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Transitioning to the Common Core State Standards – Mathematics 1 st G rade Session 3

Transitioning to the Common Core State Standards – Mathematics 1 st G rade Session 3. Pam Hutchison p am.ucdmp@gmail.com. AGENDA. California Math Framework / Review Math Practice Standards Holiday Word Problems Fluency with Addition and Subtraction Facts Place Value

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Transitioning to the Common Core State Standards – Mathematics 1 st G rade Session 3

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  1. Transitioning to the Common Core State Standards – Mathematics1st Grade Session 3 Pam Hutchison pam.ucdmp@gmail.com

  2. AGENDA • California Math Framework/ Review Math Practice Standards • Holiday Word Problems • Fluency with Addition and Subtraction Facts • Place Value • Review the Content Standards

  3. CCSS Mathematical Practices REASONING AND EXPLAINING 2. Reason abstractly and quantitatively 3. Construct viable arguments are critique the reasoning of others OVERARCHING HABITS OF MIND 1. Make sense of problems and perseveres in solving them 6. Attend to precision MODELING AND USING TOOLS 4. Model with mathematics 5. Use appropriate tools strategically SEEING STRUCTURE AND GENERALIZING 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

  4. Equation Challenge • Look over the problems on the page. DO NOT begin to solve anything! • Are there any questions that you want to ask BEFORE you begin to solve the problems?

  5. Equation Challenge • Work for 60 seconds on your own • Think about what you know for sure as well as any strategies that might be helpful • Be ready to share those with your group

  6. Equation Challenge • SMP #3: Construct viable arguments and critique the reasoning of others” • Based on your work on Equation Challenge, what are characteristics of a “viable argument”?

  7. Framework • Look over the framework for Grade 2

  8. Word Problems

  9. Winter #1 At Rudolph’s Holiday Dinner, there were 5 more reindeer than polar bears and 8 fewer polar bears than elves. If there are 10 elves, how many reindeer were at the dinner?

  10. Winter #2 At the park, ¾ of the snowmen were ice skating while the rest were decorating the trees. If there were 9 snowman ice skating, how many were decorating the trees?

  11. Solving and Recording • Draw to solve (math representation) • Write a number sentence • Show your solution

  12. Addition and Subtraction Facts • Strategies • Counting all • Counting on, Counting back • Decomposing/Composing Strategies • Doubles, Doubles plus one • Making fives • Making tens

  13. SMP#3 • http://insidemathematics.org/index.php/standard-3 • 1st grade lesson • www.insidemathematics.org

  14. Place Value

  15. Strategies for Place Value • Count out 34 cubes • Now arrange them • Groups of 10 • Leftovers

  16. Strategies for Place Value • In just a minute, you are going to count out 51 cubes and arrange them into groups of tens and ones • How many groups of ten do you think you will be able to make? • How many ones will be leftover?

  17. Popsicle Stick Numbers • Student 1 picked “5”and then “tens” • Student 2 picked “7” and then “ones” • What number has 5 tens and 7 ones?

  18. Popsicle Stick Numbers • Student 1 picked “3”and then “ones” • Student 2 picked “8” and then “tens” • What number has 3 ones and 8 tens?

  19. Place Value • What are some additional strategies to promote place value?

  20. Adding and Subtracting Concrete Representational Abstract Mental Math

  21. The Teaching Channel

  22. Examining the Content Standards

  23. Stoplight the Standards Work in grade level groups to compare • Common Core State Standards • Former California Standards

  24. Stoplight the Standards • As you read each CCSS, find the former CA standard(s) that relate to that CCSS standard

  25. Stoplight the Standards Look at the standards that are not on the poster • What are the topics/skills that you can stop teaching right now?

  26. Stoplight the Standards As you read each CCSS, compare it to the former CA standard(s) • Highlight in green the CC standard or parts of the standard that are the same as the prior standards • Highlight in yellow the CC standard or parts of the standard that are similar to the previous standards (some changes) • Highlight in pink the CC standards or parts of standards that are NOT the same

  27. Stoplight the Standards Look at the standards highlighted in yellow • What are the topics/skills that you can stop teaching now? • What are the topics/skills that you need to find additional materials or lessons to teach?

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