An Overview of The First Grade Math Common Core Standards Presented by: Winnebago School’s First Grade Team February 2013

1 st Grade CCS Domains Operations & Algebraic Thinking Number – Base 10 Measurement & Data Geometry (and Time) Major Clusters Supporting Clusters Additional Clusters

Common Core Math Practice Standards 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.

Critical Areas Grade 1 1) Addition & Subtraction 2) Build a sense of Base 10 3) Understand meaning and processes of measurement 4) Compose and decompose figures

Old Essentials Vs. New CCS Old Essential: I can add sums equal to ten = ______ _____ = = _____ _____ = New Common Core Standard: I can use known strategies such as fact families, counting on, and making ten to add and subtract within 20. When presented with a ten frame showing some filled boxes, students have to determine what is being shown, write the corresponding number sentences, and explain how they know the number sentence(s) is/are correct.

Grade Required Fluency KAdd/subtract within 5 1Add/subtract within 10 2 Add/subtract within 201 Add/subtract within 100 (pencil and paper) 3Multiply/divide within 1002 Add/subtract within Add/subtract within 1,000,000 5Multi‐digit multiplication Required Fluencies in the Common Core Standards for Mathematics 1 By end of year, know from memory all sums of two one‐digit numbers 2 By end of year, know from memory all products of two one‐digit numbers Fluent in the Standards means “fast and accurate.” It also involves consistent practice and developmental understandings. In fact, the progressions toward fluency in the Standards are realistic and appropriate.

Math Fact Fluency Math fluency – the ability to retrieve math facts from storage memory to working memory quickly. Teaching and strengthening math fact fluency can be done daily in just a few minutes! The ultimate goal make learning fun while practicing math fact fluency daily!

So what can I do as a parent to help my child?

Math Fact Fluency Fun! Dice Game : Grab a pair of dice. Roll the dice and add (or subtract) the numbers! Each time someone gets the correct answer they get a point. Decide ahead of time how many rolls each player will receive. The person with the most points at the end wins. Playing Cards : Use traditional playing cards and divide the deck into two piles – one for each player. In this two-player game, each person puts down two cards at a time. Both players then add (or subtract) their cards. The one with the highest answer gets to keep all four cards in a pile off to the side. The player with the most cards in his or her “keep pile" at the end wins. Tic-Tac-Toe Fact Fun ! Grab a deck of math fact flashcards (addition or subtraction). Made a simple tic-tac-toe scorecard on a sheet of paper. Players must answer the math fact before putting on X or O on the board. The first person to get tic-tac-toe wins. Math Fact Book: Using basic + and - math fact flashcards, have your child select a card each day and ask him/her to create a story based on the card. For example, your child may select a card that reads She can then create a story about how she had 15 balloons at a party and 8 flew away, how many did she have left? You may even have your write and illustrate the story in a math fact journal! This activity can work for a variety of age groups.

What strategies should I know to help my child?

Addition Turn Around Facts If you know = 9, then you know = 9. When adding, the order doesn’t matter = (Commutative Property)

Addition Facts with Zero When adding zero to any number, the sum is the other addend. Examples: = = 5 Identity Property of Addition

Count Up (One-/Two- More Than) When an addition problem contains a +1 or +2, start by whispering the greater addend and count on the other addend. Example: = 8. Start at 6 and count up 7, 8.

Adding Doubles When an addition problem contains two numbers that are the same, this is a doubles problem. Use visual clues to help you memorize these facts. Example: = 8

Near Doubles When an addition problem contains consecutive numbers on a number line, double the smaller addend and add = = = 9

Decomposing Addition Break down the addends and add the pieces back together. Example: = (10 + 1) + 4 = 10 + (1 + 4) = = 15 Associative Property

Sums of 10 This group includes all facts with a sum of 10. Picture the Ten Frame when solving. Examples: = = 10

Think of Subtraction as Addition Use known addition facts to produce the unknown quantity or part. Example: For 9-4 think: 4 + ? is 9. Inverse Operation

Subtraction Facts with Zero This includes subtracting zero (7-0=7) and getting a difference of zero (7-7= 0). Identity Property of Addition

Counting Back When the number being subtracted is a 1 or 2, count back. Example: 7 – 2 = 5 Start at 7 and count back 6, 5.

Doubles This group refers to the addition facts of the same name. For think: =8.

Make Ten Picture the Ten Frame when solving problems with numbers involving 10. Examples: = 7

Use the Ten Frame Picture a Ten Frame. Take one away and add on the extras. For 15-9 think: 15 equals one ten frame and 5 more. Take nine off the Ten Frame and you have 1 in the Ten Frame plus the 5 left over = = 1+ 5 = 6