1. Education Transformation Office
PRIMARY MATH
Resources and Building Content Knowledge
Education Transformation Office

2. Common Board Configuration (CBC)
DATE: August , 2013
Introductions:
3 – Activity
Vocabulary: Pacing guide, Skills Sheets, Journal Entries , Rubric, NGSSS, Item Specs
Exit Slip:
Revisit Essential Question
BELL RINGER:
BENCHMARK: Math Resources and Content.
AGENDA:
I Do:
Review focus group materials
We Do:
Teach One/Learn One Activity
Math Content Training
They Do:
Map out how you’re going to teach the beginning of the year concepts.
You Do:
Processing Time: Answer the essential question
Homework Instruction
Objective: Today we will explore the math content and review resources to help implement best practices to teach the content effectively.
ESSENTIAL QUESTION: How can exploring the math content and resources help me to be a more effective teacher?

3. Write 2 actions that will assist you in meeting your goals
3-2-1
Set 3 Goals for this school year
Write 2 actions that will assist you in meeting your goals
Write 1
challenge that may
Encounter

4. ESSENTIAL QUESTION:
How can exploring the math content and resources help me to be a more effective teacher?

5. What’s New and Continuing with ETO Elementary Math?
4/6/2017 3:00 PM
What’s New and Continuing with ETO Elementary Math?
School Year
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The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

6. What’s NEW???
Full implementation of Common Core in the new GO Math series.
Reflex math- Computer program for fluency
New Teacher Lead Center (TLC) packets
Newly created bellringers by benchmark infusing basic skills for practice
New Think Central dash boards
iReady

7. GO MATH Kindergaten “Old vs. New”

8. GO MATH First Grade “Old vs. New”

9. GO MATH / ThinkCentral.com
Go Math textbooks are all correlated to Common Core.
Schools will receive updated Common Core Teacher’s Editions
You will continue to have access to the “Old GO MATH” with the NGSSS through thinkcentral.com

10. GO MATH Technology Correlations

11. GO MATH Technology Correlations

12. Math Focus Group Created Materials
Pacing Guide Revisions
Skills Sheets
Independent Centers Binder
Journal Entries

13. Pacing Guide Revisions
New Common Core Pacing Guides
New NBC Learn Video Links
Lesson Combination Suggestions

14. Skills Sheets-Student Friendly

15. To find the Common Core Crosswalk, log into Think Central’s website
To find the Common Core Crosswalk, log into Think Central’s website. You
click on OnCore Math Teacher Edition. When you click on the crosswalk link,
you’ll be able to find the OnCore

16. What must students be able to do?
Know number names and the count sequence
Count to tell the number of obects
Compare numbers
Understanding addition as putting together and adding to, and understanding subtraction as taking apart and taking from.

17. Independent Centers Binder
This binder has ideas and Activities for the Independent Center. The math Coach has this binder.

18. TEACH ONE, LEARN ONE

19. Instructions of Collaborative Strategy
TEACH ONE, LEARN ONE
Instructions of Collaborative Strategy
Use your popsicle stick to determine which group you are in.
Everyone will all be in groups of three.
Every 3 minute segment, one person will be the teacher, another person will be the student, and one could be the observer.
The teacher will teach the student a lesson on any preferred subject.
The student will take notes.
The observer will watch the behaviors.
After three minutes you will switch roles.
Continue to rotate until you have been all three roles.

20. TEACH ONE, LEARN ONE What to do?
Wait until you’re told to begin. Once you get a signal to begin, you will write a response to a question for two minutes non-stop onto a sheet of paper.

21. TEACH ONE, LEARN ONE
What is Teaching?
(Two Minutes)

22. TEACH ONE, LEARN ONE
What is Learning?
(Two Minutes)

23. TEACH ONE, LEARN ONE
Now, discuss your answers with a shoulder partner.
You can revisit your two answers. Has your answer changed from the two question? If so, take two minutes to reflect and change your
answer.

24. DIGGING DEEPER INTO THE MATH CONTENT Kindergarten

25. Counting and Cardinality Understanding and Working with Numbers 0 to 5
TOPIC I
Counting and Cardinality Understanding and Working with Numbers 0 to 5

26. Starting off the year with Kindergarten math
Kindergarten is a time for vocabulary growth. Part of this vocabulary concerns numbers.
Teachers should connect meaning to written numbers and number words, include pictures as well as manipulatives. This helps children internalize the idea that the same quantity can be represented many different ways.

27. Let’s Explore Common Core

28. Common Core Required Fluency
The content standards have three levels of organization. The standards define what students should understand and be able to do. These standards are organized into clusters of related standards to emphasize mathematical connections. Finally, domains represent larger groups of related standards.

29. Common Core Learning Progressions

30. Counting and Cardinality Understanding and Working with Numbers 0 to 5
TOPIC I
Counting and Cardinality Understanding and Working with Numbers 0 to 5
New Edition Common Core Textbook
MACC.K.CC.2.4a, MACC.K.CC.1.3, MACC.K.CC.2.4b,
MACC.K.CC.2.5

31. TOPIC I ESSENTIAL CONTENT INCLUDES:
C. Representing Numbers 0 to 5
Draw number set
Using manipulatives
Using objects
Using number line
D. Writing Numbers 0 to 5
Trace
Free hand (write out the word)
A. Counting Numbers 0 to 5
Rote counting
Counting using objects
B. Recognizing Numbers 0 to 5
Verbally
Selecting/matching number with quantity
Creating sets up to 5
Number words

32. Connecting Literature to Math:
Prerequisite skills
It’s imperative to read a math story. Use attributes such as size, color, and shape to determine similarities and differences.
Create a book using size, color, and shape to determine how objects are alike and how they are difference.

33. Lesson 1.1-1.2 Objective: Model, count, and write 1 and 2

34. What does it look like?
Using numbers to represent quantities is one of the most important aspects of mathematics for young children.
Numbers are essential to comparing quantities and to knowing “how many” or “how much.”
Understanding what numbers mean helps children describes situations and follow directions.
Children consolidate and extend their prior knowledge of numbers by representing them with a variety of physical objects, spoken words, and written symbols.
Materials needed:
Connecting cubes / linking cubes

36. Activities

37. More Activities…

38. Lesson 1.3-1.5 Objective: Hands On, Model and Count 3, 4, & 5
Using a Five Frame to Model
Five frames show quantities and relationships among numbers. This tool help children see that as they count each number in succession, the number named relates to a quantity that is one greater than the previous number.
As you introduce numbers 1 to 5, children should use five frames, which is a type of visual organizer.

39. Lesson 1.6-1.10 Objective: Write ways to make 5; Count and order to 5
Sample Activity:

40. What does it look like? IMPORTANT:
Make sure teachers give students time to complete the Problem Solving page for each lesson.
Revisit Essential question

41. Mathematical
Practices

42. OELCS 2005 Math Module 3 Speaker Notes
Standards for Mathematical Practices
“The Standards for Mathematical Practice are unique in that they describe how teachers need to teach to ensure their students become mathematically proficient. We were purposeful in calling them standards because then they won’t be ignored.”
Mathematically literate students are able to analyze, reason, and communicate ideas effectively as they pose, formulate, solve and interpret mathematical problems in a variety of situations.
~ Bill McCallum

43. OELCS 2005 Math Module 3 Speaker Notes
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
Make Sense, Persevere, Reason abstractly and quantitatively, construct viable arguments, critique others reasoning, Model with mathematics , use tools strategically while attending to precision, structure and repeated reasoning

44. Topic I Mathematical Practices
MP 3: Construct viable arguments and critique the reasoning of others.
Mathematically proficient students can…
make a mathematical statement (conjecture) and justify it
listen, compare, and critique conjectures and statements

45. Topic I Mathematical Practices
MP 5: Use appropriate tools strategically.
Mathematically proficient students can…
consider the available tools when solving a problem (i.e. ruler, calculator, protractor, manipulatives, software)
use technological tools to explore and deepen their understanding of concepts

46. Professional Development Podcast MP 3 and 5
Communication is key to growth
Ask open-ended questions. Accept many responses to encourages children to communicate and share ideas with others. Through critiquing the reasoning of others, children begin to realize that more than one answer and more than one way to reach a solution are often possible in math.
Questions such as these may help to encourage classroom communication:
Does anyone have another idea?
How did you decide that?
Why did you do it that way? How can you check to be sure?
Is there another way to explain that?
Does your way work with other numbers?

47. DIGGING DEEPER INTO THE MATH CONTENT First Grade

48. Operations and Algebraic Thinking Tasty Addition Concepts
TOPIC I
Operations and Algebraic Thinking Tasty Addition Concepts

49. Starting off the year with First Grade math
First grade begins the year off with addition at the pictorial level.
To reinforce the concept of “adding to,” children count numbers of objects in one group and count how many more have been added to the group.
Teachers should connect meaning to written numbers and number words, include pictures as well as manipulatives. This helps children internalize the idea that the same quantity can be represented many different ways.

50. Operations and Algebraic Thinking Addition Concepts
TOPIC I
Operations and Algebraic Thinking Addition Concepts
New Edition Common Core Textbook
MACC.1.OA.1.1, MACC.1.OA.2.3, MACC.1.OA.3.6

51. TOPIC I ESSENTIAL CONTENT INCLUDES:
C. Problem Solving with Addition
Representing the Problem in a Concrete Way
Modeling Adding To
Using Addition Expression
A. Basic Counting Skills Review
(could be taught as a daily
review)
B. Addition Situations
1. Meaning of Addition
2. Addition Sentences
Adding To
Putting Together
Adding Vertically and
Horizontally
Additive, Commutative, and Associative Properties

52. Connecting Literature to Math:
Prerequisite skills
It’s imperative to read a math story. Use attributes such as size, color, and shape to determine similarities and differences.
Create a book using size, color, and shape to determine how objects are alike and how they are difference.

53. Lesson 1.1-1.5 Objective: Hands on; Use pictures to add, model adding to and model putting together

54. What does it looks like?
IMPORTANT: This is an indication that the connecting cubes must be used with this lesson.

55. What does it looks like?

56. Activity

57. Using a Bar Model
A bar model is a tool for representing addition and subtraction problem situations with an unknown, or missing number.
The visual representation of the situation in the bar model can be used to write a number sentence.
Examples:
There are 3 girls playing soccer. Then 2 boys join them. How many children are playing soccer?
There are 7 baseball bats in a box. 3 are blue and the rest are red. How many bats are red?

60. What must the students be able to do?
Adding to a group
Model putting together
Show adding in any order

61. Topic I Mathematical Practices
MP 4: Model with mathematics.
Mathematically proficient students can…
apply mathematics to solve problems that arise in everyday life
reflect on their attempt to solve problems and make revisions to improve their model as necessary

62. Topic I Mathematical Practices
MP 7: Look for and make use of structure.
Mathematically proficient students can…
look closely to determine possible patterns and structure (properties) within a problem
analyze patterns and apply them in appropriate mathematical context

63. Professional Development Podcast MP 4 and 7
Modeling is key to growth
Children apply what they now about addition to solve everyday problems. They can visualize adding to or putting together for addition using tools such as connecting cubes, two color counters, and drawings. Help children use these models to create math representations in order to do the following:
Understand when to use properties such as adding zero and adding in any order.
Describe a model and solve a problem by writing an addition equation.
Identify and analyze the relationship between numbers through an addition equation.
As children continue working with addition, encourage them to identify the mathematics in everyday life and understand when addition may be used to deal with situations that arise.

64. Essential Question:
How can exploring the math content and resources help me to be a more effective teacher?

65. ETO Elementary Collaboration Website
You can find this presentation in addition to all curricular resources on our very own ETO Collaboration Website
Please visit us at:
Build, Sustain, Accelerate

66. QUESTIONS/CONCERNS