Framing Grade 1 Math Instruction Day 2 September 20, 2016

Mathematics Norms Task require more than simply the answer Use words, pictures, and numbers to communicate connections Use academic vocabulary Use mistakes to support rich learning about mathematics What would each norm look like? Are there any other mathematics norms we should add? How could establishing mathematics norms be helpful in the classroom?

Unit 5: Addition and Subtraction Up to 20 Stuff What Students “DO” 1.3B Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] – 3. 1.3D Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. 1.3E Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences. 1.3F Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20. 1.5D Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences. 1.5E Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). 1.5F Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation. 1.5G Apply properties of operations to add and subtract two or three numbers. 1.1A apply math in everyday life 1.1C select tools 1.1D communicate mathematical ideas 1.1E create and use representations 1.1F Analyze mathematical relationships 1.1G Display, explain and justify

Unknown Parts 3 Materials: 10 clothes pins 12 craft sticks On your 10 clothes pins write the numerals 0-9. Then, write the following equations on the 12 craft sticks: 1 + __ = 10 8 + __ = 10 __ + 3 = 10 6 + __ = 10 __ + 5 = 10 9 = __ + 6 4 + __ = 11 11 = __ + 8 4 + __ = 12 __ + 8 = 13 2 + __ = 11 4 + __ = 9

Activity: Properties of Operations and Strategies Sort the cards at your table. Use your own categories to identify the specificity of your sort. As a table, write 4 questions that you may ask students as they look for similarities among these cards? Distribute Part-Whole Activity Cards to Participants – this can be added to a fluency station. Fluency is for facts up to 10! This is important to remember.

Unit 6: Foundations of Numbers Up to 99 Stuff What Students “DO” 1.2B Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones. 1.2C Use objects, pictures, and expanded and standard forms to represent numbers up to120. 1.2D Generate a number that is greater than or less than a given whole number up to 120. 1.2E Use place value to compare whole numbers up to 120 using comparative language. 1.2F Order whole numbers up to 120 using place value and open number lines. 1.2G Represent the comparison of two numbers to100 using the symbols >, <, or =. 1.1A apply math in everyday life 1.1B use a problem solving plan 1.1C select tools 1.1D communicate mathematical ideas 1.1E create and use representations 1.1F Analyze mathematical relationships 1.1G Display, explain and justify Ten-Frames; Cuisenaire Rods; Sum Blox

Unit 8: Foundations of Numbers Up to 120 Stuff What Students “DO” 1.2B Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones. 1.2C Use objects, pictures, and expanded and standard forms to represent numbers up to120. 1.2D Generate a number that is greater than or less than a given whole number up to 120. 1.2E Use place value to compare whole numbers up to 120 using comparative language. 1.2F Order whole numbers up to 120 using place value and open number lines. 1.2G Represent the comparison of two numbers to100 using the symbols >, <, or =. 1.1A apply math in everyday life 1.1B use a problem solving plan 1.1C select tools 1.1D communicate mathematical ideas 1.1E create and use representations 1.1F Analyze mathematical relationships 1.1G Display, explain and justify Ten-Frames; Cuisenaire Rods; Sum Blox

Place Value Play Dough Place Value Base Ten Blocks More Ways Close, Far, and In-between Representing and Comparing Quantities Valuable Symbols Introduce the activity that introduces comparison statements: Pink Lemonade and cups. Make sentence strips for visual reminder for words and symbols.

Place Value Manipulatives

Unit 7: Number Relationships up to 99 Stuff What Students “DO” 1.3A Use concrete and pictorial models to determine the sum of multiple of 10 and a one-digit number in problems up to 99. 1.5A Recite numbers forward and backward from any given number between 1 and 120. 1.5B Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set. 1.5C Use relationships to determine the number that is 10 more or 10 less than a given number up to 120. 1.1A apply math in everyday life 1.1C select tools 1.1D communicate mathematical ideas 1.1E create and use representations 1.1G Display, explain and justify

Is It Closer? Instructions: Shuffle deck of cards and place them face down. Assign a team leader for each group. The team leader will turn over one card and announce the number to his or her group. The team will then decide which box the digit will be recorded (under the “Number Created” column of the game board). The team must record the digit before the next card is drawn or announced; once the digit is written, the placement of the number cannot be changed. The team leader will continue to turn over one card at a time until all eighteen boxes are filled. (Note: each team will have 2 unused digit cards in their deck). As a whole class compare each of the team’s numbers to the goal number. The team with the closest number wins a point. Each team will add up their points to find their score. The team with the most points wins the game.

Plus or Minus 10 Stress: This is not an addition lesson – students must see that this is a place value relationship.