Number Base Ten K-6

1. Number Base TenK-6 Elko County School District CCSS Math Professional Development Module 1, Week 2 Digging in to the CCSS, part 1

2. Today’s Agenda We will… • Target a mathematics domain. • Chunk the main categories of Number Base Ten. • Identify the developmental progression of the standards • Identify all standard components

3. Building a Plane in the Sky • Accountability for the CCSS starts in 2014 • We are at the end of our state-recommended transitions document http://www.youtube.com/watch?v=L2zqTYgcpfg

4. 3 Shifts in CCSS Mathematics Shift 1: Focus: Focus strongly where the standards focus. • Significantly narrow and deepen the way time and energy are spent in the math classroom. • The standards focus deeply so that students can gain strong foundations. Shift 2: Coherence: Think across grades, and link to major topics within grades • Coherent progressions that connect the learning across grades so that students can build new understanding onto foundations built in previous years. • Each standard is not a new event, but an extension of previous learning.

5. 3 Shifts in CCSS Mathematics • Shift 3: Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity. • Emphasize conceptual understanding of key concepts • support students’ ability to access concepts from a number of perspectives. • Help students build speed and accuracy in calculation. • Use math flexibly for applications. • Apply math in context. (Beers 2012). CCSS help make our plates more healthy and nutritious.

6. Unpacking and Repacking Week 2 Step 1: Target a standard Step 2: Chunk the Main Categories Step 3: Identify all standard components Step 4: Identify the Developmental Progression Week 3 Step 5: Identify Key Vocabulary Step 6: Add Clarifying Information The practice of repacking the standard helps the teachers to create an instructional plan for targeting each performance indicator included in the standard. The plan provides a progressions of learning to help students know not only what to do but also how to do it and when to do it. (Burke, 2010)

7. 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Understand 100 can be thought of as a bundle of ten tens—called a hundred The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (0 tens and 0 ones) Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. e.g. 706 equals 7 hundreds, 0 tens, and 6 ones Builds on 1.NBT.2 Mastered in 2nd 7tens=70 7hundreds =700 digit hundreds tens ones bundle Base ten chart 21

8. Step 1: Target a Standard Domain: Number Base Ten To be able to teach the standards and assess students’ progress toward meeting them, it is first necessary to “unpack” or “unwrap” them. (Burke, 2010)

9. Step 2: Chunk the Main Categories • All Standard(s) in the cluster(s) • Identify Key Verbs Example 2.NBT.1Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought of as a bundle of ten tens-called a “hundred.” The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones) 2.NBT.1 Understand that the three-digits of a three-digit number represent amounts of hundreds, tens, and ones. pink

10. Step 3: Identify all standard components blue What do the students need to know? • Analyze nouns and verbs What do students need to do? • Include bullets, examples, footnotes, etc. • Take standard apart according to the verb to separate skills within the standard

11. Step 3: Example for 2.NBT.1 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. It is important to include all the words and phrases addressed in the standard and performance indicators, since these are the terms considered important for all students to know. (Burke, 2010) The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (0 tens and 0 ones) Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. e.g. 706 equals 7 hundreds, 0 tens, and 6 ones 100 can be thought of as a bundle of ten tens—called a hundred

12. Step 3: Example for 2.NBT.7 Add and subtract within 1000, using concrete models or drawing and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens and hundreds.

13. Step 3: Example for 2.NBT.7 Add and subtract within 1000, using concrete models or drawing and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens and hundreds.

14. Step 3: Example for 2.NBT.7 2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies. Add within 1000 using strategies based on properties of operations. Relate the strategy in a written method. Add within 1000 using strategies based on the relationship between addition or subtraction. Relate the strategy in a written method. Add within 1000 using concrete models or drawings. Relate the strategy in a written method Subtract within 1000 using concrete models or drawings. Relate the strategy in a written method. Add within 1000 using strategies based on place value. Relate the strategy in a written method. Understand that in adding or subtracting three-digit numbers, it is sometimes necessary to compose or decompose tens or hundreds. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones. Subtract within 1000 using strategies based on the relationship between addition or subtraction. Relate the strategy in a written method. Subtract within 1000 using strategies based on place value. Relate the strategy in a written method. Subtract within 1000 using strategies based on properties of operations. Relate the strategy in a written method.

15. Step 4: Identify the Developmental Progression • Discussion: What do you notice about the developmental sequence of the standard (across the standard cluster and within the standard)? Repacking is to organize the various indicators into teachable “chunks” and arrange them in an instructional sequence that is developmentally appropriate for the students (Burke, 2010).

16. Wrap Up: Reflection • How did today’s training impact your understanding of these standards? • No impact • Some impact • Significant impact • What ah-ha’s did you have today? • What questions do you still have about this domain?

17. References Beers, Sue. 2012. Leading Change to Common Core State Standards. ASCD Professional Development Institute. Burke, Kay. 2010 Balanced Assessment: From Formative to Summative. Solution Tree Press. Bloomington, IN. Zimba, Jason. 2012. Common Core State Standards: A New Foundation for Student Success. Video vignette. James B. Hunt, Jr. Institute for Educational Leadership and Policy