Exploring Common Core Math Standards for First Grade . Robin Ventura, NCDPI Instructional Coach Access Materials for Today’s Session at : http:// bit.ly/13MTjAL. Goals for Today’s Session. To explore and apply the Eight Mathematical Practices
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Robin Ventura, NCDPI
Access Materials for Today’s Session at: http://bit.ly/13MTjAL
Integrate new information.
Open yourmind to diverse views.
Not all of the content in first grade is emphasized equally in the standards. Some standards require greater emphasis than others based on the depth of the ideas, the time it takes to master, and/or their importance to future mathematics. Some things have greater emphasis is not to say that anything in the standards can safely be neglected in instruction.
Reflection allows students to review what they have just been taught. One method of recording student reflection is using math journals. According to Bay-Williams, Karp, and Van De Walle, "[j]ournals are a way to make written communication a regular part of doing mathematics" (85). By including journal-writing as closure to each lesson, teachers help students to better remember what they have learned. . As well, students should be expected to give reasons for their answers to problems. They could either write or draw pictures to explain their thinking or, show their work to explain their thinking. If they can do so, they will remember mathematics concepts for life.
Note: You can only use eight number eights and only use addition)
888 + 88 + 8 + 8 + 8 = 1,000
Procedural math involves working out a problem using a process that is usually memorized. However, students may not understand the reasoning behind a procedure. Conceptual knowledge is understanding the concepts in order to solve problems (so students may use any procedure).A great example is with long division. Many students can do okay with long division on a test because they memorize a procedure only to forget two weeks later. Thus, the students have not mastered the conceptual understanding.
Procedural math is knowing what to do; conceptual math is knowing why you’re doing it.
With the members of your group solve the following problem (no calculators please!):
1/4 x 2/3=
Can you show how you found your answer in a different way?
Subitizing is the ability to immediately recognize the quantity of a small number of objects without counting. Research has shown subitizing to be foundational to basic math skills. Many children who struggle with basic math also have trouble subitizing. Subitizing can be improved through games and practice
1.OA6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13)
How Many Under the Shell? http://illuminations.nctm.org/ActivityDetail.aspx?ID=198
There are only 10 doubles facts from 0 + 0 to 9 + 9- this is a great place to start with facts to help students with near doubles.
(i.e. 7 card and children would say, 7 +3=10)
cards are placed next to the ten frames (or fact can be given orally). The students should model each number on the two frames and then decide on the easiest way to show the total.
-Back Down Through the Ten-Frame: Start with two 10 frames, one filled completely and the other partially filled. For 13, for example, discuss what is the easiest way to think about taking off 4 counters. Repeat with other numbers between 11 and 18. Have students write or say the corresponding fact.
Materials: connecting cubes and math journals
1.G2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape and compose new shapes from the composite shape.
Materials: paper squares, scissors
Materials: toothpicks, playdough balls
Make and Take Options: