EERTI Math Circle Session 4, Day 5 Conceptual Place Value Facilitator:

Thank you for… Being on time Attending to your comfort Giving the group your full attention Listening respectfully while others are speaking Valuing each other’s ideas Participating constructively, adding your knowledge and experiences Making constructive suggestions to your leader

As we focus on… Today we will… Read, share, think, watch, play, listen, and bond… As we focus on… The teaching and learning mathematics Response to Intervention Place Value

Focus on Students A I D R PN Please share a video or situation illustrating student thinking, difficulty, or learning. Invite others to contribute ideas and strategies for what to do next.

ONGOING PROFESSIONAL REFLECTION Our EERTI Math Circle Master Plan ATTENDING* Monitoring student mathematical practices, including words, actions, strategies INTERPRETING* Making determinations of student progress toward fluency, including analysis of gaps in understanding and skills DECIDING* Implementation of targeted, research-based mathematics intervention strategies to advance fluency, based on individual student need, within the context of expected developmental progressions ONGOING PROFESSIONAL REFLECTION Collegial student-centered team meetings for understanding and advancing foundational fluency Professional Noticing An excerpt from the KY Committee for Mathematics Achievement Position Statement “Mathematical Fluency and Response to Intervention,” adopted February 25, 2012. *Professional Noticing Cycle (Jacobs, et. al. 2010). Jacobs, V. R., Lamb, L. C., & Philipp, R. A. (2010, March). Professional noticing of children’s mathematical thinking. Journal of Research in Mathematics Education, 41, 169.

FA 1000 Watch and score FA 1000 individually. Divide into groups of 3-4. Share results and explain rationale for scoring. Once a consensus has been reached, share results with Math Circle.

Mathematics Fluency: A Balanced Approach

Big Idea Review: Which has foundational fluency? “I know that 10+4=14 and that 10-1=9 so…” 4=3 & 1 9+1=10 10+3=13 THIRTEEN Thirteen!

Kathy Richardson: Developing Number Concepts Book 3: Place Value, Multiplication, and Division Take a moment to familiarize yourself with the book.

Place Value “The most basic concept confronting children is that our number system is based on forming groups of ten.” (p.10)

Place Value “For many years, children have learned procedures for getting answers to two-digit addition and subtraction problems in spite of the fact that they may not understand the underlying math concepts.” (p.3)

Place Value In order to successfully understand place value, a student must: Count groups at though they were single objects Look at one amount as being made up of many different groups Know that a numeral (digit) can stand for different amounts, depending on where it is written in the number

Teaching Place Value Grades K-3 (p.5-6) Kindergarten: Developmental inappropriate to introduce place value concepts. First Grade: Most first graders are not ready for place value instruction. Second Grade: Place value concepts are the core of second grade mathematics. Explore the ideas of forming and counting groups and discovering patterns. Third Grade: Review and extension of previous place value instruction

Let’s Investigate! GROUP 1 GROUP 2 GROUP 3 Understanding Regrouping Developing a Sense of Quantities Addition and Subtraction of Two-Digit Numbers What are the most important points for developing this knowledge? Page 7 Page 57* Pages 99-102 Which goals might be appropriate for your students? Why? Page 57 Page 102 What are the areas of concern for your students? How can you meet the range of needs? Pages 8-9 Pages 57-59 Pages 102-103 Choose a “scene” and reflect on how the teacher makes the mathematics: a. explicit; b. systematic. Pages 10-13 Pages 60-65 Pages 104-108 1.Beginning Number Concepts p.2-4 2. Pattern p.72-75 3. More and Less p.129-130

Place Value-Regrouping Plus One and Minus One Games (p.15) Number Patterns (p.25) Grab and Add (p.49) 00-99 Chart Puzzles (p.54)

Place Value-Quantities Rearrange It (p.72) Paper Shapes (p.81) Containers (p.86) Building Stacks (p.96)

Place Value-Adding and Subtracting Two-Digit Numbers Partner Add-It (p.118) Roll and Subtract (p.123) Solving Story Problems (p.131)

Jump Strategies Teaching Number in the Classroom (Purple) Chapter 8 Leap Frog (p.134)

Split Strategies Teaching Number in the Classroom (Purple) Chapter 9 Ten More or Ten Less with Bundles and Sticks (p.151)

Make and Take Bead Racks Bundles and Sticks Arrow Cards Place Value Dice Counting Chart Portion Cups

Reflection On a sheet of paper, please respond to the following: After the EERTI Math Circle experience, I would define mathematical fluency as… The Math Circle has taught me… One concept I plan to share with my colleague(s)… Additional thoughts or comments