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

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

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 (1 st Grade) Extending understanding of base-ten notation (2 nd grade) Day 2: Operations and Algebraic Thinking: Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20 (1 st Grade) Building fluency with addition and subtraction (2 nd Grade) Day 3: Geometry and Measurement: Reason about attributes of, and composing and decomposing geometric shapes. (1 st Grade) Describing and analyzing shapes (2 nd Grade) Developing understanding of linear measurement and measuring lengths as iterating length units (1 st Grade) Using standard units of measure (2 nd Grade) 3

AGENDA- DAY 2 Activities PART 1: Sharing out over Day 1 tasks. PART 2 Developing understanding of Meaning of addition, subtraction, Investigate the CCSS. Look at modeling – Table 1 PART 3 Investigate the CCSS Initiative – Oakland Schools Lunch PART 4 Building fluency with addition and subtraction (2 nd Grade) Using the number line and base 10 blocks Part 5: Rich Task: Bean Sprouts, The Apple Farm, Illuminations Hearing From the Authors – Progression Document Using Today’s Information in your classroom – Homework

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: 1 st ? 2 nd ?

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

MAKING MEANING OF ADDITION AND SUBTRACTION PROBLEM 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.)

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. 9 Pictures Oral Language Manipulative Models Real-World Situations Written Symbols

IMPLEMENTATION Year 1August unit per grade level Year 2August units per grade level Year 3August units per grade level

ORIENTATION TO THE UNIT Use the annotated template and your grade level unit to orient yourself with the format of a Unit. 11

GRADE LEVEL UNIT COMPONENTS 1.Unit Themes Graphic Focus Questions Intellectual Processes Key Concepts 2.Content Standards Abstract CCSS Standards 3.Instructional Resources Illuminations Texas Instruments TI-nSpire References Applets 4.Professional Resources NCTM Articles Books 12

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? 13

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? 14

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? 15

TAKE A BREAK 16

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? 17

HIGHLIGHT LESSON COMPONENTS 1.Model Lesson Themes Graphic Focus Questions Intellectual Processes Key Concepts 2.Model Lesson Content Standards Abstract CCSS Standards Lesson Instructional Resources 3.Sequence of Lesson Activities Selecting and Setting up a Mathematical Task Launch Supporting Students’ Exploration of the Task Sharing and Discussing the Task 18

THINKING THROUGH THE LESSON PROTOCOL Part of the Lesson Actions and Questions Part 1: LAUNCH (Engage ) What did you notice about the LAUNCH? How did the teacher start the Task? How did the Teacher Organize the Task? How did the teachers engage the students? How did the teacher introduce the math? Teacher Questions? Part 2: EXPLORE How did the teacher have the students investigate the mathematics? What were some of their strategies? Teacher Questions? Part 3: DISCUSSION How did the teacher use the strategies to help the students understand the mathematics? Teacher Questions?

METHODS USED FRO SOLVING SINGLE-DIGIT ADDITION AND SUBTRACTION PROBLEMS

GROUPING THE PRACTICES 21 William McCallum Standards for Mathematical Practice Tucson, April 2011 Reasoning and explaining Modeling and Using tools Seeing structure and generalizing

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

LUNCH 11:30-12:00 23

DEMONSTRATING THE MATHEMATICAL PRACTICES Standard 2.Oa.1, Solve Addition And Subtraction Word Problems Within 100 Teaching Children Mathematics, “CCSSM: The Big Picture”, Feb ) Make sense and persevere in solving problems Students make sense of the context and find a way to explore the problem using objects or drawings. 2.) Reason abstractly and quantitatively Students can decontextualize the problem and match quantities to the numbers of dogs. Further, students can contextualize the quantities and explain what each quantity represents. 3.) Construct viable arguments and critique the reasoning of others Students clearly and accurately make an argument to defend their strategy. Likewise, students accurately evaluate their classmates’ strategies. 4.) Model with mathematicsStudents create an equation to match their strategy and work. In our example, this could be 74 +__ = 131 or 131 – 74 = __. 5.) Use appropriate tools strategically Students successfully use objects (e.g., base-ten blocks) or pictures to support their work. 6.) Attends to precisionStudents clearly and accurately communicate their process using visual models and written explanations. Their answers are accurate 7.) Look for and make use of structure Students apply structure of our base-ten number system to support their work. In this example, students may start at 74 and recognize that if they skip count by tens, they eventually get to 124 and then can count on by ones to reach ) Look for and express regularity in repeated reasoning While solving future problems, students use known information to help them. For example, a student may reason, “I know that when I have a missing addend, I can start with my first number and count up. So I am going to start at 34 and then count up until I get to 131

HOW DO I KNOW THEY UNDERSTAND ADDITION AND SUBTRACTION? Generalize Understand John A. Van de Walle Number lines Base 10 blocks Place Value Chart Number lines Base 10 blocks Place Value Chart Quick Draw Building and Drawing Math Sentence Talk Aloud

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?

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

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?

RE-GROUPING: PLACE VALUE CHART HundredsTensOnes I I I I I Addend Decision ? SUM I I I I I I I I I

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)

BUILD ON THE PLACE VALUE CHART HundredsTensOnes I I I Minuend Subtrahend

TAKE A BREAK 32

BEAN SPROUTS yes&pid=877#

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

RESOURCES Progression Document : Algebraic Thinking Illuminations.nctm.org D=U41 D=U41 MAISD Wikki site

NATIONAL & STATE ONLINE RESOURCES Common Core Standards Crosswalk Document Progression Documents

END-OF-DAY REFLECTIONS 1.Pick an idea that came up today and that you found particularly interesting. 2.What questions do you still have? 37

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