Common Core Common Core Professional Development Day December 20 th

Today we will… Understand how the Common Core Changes our Instruction Connect operations and place value Construct viable arguments while attending to precision Create a task for students

The Common Core Changing the way we think about math tricks

The Common Core in CMS Getting to the core of mathematical understanding

Agree/Disagree I have 6 strips and 7 singles. What happens to the number of tens when you add5 more strips ? = This is how to teach place value 847 The 4 is in the tens place

Understanding our Place Value System Begin with the end in mind Look at 5.NBT1 5.NBT. 1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Understanding our Place Value System Read Handout #1 A vertical look at the Common Core Standards and our Place Value System What do you notice about how place value understanding progresses to 5.NBT.1 ? 5.NBT. 1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Turn and Talk What part does my grade level play in this progression?

Let’s Solve a Problem Ms. S. has 2,694 bunnies. Ms. C. has 186. How many more bunnies does Ms. S. have than Ms. C? How could you solve this problem using two different strategies?

Let’s Solve a Problem Ms. S. has 4,010 bunnies. Ms. C. has 999. How many more bunnies does Ms. S. have than Ms. C? How could you solve this problem using two different strategies?

Let’s Solve a Problem Ms. S. has 4,010 bunnies. Ms. C. has 999. How many more bunnies does Ms. S. have than Ms. C? Ms. S. has 2,694 bunnies. Ms. C. has 186. How many more bunnies does Ms. S. have than Ms. C? Discuss at your table: -What strategies did you use to solve each of the problems?

Let’s Solve a Problem Ms. S. has 4,010 bunnies. Ms. C. has 999. How many more bunnies does Ms. S. have than Ms. C? Ms. S. has 2,694 bunnies. Ms. C. has 186. How many more bunnies does Ms. S. have than Ms. C? Did anyone solve these two problems differently? Ex. You used the algorithm on one but not on the other?

How might a student solve these two problems? Ms. S. has 2,694 bunnies. Ms. C. has 186. How many more bunnies does Ms. S. have than Ms. C? Ms. S. has 4,010 bunnies. Ms. C. has 999. How many more bunnies does Ms. S. have than Ms. C?

Looking at Misha’s Work Discuss with your partner. Make sure you both understand how Misha solved the problem.

Looking at Misha’s Work What did Misha do to solve this problem? Talk with your table-mates.

What Do You Think? Discuss at your table: Why might Misha have started with the thousands instead of the ones? Why might Misha have written in her first strategy? Why might Misha have used 110 in her second strategy?

What’s the Mathematics? Discuss at your table: - What place-value understanding did Misha need to meaningfully use her strategies?

Operations & Place Value Read handout #2: Relationships between operations and place value understanding in the Common Core

Turn and Talk How are operations and place value connected?

Brain Break!

Game Time!

Journal Entry Tasha challenged Clyde in the Factor Game. Tasha is very competitive and wants to get lots of points right away. She thinks her best first move would be to choose 30. Convince her that this is NOT her best move. In your math journal: Construct a viable argument and attend to precision when doing so.

Share As other’s share, listen for evidence of “constructing viable arguments” As other’s share, listen for evidence of “attending to precision”

A Closer Look Read Practices 3 and 6 and the Unpacking at your grade level. Is there anything you want to revise/change/delete from your journal entry?

Working with Students 1. Get into grade level groups 2. Look at the task/game/activity taken from Investigations at your grade level. 3. Consider how this activity provides an opportunity for children to demonstrate these two practices. 4. How can we make the opportunity for students to construct viable arguments and attend to precision explicit?

Kindergarten: Unit 5 - Ways to Make a Hexagon SAB 43 - Double Compare (introduced in Unit 4) 1 st Grade: Unit 4 - Guess my Rule Game - Would You Rather Be an Eagle or Whale? Student work from teacher book (pp. 63,65 and 66) 2 nd Grade: Unit 4 - Teacher book page 93 - Today’s Number (Teacher book p.54) 3 rd Grade: Unit 6 - Franik’s Marbles SAB 43 - Comparing Tovar, Winger, and Jorad SAB 55 4 th Grade: Unit 5 - Solving an Addition Problem in two Ways SAB 30 - Close to 1,000 Game 5 th Grade: Unit 4 - In Between Game - Which is Closer to One? SAB p.48 Grade Level Tasks to use to “construct a viable argument and attend to precision when doing so”

Share Ideas

Next Steps- change this slide to reflect expectations at your school Ideas: Replace with slide for your school Share student work during team planning What do students understand about “attending to precision?” What are their misconceptions? What do students understand about “construct viable arguments?” What are their misconceptions? What evidence do you see that your students understand the math concept? Where do they struggle? Look at video of student work and discuss how or if students are demonstrating the practices. Compare across grade levels Others?

Why will the way we teach need to change? With a team, create a product to address the question above. Address 1 of 5 audiences: students, parents, teachers, administrators, community members. Create a product: Poster work of art Song video etc to communicate this message