1 st Grade Institute 2012 Mathematics

1. 1st Grade Institute 2012Mathematics Dr. Amy Spears Curriculum Coordinator of Mathematics Education

2. Agenda • Common Core 1st grade Standards • Standards for Mathematical Practice • Examples of NUMBER – in the classroom • Updated Scope and Sequence • Subitizing • Math Journals • SHAKE THOSE BEANS • FAST FIVE • I WISH I HAD

3. Common Core • Match up with your number (UNO card or colored index card given at the start of the session) – should be 5 in each group (UNO stays with UNO, index stays with index) • Everyone read pg 9 and 10 • Red – Read Operations and Algebraic Thinking • Green – Read Number and Operations in Base Ten • Blue – Read Measurement and Data • Yellow – Read Geometry • Use handout to work through the standards • Share any AHA moments about the standards with the group

4. Standards for Mathematical Practice • Make sense of problems and persevere in solving them • Reason abstractly • 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

5. Standards for Mathematical Practice Activity • Match up with your number (UNO card given at the start of the session) – should be 5 in each group • Red – Read 1 and 2 • Green – Read 3 and 4 • Blue – Read 5 and 6 • Yellow – Read 7 and 8 • Using the chart given, come up with ideas of how these can apply in 1st grade

6. 4 Critical Areas • Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20 • Developing understanding of whole number relationships and place value, including grouping in tens and ones • Developing understanding of linear measurements and measuring lengths as iterating length units • Reasoning about attributes of, and composing and decomposing geometric shapes

7. Examples of NUMBER • What’s as Big as me? • Take the height of each child using string. • Cut the string and have the students use it to discover what else is as big as them in the classroom. • Have students categorize things that are smaller, the same, and larger than themselves.

8. Examples of NUMBER • Oh, That’ll Take about a Minute • Start a stop watch and ask students to clap when they think a minute is up • Talk about how close they are • Now do jumping jacks and ask students to stop when they think a minute is up • Continue with different ways to help students make sense of a minute

9. Examples of NUMBER Oh, That’ll Take about an Hour • Have students talk with family members to figure out activities that take about an hour to do • They should draw illustrations of two examples and bring them to class to share • Have groups talk about their findings and then identify different times during the day that an hour has passed • Discuss all the things that happened during that hour

10. NUMBER Examples • Numbers, Numbers, Where are they • Challenge students to look for numbers at home • Which room had the most numbers? • Why? • Draw a picture that includes some of the items that had numbers

11. NUMBER Examples • Number Surgery • To introduce the concept of addition, challenge students to take apart numbers in as many ways as they can discover • Begin with manipulatives and an easy number (ex. 10) • Lead students from the concrete (objects) to the representational (drawing) to the abstract (numbers and operation symbols)

12. NUMBER Examples • Discover Volume Sense • Bring in Various containers for students to experiment with (gallon container, margarine tub, mustard jar, etc). • Make water available at a station and allow students to use the container to pour water back and forth • Have students draw which container holds the most and the least and which ones might hold the same amount

13. NUMBER Examples • Estimate with Little Ones • How many scoops of beans will fill a coffeepot? • How many beads will fill a pill container? • Take predictions, then fill the container halfway and see if anyone wants to change his or her estimate • Discuss the reasoning behind decisions • After discovering how many scoops it takes to fill the coffeepot, challenge students to find the total number of beans it takes to fill the container • Have groups come up with an estimate and a plan to solve the problem • Students do the experiment and reflect on the reasonableness of their estimate and plan • To encourage monitoring their understanding, students can change their estimates along the way and share what they did

14. NUMBER Examples • Handfuls #1 • How many beans can you pick up in a handful? • Predict, experiment, and reflect on the reasonableness of the predictions • Now try popcorn kernels, counters, cubes

15. NUMBER Examples • Handfuls #2 • Have students take another handful of objects • Challenge them to split the objects in half, thirds, and so on and make discoveries • Lead students from the concrete to the representational to the abstract

16. NUMBER Examples • Penguins and Polar Bears • Share the following (geographically improbable) story problem: An explorer was traveling to the Artic. He was hiking one day in a terrible blizzard when, way ahead on the top of an iceberg, he spotted 5 penguins and 3 polar bears. He was curious how many feet and noses there were altogether. • Have the students share shoulder to shoulder what the problem is • Have manipulatives available to scaffold the thinking • Have them draw the problem on paper along with the answer • Continue with similar problems (bicycles and tricycles, how many wheels altogether) • Have students create like problems

17. Updated Scope and Sequence • TBD – Resources • This is due to them not being in the current resources we have, we will be adding them to our OCG • Time • Addition and Subtraction in base ten • Fractions • CFL Unit – Collecting and Organizing • Kindergarten will be starting this unit this year • Scales/Balances • Kindergarten will need to borrow yours this coming year to expose their students to weight measurement

18. Dreambox • Make sure students are using it for the right reasons • Some students should not be using it • Not a weekly time requirement

19. Common Core Progressions • Get in color groups from UNO cards (Index cars) given at beginning • Reading Protocol - ? (Any questions you have), ! (Information that stood out to you or AHA) • Red – Geometric Measurement • Blue – Geometry • Yellow – Counting and Cardinality/Operations and Algebraic Thinking • Green – Number and Operations in Base Ten and Categorical Data/Measurement Data • Everyone read 1st grade for your topic • 1 – Overview • 2 – Overview • 3 – Overview • 4 – Kindergarten • 5 – Kindergarten • 6 – Kindergarten • 7 – 2nd grade • 8 – 2nd grade

20. Subitizing • (SOO-bi-tyz) • MEANING: • verb tr., intr.: To perceive, without counting, the number of objects in a small group. • When you throw a die, you don't count the number of pips to determine the value of the throw. You subitize. Now here's a word you want to use when you take part in one of those "How many marbles are in the jar?" contests, though subitizing works only for a small group of items. Estimates of the upper limit of humans' subitizing capability range from four to seven. Subitizing also depends on the arrangement of the objects. • http://news.bbc.co.uk/2/hi/uk_news/6577241.stm

21. Subitize – Article review • Get in color groups from UNO cards given at beginning • Reading Protocol - ? (Any questions you have), ! (Information that stood out to you or AHA) • 1 – Read pg 1 Subitizing a long History • 2 – Read pg 2 Perpetual Subitizing • 3 – Read pg 2 Conceptual Subitizing • 4 – Read pg 3 Subitizing and Counting • 5 – Read pg 3 What factors make Conceptual Subitizing easy or hard? • 6 – Read pg 4 Implications for Teaching and Conceptual Subitizing and Number • 7 – Read pg 5 Conceptual Subitizing and Number • 8 – Read pg 6-7 Conceptual Subitizing and Arithmatic • Share with group

22. Math Journals • Kindergarten students should be working in a math journal 2 to 3 times a week • 1st grade students should be working in a math journal daily if possible • Need to communicate more in math • Journaling includes every student • Journals can be made in a variety of ways (spirals cut in half, or composition books cut in half)

23. FAST FIVE • Start with Manipulatives before marking • Can be used with 5 Frames or 10 Frames • Provide the students with a short flash on the screen, or poster, and then students repeat what they see on their paper • The flash helps develop number and subitizing • The flash helps students to not focus on counting • Follow up with students having to identify the # of circles and write on a dry erase boards (higher level) • For today, use your bag of beans for manipulatives

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31. SHAKE THOSE BEANS • 2 color counters or painted lima beans • Recording sheet • Count Purple first, then White

32. I WISH I HAD… • Materials: Linking cubes, dot cards, playing cards, Journals • I have 4, I wish I had 5. How many more do I need?

33. Questions???? • Please feel free to email me or call me with questions you have