1. Shift of Application Module 3 Math Training Sunnyside School District

5. Good Afternoon Discuss the following with a partner: Which procedural skill and fluency strategies have you tried (mental math, spiral review, fluency time)? What challenges have you faced?

7. Subitizing

8. Number Combinations

9. Addition/Subtraction Strategies Addition and Subtraction Math Strategies Posters

11. CCSS Math Shifts

12. Math Practice Standards 1. Make sense of problems and persevere is 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.

13. Math Practice 1 and 4 Read MP 1 and 4, then answer: 1. What does modeling mean in the common core? 2. How can you assess these math practice standards?

14. Modeling and Application The culmination of it all! 14

15. Application (Problem Solving) 2 Levels with a full range of problems in between: 1. Word Problems Daily Related to standard you are teaching One and two step problems 2. Performance Tasks Multiple standards Complex problems (more than two steps) 45-60 minutes to solve Every two weeks

16. Daily Word Problem Example 1. Maria left her school supplies at school. She left 2 markers and 4 crayons on her desk. How many school supplies did Maria leave at school? 2. Armando went to the beach. As he walked near the shore, Armando found 11 seashells. A wave came and washed 7 seashells away. How many seashells are left near the shore? 3. There were 3 cats in the tree. More cats climbed up and now there are 5 cats total. How many cats climbed up the tree? 4. Angela has 12 markers and Jose has 16 markers. How many more markers does Jose have than Angela?

17. Word Problem Types The common core provides examples of all of the types of basic word problems that should be done at each grade level. Look at the problem types chart to see the primary continuum. 1. Which of these types do you see most often in your resources? 2. How can you help students become proficient at all of these types?

18. Daily Word Problem Example 1. Maria left her school supplies at school. She left 2 markers and 4 crayons on her desk. How many school supplies did Maria leave at school? 2. Armando went to the beach. As he walked near the shore, Armando found 11 seashells. A wave came and washed 7 seashells away. How many seashells are left near the shore? 3. There were 3 cats in the tree. More cats climbed up and now there are 5 cats total. How many cats climbed up the tree? 4. Angela has 12 markers and Jose has 16 markers. How many more markers does Jose have than Angela?

19. Daily Word Problems Provide a structure for students.  What is the problem asking us to do?  What do we know?  Show your steps:  What is your solution and how do you know it’s correct? Remove the structure for basic word problems throughout the year.

20. Graphic Organizer Find the “Word Problem Graphic Organizer” in Learn and edit it to meet your needs. Possible edits to include: 1. Make a half page for simpler word problems. 2. Change language for younger students. 3. Emphasize one part over another.

21. K-1 Examples

23. Problem Solving Strategies

26. Addition/Subtraction Strategies Addition and Subtraction Math Strategies Posters

28. Suggestions 1. Read the problem for understanding 2-3 times before beginning to solve (as a whole class). 2. Give students some independent work time (2-3 minutes) before partner or whole class solving. 3. When first starting word problems, emphasize the process more than the correct answer. 4. Do not provide the steps to solve the word problem. Students need to come up with them. 5. Expect independent solving of simple word problems after about a month.

29. Chose Word Problems Use your resources or go online to chose/create 4-10 word problems that you will use with students in the next week. These should be 1-2 steps and related to what you are teaching. Share with other tables of your grade level.

30. Examples in the Units O Kinder Unit 4 or 6 O First Grade Unit 7

31. Closure 1. How will you incorporate problem solving into your math time? 2. How will you scaffold throughout the year to help students master word problems?

32. Example Scaffold August  2 word problems every day with form September  Performance task modeled by teacher (2 times)  Continue daily problems, but remove form. October  Performance task once per week (partners/triads)  Continue daily problems. And so on………………..

33. Standards Study When reading a standard, think about: 1. What are the procedures/skills students need to learn during instruction? 2. What are the conceptual understandings that students need to have during instruction (what do they need to explain)? 3. What are the details in the standard that will guide how far I go with it? Example: Only use denominators 2, 3, 4, 6, and 8 (3 rd grade).

34. Definitions Procedures : A list of the skills that students will master while learning this standard. It’s what they will do with the math. Concepts: A list of what students will understand while learning this standard. It’s what they will explain about the math. 34

35. Standards Study 1OA1:1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (See Table 1.) Procedures: Add, subtract objects within 20. Identify unknown numbers and position through objects and/or drawings. Concept: Explain Result Unknown, Total Unknown, Both Addends Unknown Change Unknown, Addend Unknown, Difference Unknown. Start Unknown. Compare Bigger/Smaller Unknown. Details: Word Problems. Add and Subtract within 20. 35

36. Standards Study K: K.CC.6-7 1 st Grade: 1.OA.5-8 ADE Flip Books 36