Implementing the Common Core State Standards 1 st and 2 nd Grade Math Series February 6, 2012

1. Implementing the Common Core State Standards 1st and 2nd Grade Math Series February 6, 2012 Barb Diliegghio

2. Welcome Welcome Back!!! Table Share: What Activity? Adaptations? Thoughts? Observations? What did you learn about Student Thinking?

3. Focus of Series -Critical Areas (Focal Points) Day 1: Number Relations: 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:Operations and Algebraic Thinking: 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: Geometry and Measurement: 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 2

5. CCSS Across the grade Level Domains: Operations and Algebraic Thinking Number and Operation in Base 10 Addition and Subtraction Progressions Across the Grade Levels: Study your grade Level, be ready to share: 1st? 2nd?

6. Part 1: Making Meaning of Addition and Subtraction Math is a human activity. The operations are a verb. Children have been “doing math” all their lives. • First breath : What operation? Why? • Look into a child’s life a.) Getting Ready for School b.) In your classroom c.) On the playground d.) At Home, family chores

7. Making Meaning of Addition AND SubtractionProblem Types (Table 1 – CCSS )

8. Common Core State Standards Initiative The Common Core State Standards Initiative (CCSSI) provide support and direction for educators as they move toward full implementation: CCSS aligned curriculum and coherent units of study to highlight needed shifts in content related and pedagogical practices Highlight Lesson Formative Assessment Resources (video, sample student work, rubrics, instructional websites, etc.)

9. Oral Language Real-World Situations Pictures Written Symbols Manipulative Models Key Features of CCSS Unit • Use of student thinking • Incorporation of mathematical talk, multiple representations, multiple strategies • Learning opportunities that include student inquiry and exploration Adapted from Van de Walle, J.A. (2004) Elementary and Middle Schools Mathematics: Teaching Developmentally.

10. 2012 - 2014 Implementation

11. Orientation to the Unit Use the annotated template and your grade level unit to orient yourself with the format of a Unit.

12. Grade Level Unit Components • Unit Themes • Graphic • Focus Questions • Intellectual Processes • Key Concepts • Content Standards • Abstract • CCSS Standards • Instructional Resources • Illuminations • Texas Instruments • TI-nSpire • References • Applets • Professional Resources • NCTM Articles • Books

13. Concept Map, Key Concepts, Focus Questions, Practices Locate your unit of study within the sequence of unit titles for the year. Then, looking at only the sections on the first page of your grade level unit consider the following questions: How does this unit compare to your current practice around the concept of place value What is the same? What seems to be different?

14. Unit Abstract and CCSS Standards Looking at the Abstract and CCSS Standards sections of your grade level unit consider the following questions: How does the information in these two sections add to teachers’ understanding of what students need to know and be able to do at the end of unit?

15. Instructional and Professional Resources In your table groups cooperatively explore the Instructional and Professional Resource sections of your grade level unit and consider the following questions: How might you use the resources in these two sections to deepen your understanding of the mathematics and how might you support your student’s learning?

16. Take A Break 16

17. Orientation to the Lesson Orient yourself with the format of a Highlight Lesson. Compare a Unit and the corresponding Highlight Lesson, how are they related and how are they unique?

18. Highlight Lesson Components • Model Lesson Themes • Graphic • Focus Questions • Intellectual Processes • Key Concepts • Model Lesson Content Standards • Abstract • CCSS Standards • Lesson Instructional Resources • Sequence of Lesson Activities • Selecting and Setting up a Mathematical Task • Launch • Supporting Students’ Exploration of the Task • Sharing and Discussing the Task

19. Thinking Through the Lesson Protocol

20. Methods used fro solving single-Digit Addition and Subtraction Problems

21. Grouping the Practices Reasoning and explaining Modeling and Using tools Seeing structure and generalizing William McCallum Standards for Mathematical Practice Tucson, April 2011 21

22. http://oaklandk12- public.rubiconatlas .org/c/maps/search.php 1.) Search Tab 2.) School : Common Core 3.) Choose Grade Level 4.) Subject: Mathematics

23. Lunch 11:30-12:00 23

24. Demonstrating the Mathematical PracticesStandard 2.Oa.1, Solve Addition And Subtraction Word Problems Within 100Teaching Children Mathematics, “CCSSM: The Big Picture”, Feb. 2012

25. How Do I Know They UnderstandAddition and Subtraction? Quick Draw Building and Drawing John A. Van de Walle Generalize Understand Number lines Base 10 blocks Place Value Chart Math Sentence Talk Aloud

26. Modeling:Number Line • Counting All, Counting On • Counting Back • Skip Counting - Decompose Jump, Jump, Game There are 56 frogs on the walk, 27 hopped away. How many are left? Strategies on the Number Line?

27. Models Building and Drawing: 1.) Place Value Chart 2.) Base 10 Blocks 3.) Quick Draw (Handout) = 100 I = 10  = 1

28. Let’s Do the Math Real World Connection: There are 26 first grade students at the farm, 39 second grade teachers joined them. How many students are at the farm?

29. Re-Grouping: place Value Chart •   •   Addend Addend Decision ? SUM •   •   •   I •    •    •      I IIII I II I II    

30. Subtraction : Place Value Chart The students in our class are earning money for a trip to the zoo. They need $43 for the trip. This month they earned $18 for the trip. How much more money do they need to earn? (Compare)

31. Build on the place Value Chart Minuend Subtrahend  

32. Take A Break 32

33. Bean Sprouts http://www.learner.org/resources/series32.html?pop=yes&pid=877#

34. Your Turn 2nd Grade: Apple Farm 1st Grade: Illuminations Tasks 1.) Work through the task 2.) Use the TTLP to frame the activity 3.) Focus on questioning strategies.

35. Resources • Progression Document : Algebraic Thinking • Illuminations.nctm.orghttp://illuminations.nctm.org/LessonDetail.aspx?ID=U41 • MAISD Wikki site http://maisdccssm.wikispaces.com/

36. National & State Online Resources Common Core Standards http://www.corestandards.org/ Crosswalk Document www.mi.gov/mathematics Progression Documents http://math.arizona.edu/~ime/progressions/

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

38. Homework Task: • CCSSI Highlight Lesson • Bean Sprouts • Apple Farm • Illuminations Tasks Readings: Articles 1.) Progression Document: Cardinality and Algebraic Thinking, K-2 2.) Thinking About Place Value