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**Education Transformation Office**

PRIMARY MATH Resources and Building Content Knowledge Education Transformation Office

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**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?

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**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

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

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**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 © 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries. 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.

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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

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**GO MATH Kindergaten “Old vs. New”**

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**GO MATH First Grade “Old vs. New”**

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**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

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**GO MATH Technology Correlations**

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**GO MATH Technology Correlations**

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**Math Focus Group Created Materials**

Pacing Guide Revisions Skills Sheets Independent Centers Binder Journal Entries

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**Pacing Guide Revisions**

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

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**Skills Sheets-Student Friendly**

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**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

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**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.

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**Independent Centers Binder**

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

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TEACH ONE, LEARN ONE

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**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.

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**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.

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

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

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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.

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**DIGGING DEEPER INTO THE MATH CONTENT Kindergarten**

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**Counting and Cardinality Understanding and Working with Numbers 0 to 5**

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

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**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.

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**Let’s Explore Common Core**

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**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.

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**Common Core Learning Progressions**

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**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

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**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

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

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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

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Activities

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More Activities…

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**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.

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**Lesson 1.6-1.10 Objective: Write ways to make 5; Count and order to 5**

Sample Activity:

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**What does it look like? IMPORTANT:**

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

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Mathematical Practices

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**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

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**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

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**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

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**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

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**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?

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**DIGGING DEEPER INTO THE MATH CONTENT First Grade**

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**Operations and Algebraic Thinking Tasty Addition Concepts**

TOPIC I Operations and Algebraic Thinking Tasty Addition Concepts

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**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.

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**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

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**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

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

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

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What does it looks like?

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Activity

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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?

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**What must the students be able to do?**

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

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**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

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**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

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**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.

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

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**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

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QUESTIONS/CONCERNS

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Standards of Mathematical Practice

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