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Exit Slip: Revisit Essential Question AGENDA: I Do: Review focus group materials We Do We Do: Teach One/Learn One Activity Math Content Training They.

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Presentation on theme: "Exit Slip: Revisit Essential Question AGENDA: I Do: Review focus group materials We Do We Do: Teach One/Learn One Activity Math Content Training They."— Presentation transcript:

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2 Exit Slip: Revisit Essential Question AGENDA: I Do: Review focus group materials We Do 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 Vocabulary: Pacing guide, Skills Sheets, Journal Entries, Rubric, NGSSS, Item Specs ESSENTIAL QUESTION: How can exploring the math content and resources help me to be a more effective teacher? Objective: Today we will explore the math content and review resources to help implement best practices to teach the content effectively. BENCHMARK: Math Resources and Content. BELL RINGER: DATE: August, 2013 Introductions: 3 – Activity

3 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 How can exploring the math content and resources help me to be a more effective teacher?

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6  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 What’s NEW???

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9  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

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12  Pacing Guide Revisions  Skills Sheets  Independent Centers Binder  Journal Entries

13  New Common Core Pacing Guides  New NBC Learn Video Links  Lesson Combination Suggestions

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15 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  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.

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19  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. Instructions of Collaborative Strategy

20  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 What is Teaching? (Two Minutes)

22 What is Learning? (Two Minutes)

23  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.

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25 TOPIC I

26  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.

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28 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.

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30 TOPIC I 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 A. Counting Numbers 0 to 5 1. Rote counting 2. Counting using objects B. Recognizing Numbers 0 to 5 1. Verbally 2. Selecting/matching number with quantity 3. Creating sets up to 5 4. Number words C. Representing Numbers 0 to 5 1. Draw number set 2. Using manipulatives 3. Using objects 4. Using number line D. Writing Numbers 0 to 5 1. Trace 2. Free hand (write out the word) TOPIC I ESSENTIAL CONTENT INCLUDES:

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.

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34 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 What does it look like?

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38 Using a Five Frame to Model As you introduce numbers 1 to 5, children should use five frames, which is a type of visual organizer. 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.

39 Sample Activity:

40 IMPORTANT: Make sure teachers give students time to complete the Problem Solving page for each lesson. Revisit Essential question

41 Mathematical Practices

42 “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.” ~ Bill McCallum Standards for Mathematical Practices

43 Mathematical Practices 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

44 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 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 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?

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48 TOPIC I

49  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 TOPIC I New Edition Common Core Textbook MACC.1.OA.1.1, MACC.1.OA.2.3, MACC.1.OA.3.6

51 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 C. Problem Solving with Addition 1. Representing the Problem in a Concrete Way 2. Modeling Adding To 3. Using Addition Expression TOPIC I ESSENTIAL CONTENT INCLUDES:

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.

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54 IMPORTANT IMPORTANT : This is an indication that the connecting cubes must be used with this lesson.

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56 Activity

57 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?

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60  Adding to a group  Model putting together  Show adding in any order

61 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 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 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 How can exploring the math content and resources help me to be a more effective teacher?

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

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