Implementing the Common Core State Standards 1 st and 2 nd Grade Math Series January 17, 2011

1. Implementing the Common Core State Standards 1st and 2nd Grade Math Series January 17, 2011 Barb Diliegghio

2. Goals of Math Series • Investigating the Common Core State Standards and the Standards for Mathematical Practice. (Critical Areas – Focal Points) • Explore tasks that incorporate instructional strategies that deepen student understanding across the curriculum? • Explore resources to support your Implementation efforts.

3. Focus of Series -Critical Areas (Focal Points) Day 1:Developing understanding of whole number relationships and place value, including grouping in tens and ones (1st Grade) Extending understanding of base-ten notation (2nd grade) Day 2:Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20 (1st Grade) Building fluency with addition and subtraction (2nd Grade) Day 3: Reason about attributes of, and composing and decomposing geometric shapes. (1st Grade) Describing and analyzing shapes (2nd Grade) Developing understanding of linear measurement and measuring lengths as iterating length units (1st Grade) Using standard units of measure (2nd Grade)

4. Agenda- Day 1

5. Common Core State Standards • Prepare students with knowledge and skills needed for success in college and work • Ensure consistent expectations regardless of student’s zip code • Provide educators, parents and students with clear, focused guideposts (fewer, clearer)

6. Common Core State Standards Forty-five states have officially adopted the standards as of July 25, 2011. Michigan adopted as state curriculum, June, 2010.

7. Common Core State Content Standards The ContentStandards focus on learning expectations for students, • Include rigorous content and application of knowledge through high-order skills • Includes both conceptual and procedural knowledge • Build upon strengths and lessons learned from current state standards • Internationally benchmarked • Based on evidence and research http://www.corestandards.org/

8. Design and Organization • Content standards define what students should understand and be able to do • Clusters are groups of related standards • Domains are larger groups that progress across grades

9. REGROUP INTO GRADE LEVEL GROUPS CCSS (Content) – Crosswalk document Organized by Critical Areas: • Common Content? • Content Moving into Level? • Content Moving Out? The CCSS are intended to be clearer, more focused, learning trajectories across grade levels.

10. Common Core State Mathematical Practice Standards • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

11. Grouping the Practices Reasoning and explaining Modeling and Using tools Seeing structure and generalizing William McCallum Standards for Mathematical Practice Tucson, April 2011 11

12. Pumpkin Seeds • http://www.learner.org/vod/vod_window.html?pid=874 While you watch the video: • Teacher Moves • Teacher Questions • Evidence of Mathematical Practices.

13. Thinking Through the Lesson Protocol

14. Making Meaning of Number Relationship “ Three pictures hang in front of a six month-old child. The first shows two dots, the others one dot and three dots. The infant hears three drumbeats. Her eyes move to the picture with three dots.” Learning and Teaching Early Mathematics, Clements and Surama, 2009 Taylor and Francis.

15. Number Relationships Early Number Relationships • Spatial relationships • One - Two More • One - Two Less • Benchmarking 5 and 10

16. How many ?

17. Building Number 1.) Five Frame 2.) Ten Frame 3) Double 10 frame Games: Snap Shot What’s My Number?

18. Using Patterns and StructureLesson: Making Sense of Teen Numbers • Making Numbers to 20 Word: Eleven Subitizing: 10 + 1 Place Value Notation: 1 ten, 1 one Patterns and Structure: 16 = 10 + 5 + 1 19 = 20 – 1 Bundles: Generalizing: Fuel the Brain Applet.htm http://www.fuelthebrain.com/Interactives/app.php?ID=29

19. Generalizing 1 more than 6 is 7 10 more than 6 tens is 7 tens. 100 more than 6 hundreds is 7 hundreds. 6 and 2 make 8 60 and 20 make 80 600 and 200 make 800 4 and 4 make 8 5 and 3 make 8 40 and 40 make 80 50 and 30 make 80

20. Using patterns and Structure 1st Grade: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. 1.) Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); 2.) decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); 3.) using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); 4.) creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). http://illuminations.nctm.org/ActivityDetail.aspx?ID=75 • Grade 2: 1.) Fluently add and subtract within 20 using mental strategies. 2 ) By end of Grade 2, know from memory all sums of two one-digit numbers.

21. Composing and Decomposing • Putting Together – 5 frame and 10 frame What do you notice? Can you take a fact you know and use a pattern to find the sum of another? 7 +3

22. Bean Activity Moving from Counting to Place value • Count the number of Beans in your Bag • How would your students count the beans? Is there an easier way to count these beans? How can we be more accurate? Multiple Representations: Place Value: 3 tens, 2 ones Symbolic: 32 Expanded Notation: 30 + 2 Manipulative : Bundles

23. Number Line • Spatial – Linear Model (Distance) Empty Number Line Activity How many Numbers? What Numbers? Patterns? 159 160 156 157 http://www.fuelthebrain.com/Game/play.php?ID=15

24. Balanced Assessment Consortium

25. Assessing the Common Core Across States

26. How Do I Know They Understand ? Ten frames Dot patterns 100 chart Number Line Place Value Charts John A. Van de Walle Generalize Understand Unifix cubes 10 frames 2 sided counters Bean sticks Number Line Number Cards Bundles Numbers Words Expanded Form Place Value Notation

27. Number Relationship Mat Number Relationship Mat 1.) Work with a friend. You will need a mat, sleeve, dry erase marker. 2.) Choose a number between 11 – 19 that you will both write inside the star on your mat. 3) By yourself, fill in all the sections on your mat. 4.) Compare your mats. Do you agree? What is the same about your mats? What is different?

28. Carol’s Numbers Http://www.insidemathematics.org/index.php/tools-for-teachers/number-operations/389-2nd-gradeinsidemathematics.org Work through this activity. Rubric Student Responses. Information about student thinking.

29. Resources • Progression Document- Number and Operation in Base 10, pages 1 – 11 • Arizona Department of Education http://www.azed.gov/standards-practices/mathematics-standards/ Unpackingthe Common Core State Standards • MAISD Wikki site http://maisdccssm.wikispaces.com/

30. From the Common Core State Standards Introduction • Page 5 These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.

31. End-of-Day Reflections • Pick an idea that came up today and that you found particularly interesting. • What questions do you still have?

32. Homework Task: • Choose at least one task. (10 frames, beans, counting, patterns in facts, number line, Carol’s Numbers.) • Collect student work. • Be prepared to share student samples. Readings: Articles 1.) Fluency and the License to Think 2.) Preparing For Problem Solving