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Tigers Attack CCSS

Tigers Attack CCSS. Karen Rhodes and Amy Gary. krhodes@simpson.k12.ms.us amygary@simpson.k12.ms.us ddavis@simpson.k12.ms.us. Let It Go! Use Manipulatives! Make Learning Fun!. Empowered. Report Cards. ELSI – Essential Skills CCSS Number Grades are Gone!. Lesson Plans. Math Meeting

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Tigers Attack CCSS

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  1. Tigers Attack CCSS Karen Rhodes and Amy Gary krhodes@simpson.k12.ms.us amygary@simpson.k12.ms.us ddavis@simpson.k12.ms.us

  2. Let It Go!Use Manipulatives!Make Learning Fun! Empowered

  3. Report Cards ELSI – Essential Skills CCSS Number Grades are Gone!

  4. Lesson Plans Math Meeting Whole Group Instructions Center Activities Interventions

  5. 320 × 348 - mathwire.com Math Meeting Whole Group Instruction Review Repetition Remedial • Introduction of new skills • Manipulative work

  6. Interventions Instructional Match Center – level activities Teacher Computer Activities ELSI: Numeracy Lab Motor Lab Visual Memory

  7. Centers Instructional Match Practice activities during math meeting or whole group

  8. Computer www.starfall.com www.illuminations.com www.prometheanplanet.com www.internet4classrooms.com www.learn360.com (videos) www.ixl.com (purchased) www.abcya.com www.fwcdtechie.com www.softschools.com

  9. Work SMARTER not HARDER! Sources: Singapore Math Envision Math Dr. Jean ELSI – Dr. Bob Sornson Internet sources Teacher Created BEG, BORROW, and ACQUIRE….

  10. ELSI:Early Learning Success Initiativeby Dr. Bob Sornson • Essential Skills • Instructional Match • Formative Assessments Teacher that use the essential skills list: • Are driven to differentiate instruction • Have a data set to describe the skills of their students in the beginning of the school year • Can compare this data set to progress monitoring throughout the school year • Can ask for instructional support with a clear picture of the student and his or her needs • Can share specific information with parents to develop a home- school partnership

  11. Absolutely Abacus The Preschool thru Grade 3 Abacus Math Program Developing Deep Understanding of Basic Math Concepts Bob Sornson, Ph.D. Early Learning Foundation http://www.ascd.org/ascd-express/vol8/816-sornson.aspx  bob@earlylearningfoundation.com

  12. Numeracy Lab • Motor Lab

  13. Math Activities to teach the Common Core State Standards

  14. MathMeeting

  15. What is Math Meeting? • Calendar • Place Value • Graphing • Seasons • Number Discussion • Math Talk • Word Problem of the Day • Fact Family of the Day • Counting to 100 • Counting Jar • Count How Many • Shapes The activities change depending on the skills needed in that term or as needed by your class!

  16. Days of the Week – count them Months of the Year – count them and number that represents that month How to use a calendar? Counting Recognition of numbers What is the purpose of a calendar? Calendar Talk

  17. PlaceValue • How many days of school? • Discussion of ones and tens.

  18. Weather for the Month Identify the season, temperature, and clothing needed. How to read a graph? How many sunny days? How many rainy days? Which has the most number of days? Which has the fewest number of days? How many more sunny days are there compared to rainy days? What are other things we can graph?

  19. What number are we focusing on today? What does the number look like? Examples of that number. Model the number. Different ways to form that number. Writing the number. Number Discussion

  20. How many of each thing they see? Create addition or subtraction equations Comparisons (greater than, less than, equal, taller, shorter, etc.) Math Talk The teacher and student look at a picture and discuss it.

  21. Word Problemof the Day • Draw and discuss. • Is it adding or subtracting? • How do you know?

  22. Fact Family of the Day • Model and discuss. • What are the parts? • What is the whole? • What problems can we create with these numbers? • How did you figure it out?

  23. Counting to 100 • Count by 1’s. • Count by 10’s. • Raise hand to count up. • Lower hand to count down. • Cross the midline. • Step/Stomp/Jump • Ball Toss • Pennies and dimes

  24. Counting Jar Counting forward from a given number. Example: 65, 66, 67, 68, 69,70

  25. Count How Many(Subitizing) Rectangular Array Circle Scattered Configuration Ten Frame Number Generators/Dice Flashcards

  26. Shapes • Discuss two and three dimensional shapes. • Show pictures and objects • Identify objects as two or three dimensional. • www.starfall.com: 2D and 3D Shapes

  27. Whole Group Math Instruction

  28. What is Whole Group Math Instruction? • Focused on specific Common Core Standards • Time on Task • Say, See, Do • Model! Model! Model!  *Teacher gives instruction on standard. *Teacher models examples. *Teacher and students work through more examples together. Teacher monitors students work, and helps when needed. *Students try a few problems on their own.

  29. Teacher models a number on the ten frame. Students model a number on the ten frame. Teacher puts a number on the ten frame. Teacher ask students what number is shown. Students identify the number shown. http://illuminations.nctm.org/activitydetail.aspx?ID75 Number Recognition/Counting:Ten Frame

  30. Teacher models a number using the critters. Students model the same number using their on sheets and tools. (Will discuss further later!) Teacher models a number using the critters. Teacher ask the students what number is represented. Students reply what number is represented. Students then model the same number using their sheets and tools. Number Recognition/Counting:Critters http://www.factmonster.com/math/knowledgebox/player.html?movie=sfw42183

  31. Teacher models a number on the abacus. Students model the same number on the abacus. Teacher models a number on the abacus. Teacher ask the students what number is represented on the abacus. Students reply what number is represented. Students model the same number on the abacus. Number Recognition/ Counting:Abacus

  32. Teacher models a number by tossing bean bags in the hoop. Students model the same number using their sheets and tools. Teacher tosses bean bags in the hoop. Teacher ask the students what number is represented. Students reply what number is represented. Students then model that number using their sheets and tools. Number Recognition/Counting:Bean Bag Toss

  33. Teacher models a number on the number line by taking that many steps. Teacher ask students how does one know they are on the correct number. Teacher guides a few students in finding a number by counting and taking that many steps. Number Recognition/Counting:Number Line

  34. Teacher models a number with the base ten sticks and one cubes. Students then model the same number. Teacher models a number with the base ten sticks and one cubes. Teacher ask students what number is represented. Students reply what number is represented with the base ten sticks and one cubes. Students then model the same number. Number Recognition/Counting:Base Ten and Ones

  35. Bullwinkle Math • Two students face each other. • The teacher ask the first student to hold up a given number of antlers (fingers). • The teacher ask the next student, “How many antlers (fingers) do you need to make __?” • The student then shows the number using his/her antlers (fingers).

  36. Students model the given number on these sheets.  Teacher models a number. Students model the same number on their sheets. Number Recognition/Counting:Fish/Ladybug

  37. Teacher places a number on the ten frame. Teacher then adds or subtracts a number from the ten frame. Teacher then ask students what number is represented on the ten frame. Students reply what number is on the ten frame. Teacher and student discuss the equation. Students then model the same equation with their tools. Teacher and students work together to find all the different ways to represent the number of focus. Ex. All the ways to get five. http://illuminations.nctm.org/activitydetail.aspx?ID=75 Adding/Subtracting: Ten Frame

  38. Teacher models a number with the critters. Teacher adds or subtracts a number to/from the critters. Teacher ask students what number is represented. Students reply what number is represented. Teacher and student discuss the equation represented. Students model the equation using their tools. Teacher and students work together to discuss the different ways to represent the number of focus. Ex. All the ways to get five. http://www.factmonster.com/math/knowledgebox/player.html?movie=sfw42847 http://www.factmonster.com/math/knowledgebox/player.html?movie=sfw44126 Adding/Subtracting: Critters

  39. Teacher models a number on the abacus. Teacher adds to or subtracts from the modeled number. Teacher ask what number is represented. Students reply what number is represented. Teacher and student discuss the equation. Students model the equation using their tools. Teacher and students work together to discuss other ways to come up with the given number. Ex. Ways to get 5 Adding/Subtracting: Abacus

  40. Teacher takes out a certain number of bean bags. Ex. 5 (five) Teacher models throwing one bean bag in the hoop, and placing the rest outside the hoop. Teacher and students discuss the equation created. Teacher then throws two bean bags in the hoop, and ask the students how many are now outside the hoop. Teacher and students discuss the equation created. Teacher will continue to toss bean bags until several or all ways to create 5 (five) are produced. Students will model each equation with their tools as the teacher writes them down. Adding/Subtracting:Bean Bag Toss

  41. Teacher models taking a certain number of steps on the number line. Teacher models taking a certain number of steps forward (adding) or backwards (subtracting). Teacher ask students what equation is represented. Teacher writes down equation, and students model it with their tools. Teacher selects a few students to model a few more problems. Adding/Subtracting:Number Line

  42. Teacher models a number on the chart. Teacher models how many tens and ones. Teacher models how to create an equation for the given number. Teacher models another number, and ask students what equation could be created. Students reply about the equation. Adding/Subtracting: Base Ten and Ones

  43. Teacher models an addition or subtraction problem using the part/part/whole plate. Teacher then gives a few more problems, and the teacher and students work through the problems together. Teacher then gives the students a problem to work through on their own using their own plate and tools. Teacher walks around the room checking for comprehension, and helping those that need help. Addition/Subtraction: Part/Part/Whole Plate

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