Walter Hill

1. Walter Hill CCSSM – K-2 Developing Number Sense Strategies for teaching Addition/Subtraction And MORE!

2. Common Core – Mathematical Practices • 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. • http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

3. Unlock the Puzzle • Kindergarten take the green puzzle. • First Grade take the yellow puzzle. • Second Grade take the red puzzle. • Put the pieces together and discover the critical areas for your grade level. • Now, take a minute to report your critical areas to the group.

4. PARCC • Fluency Lens At each grade level in the standards, one or two fluencies are expected: Table 1: Grade-Level Fluency Grade Required Fluency K Add/subtract within 5 1 Add/subtract within 10 2 Add/subtract within 20 Add/subtract within 100 (pencil and paper) 3 Multiply/divide within 100 Add/subtract within 1,000 4 Add/subtract within 1,000,000 5 Multidigit multiplication

6. Number Sense Cube Trains http://illuminations.nctm.org/ActivityDetail.aspx?ID=74

7. Task • I’m thinking of 2 different numbers. When you add them together they make 8. When I asked some people to guess my secret numbers, four people came up with four different answers. Do you think that it is possible for 4 different answers to be correct?

8. Snap It!

9. Number Sense • Number Bracelets • Pipe cleaners • 6 beads • Masking tape – 1 two-inch piece • How many number bonds can you make? • 2 + 4 Flip the bracelet 4 + 2 (Property?) • How many other bonds can you find?

10. Six-Dinner Sid http://www.oswego.org/ocsd-web/games/SplatSquares/splatre100.html

11. Activities • Primary – How many meals did Sid eat in one school week? (5 days) Use ten-frames to count.(Start with cubes) • Second Grade – Ask them to figure out how many meals in 10 days. Use ten-frames followed by base ten blocks.

12. Common Core • K – Decompose numbers less than or equal to 10 into pairs in more than one way. 5 + 1, 4 + 2, 3 + 3 • 1st – Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. • 1st – Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 6 = 6, 2 + 4 = 4 + 2, 1 + 5 = 4 + 2 • 2nd – Fluency – Know all sums of 2 one-digit numbers.

13. Ten - Frame • Flash Cards • Adding with 10-Frames • Web Connections http://illuminations.nctm.org/ActivityDetail.aspx?ID=75 • Show center.– Do examples. • http://www.k-5mathteachingresources.com/math-resources.html

14. Tasks with 10 Frames • Mrs. Lasater is counting lunch choices. 11 children want pizza, 9 students brought their lunch from home, and the rest will eat hamburgers. If she has 25 students, how many will eat hamburgers?

15. More for 10 • Ways to make 10 – Assessment or activity • Racing Bears - Game

16. Turtle Splash!

17. Common Core • K – Count to answer how many? Use as many as 20 things arranged in a line, rectangular array, or a circle. • K – For any number 1 – 9, find the number that makes ten when added to the given number. • 1st – Add and subtract within 20, demonstrating fluency for addition and subtraction within ten. • 2nd – Use two ten frames to memorize all sums of two one-digit numbers.

18. Common Core • K- Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. • 1st – Use addition and subtraction within 20 to solve word problems…Solve word problems that call for addition of 3 whole numbers whose sum is less than 20. • 2nd – Determine whether a group of objects (up to 20) has an odd or even number or even number of members.

19. Compensation for Addition • How is compensation for addition similar to and different from compensation for subtraction? • K-1st – 11 + 19 = ? Anna says that we could take 1 away from both numbers before we add and get the same answer. Then she rethinks and decides that we need to take away 1 from 11 and add 1 to 19 to get the same sum. • Which is correct and why? • 2nd – 199 + 23

20. Mathematical Reasoning • 1st Grade – Students debate how to use the strategy of compensation to compute 11 – 9. Sam says they will get the same answer if they add 1 to 9 and take away 1 from 11. Molly says that you should add 1 to both numbers. Who do you think is correct? • 2nd grade use 121-89.

21. 1.OA.1 1.OA.3 1.OA.4 1.OA.6 1.OA.7 1.OA.8 1.NBT.6 http://akidsheart.com/animals/bear/cntpanda.html Kindergarten – Count the Pandas!! 2.OA.1 2.OA.2 2.NBT.5 2.NBT.7 2.NBT.8 2.NBT.9 2.MD.6

22. Subtraction 3.OA.8 3.NBT.2 Table 1 in CCSSM – Addition and Subtraction for 1st – 3rd.

23. Read the book

24. See an additional task on the hand-out.

27. Skip Counting • http://www.havefunteaching.com/songs-for-kids/math • Jessica Shumway - http://www.youtube.com/watch?v=-bKtBXO2gNA • Counting Circles

28. Literature Connection http://resources.oswego.org/games/SplatSquares/splatsq100.html Splat Counting by 5’s on clocks

29. Hundreds Chart • http://nlvm.usu.edu/en/nav/frames_asid_337_g_1_t_1.html?from=topic_t_1.html • Splat http://www.oswego.org/ocsd-web/games/SplatSquares/splatsq100.html • L’s on the 100’s Chart – Place the L. Write the problem. • Make a L on 65,75,85, 86, 87,88 • Write the problem. • Make new problems and share. • 100’s chart – Game +10, -10, +1, -1

30. Splat to Make L’s

31. Build Bean Sticks • http://illuminations.nctm.org/lessons/count20/Count20-TS-BeanSticks.pdf

32. Base 10 Blocks Addition • http://nlvm.usu.edu/en/nav/frames_asid_154_g_1_t_1.html?from=category_g_1_t_1.html • Cows http://illuminations.nctm.org/ActivityDetail.aspx?ID=218 • K – Make your initial. • 1st – 2nd – Make your name with base 10 blocks.

33. Race to 100

34. Task • The king and queen and their 17 friends want to journey to the festival. They plan to ride horses, which can carry 2 people, and elephants, which can carry 5 people. How many animals shall they take? Is there more than one answer? If so, what could help them decide?

35. If the little sister had continued to eat items in the same pattern, how many more “things” would she have to eat before she reaches 100? Use drawings and words to support your answer.

36. Find the 10’s. How could we use the addition chart with our task?

37. Base 10 Blocks Subtraction • http://nlvm.usu.edu/en/nav/frames_asid_155_g_1_t_1.html?from=category_g_1_t_1.html • Use base 10 blocks to subtract. • Elevator Magic • Shark Swimathon • Turtle Splash

38. Centers • Trading Inches, Trading Feet • Make a Meter • Ten-Frames (Visited earlier) • Race to 8:00 • Money Rules • Picture Pie • Ready-made – Place value and Pattern Blocks

39. Assessment • Rich Tasks with constructed response • Look at the work • Games • NCTM Assessment Book • Art • Post-it Notes

40. Differentiation • Assessing and Advancing Questions • Marion Small’s Open Ended Questions and Parallel Tasks • Rich Tasks

41. Resources • MC2 guest on portaportal.com • http://guest.portaportal.com/mc2 • Model Lessons in your classroom • E-mail me with questions – I will be trained on the constructed response grading. • NCTM Teaching Children Mathematics • Navigations by NCTM • Professional Books

42. Task • My friend has cows and chickens. How many of each does she have if there are 10 legs altogether? Is there another answer?

43. Problem Solving

44. Salute

45. Pattern Block Game

46. Cats and Leaves Make and Take

47. Go to www.portaportal.com mc2 Math Pickle is under Teacher Resources.