. A Content Standards ProgressionGrade 1 Page 15 of the CCSSM. Read the OA domain for Grade 1:“Operations and Algebraic Thinking” 1.OA.1-8 As you read, mark the following: familiar ideas: ✓ surprising ideas: ! confusing ideas: ? Then turn and share a ✓ or ! and a ? CCLM Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012

13. CCLM A Content Standards ProgressionGrade 2 Page 19 of the CCSSM. Read the 2.OA.1 and 2.OA.2 In what ways do the grade 2 standards build from the grade 1 standards? Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012

14. Read pages 11-12 of CCSSM:K.CC.4a-c, K.OA.3, K.OA.4, and K.NBT. In what ways do these standards in kindergarten lay the foundation for learning single-digit addition and subtraction problems? CCLM A Content Standards ProgressionGrade K Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012

15. Using Models

16. CCLM Ten Frames Ten frames show relationships of small numbers to five and ten, in particular, drawing attention to the role of 10. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012

17. How many dots? • How did you see it?

18. How many dots? • How did you see it?

19. How many dots? • How did you see it?

20. CCLM Laying a foundation for understanding Morgan, Dot Plates, & Ten Frames Enjoy! Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012

21. What does Morgan understandabout number? K.OA.3: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings… K.OA.4: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings... CCLM Through the Lens of the Math Content Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012

22. What is the difference between K.OA.3 and K.OA.4 in the classroom? What value does this foundation have for our middle and high school students? K.OA.3: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., use objects or drawings… K.OA.4: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., using objects or drawings... CCLM Through the Lens of the Math Content Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012

23. Learning Intentions & Success Criteria We are learning to… Understand how fluency with single-digit addition & subtraction develops and progresses in CCSSM. Read & interpret the cluster of CCSSM standards related to adding and subtracting within 20. We will know we are successful when we can… Understand the strategies students use for solving single-digit addition and subtraction problems.