1. Eureka Math Parent Workshop
First Grade
Presented By:
Ms. Vereen
Instructional Lead Teacher

2. What’s Your Child Learning in First Grade Mathematics?
In grade one, students will work with whole numbers and place value—including grouping numbers into tens and ones as they learn to add and subtract up through 20. Students will also use charts, tables, and diagrams to solve problems. Activities in these areas will include:
Quickly and accurately adding numbers together that total up to 10 or less and subtracting from numbers up through 10
Understanding the rules of addition and subtraction (for example, 5+2=2+5)
Solving word problems that involve adding or subtracting numbers up through 20
Understanding what the different digits mean in two-digit numbers (place value)

3. What’s Your Child Learning in First Grade Mathematics?
Comparing two-digit numbers using the symbols > (more than), = (equal to) , and < (less than)
Understanding the meaning of the equal sign (=) and determining if statements involving addition and subtraction are true or false (for example, which of the following statements are true? 3+3=6, 4+1=5+2)
Adding one- and two-digit numbers together
Measuring the lengths of objects using a shorter object as a unit of length
Putting objects in order from longest to shortest or shortest to longest
Organizing objects into categories and comparing the number of objects in different categories
Dividing circles and rectangles into halves and quarters

4. Problem Solving Skills & Strategies
Kindergarten
First Grade
Second Grade
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (such as claps), acting out situations, verbal explanations, expressions, or equations
Solve word problems by adding or subtracting numbers up through 10 using objects and drawings
Solve word problems by adding or subtracting numbers up through 20
Solve one- and two-step word problems by adding or subtracting numbers up through 100

5. Problem Solving Skills & Strategies
Examples of First Grade Word Problems:

6. Problem Solving Skills & Strategies
Your child will use pictures and diagrams to show addition and subtraction and to compare amounts.

7. Place Value Skills & Strategies
Kindergarten
First Grade
Second Grade
-Count to 100 by ones and tens
-Understand that numbers from 11 to 19 contain a ten and some leftover ones (for example, 14=10+4)
-Understand that 10 can be thought of as a bundle of ten ones—called a “ten”
-Understand that the two digits of a two-digit number represent amounts of tens and ones (place value)
-Add and subtract numbers through 100 using what students have learned about place value
-Understand that 100 can be thought of as a bundle of ten tens—called a “hundred”
-Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones (place value)
-Add and subtract numbers through 1000 using what students have learned about place value

8. Place Value Skills & Strategies
Students use models and pictures to show that 47 is the same as 47 ones, or 4 tens + 7 ones, and to better understand the relative size of the units.
Your child will use this understanding of place value to add one- and two-digit numbers together.

9. What is Eureka Math? Math?
A curriculum that connects math to the real world in ways that take the fear out of math and build student confidence.
A presentation of math in a logical progression from Kindergarten through 12th grade.
An approach that allows teachers to know what incoming students have already learned, as well as, ensures that students are prepared for what comes next.

10. What is Eureka Math?
A way to dramatically reduce gaps in student learning, instill persistence in problem solving, and prepare students to understand advanced math.
A cohesive method to the ultimate goal: students who are not merely literate, but fluent, in mathematics.
A methodology that is unfamiliar to those of us who grew up memorizing math facts and formulas, Eureka teaches mathematics as a story to build students’ knowledge logically and thoroughly to achieve deep understanding.

11. Components of a Lesson:
Lesson Study
Components of a Lesson:
Fluency Practice
Application Problem
Concept Development
Student Debrief

12. Lesson Study: Fluency Practice
Daily, substantial, sustained, and supported by the lesson structure
8-12 minutes of easy-to-administer activities
Energetic activities that allow students to see measureable progress
Promotes automaticity – allows students to reserve their cognitive energy for higher-level thinking
Support conceptual understanding and application as well as the mathematical practices
(CLICK TO ADVANCE to BULLETs
Every lesson starts w/ fluency
Time to practice & review – daily basis (we all know that students who don’t have their basic facts down use a lot of their energy before they’ve even gotten to the heart of a problem – we want to free up their brains. )
(CLICK TO ADVANCE THIRD BULLET) The fluency activities in A Story of Units are generally daily, high-paced and energetic, getting students’ adrenaline flowing, and creating daily opportunities to celebrate improvement. From the beginning of the year, students see their accuracy and speed measurably increase both as individuals and as a class. Like opening a basketball practice with team drills and exercises, both personal and group improvements are exciting and prepare the players for the application in the game setting.
(CLICK TO ADVANCE FOURTH BULLET) Fluency promotes automaticity, a critical capacity that allows students to reserve their cognitive resources for higher-level thinking.
(CLICK TO ADVANCE FIFTH BULLET) By encouraging students to recognize patterns and make connections within the lessons, the fluency exercises in A Story of Units support the other two components of rigor as well as the Standards for Mathematical Practice.

13. Lesson Study: Fluency Practice
Fluency activities serve a variety of purposes:
Maintenance: Staying sharp on previously learned skills
Preparation: Targeted practice for the current lesson
Anticipation: Building skills to prepare students for the in-depth work of future lessons
In fluency work, all students are actively engaged with familiar content. This provides a daily opportunity for continuous improvement and individual success.

14. Lesson Study: Application Problems
Application problems are either after the fluency exercises and before the conceptual development or after the conceptual development and before the student debrief
Application problems are commonly 7-12 minutes
The Read, Draw, Write (RDW) process is modeled and encouraged through daily problem solving
Application problems can be powerful formative assessments
Students problem solve independently, choosing appropriate strategies and skills, even when not prompted by their teacher

15. Lesson Study: Concept Development
Constitutes the major portion of instruction and generally comprises at least 20 minutes of the total lesson time. 
Builds toward new learning through intentional sequencing within the lesson and across the module.
Often utilizes the deliberate progression from concrete to pictorial to abstract, which compliments and supports an increasingly complex understanding of concepts.
Accompanied by thoughtfully sequenced problem sets and reproducible student sheets.

16. Lesson Study: Student Debrief
Encourages students to articulate the focus of the lesson and the learning that has occurred.
Promotes mathematical conversation with and among students.
Allows student work to be shared and analyzed.
Closes the lesson with daily informal assessment known as Exit Tickets.
Language
Journal entry
Exit ticket
Most important – stdts held accountable, teachers get valuable feeback
Tchrs can use exit tkt responses to plan
could be refresher the next morning if not enough time, or repeat exact question again to see if stdts remember
Did you learn what we meant for you to?
You can change numbers and repeat questions…
Like the other lesson components, the Student Debrief section includes sample dialogue or suggested lists of questions to invite the reflection and active processing of the totality of the lesson experience.  The purpose of these talking points is to guide teachers’ planning for eliciting the level of student thinking necessary to achieve this.  Rather than ask all of the questions provided, teachers should use those that resonate most as they consider what will best support students in reaching self-articulation of the focus from the lesson’s multiple perspectives.
Rather than stating the objective of the lesson at its beginning, we wait until the dynamic action of the lesson has taken place.  Students then reflect back on it to analyze the learning that occurred, articulate the focus of the lesson, and make connections between parts of the lesson, concepts, strategies, and tools on their own.  We recognize or introduce key vocabulary by helping students appropriately name the learning they describe.
Sharing and analyzing high quality work gives teachers the opportunity to model and then demand authentic student work and dialogue. Conversation constitutes a primary medium through which learning occurs in the Student Debrief.  Teachers can prepare students by establishing routines for talking early in the year.  For example, “pair-sharing” is an invaluable structure to build for this and other components of the lesson.  During the debrief, teachers should circulate as students share, noting which partnerships are bearing fruit, and which need support.  They might join struggling communicators for a moment to give them sentence stems.  Regardless of the scaffolding techniques that a teacher decides to use, all students should emerge clear enough on the lesson’s focus to either give a good example or make a statement about it.
“Exit Tickets” close the Student Debrief component of each lesson.  These short, formative assessments are meant to provide quick glimpses of the day’s major learning for students and teachers.  Through this routine, students grow accustomed to showing accountability for each day’s learning and produce valuable data for the teacher that becomes an indispensable planning tool.

17. Helping Your Child Learn Outside of School
Look for everyday opportunities to have your child do mathematics. For example, if you open a carton of eggs and take out seven, ask, “How many are left in the carton?”
Play math games with your child. For example, “I’m thinking of a number. When I add five to it, I get 11. What is the number?”
Encourage your child to read and write numbers in different ways. For example, what are some ways that you can make the number 15? 15 can be 10+5, 7+8, 20-5, or
Have your child create story problems to represent addition, subtraction, and comparisons. For example, “I have seven pennies. My brother has five pennies. How many pennies does he need to have the same number as I have? He needs two more pennies.”
Encourage your child to stick with it whenever a problem seems difficult. This will help your child see that everyone can learn math.
Praise your child when he or she makes an effort and share in the excitement when he or she solves a problem or understands something for the first time.

18. Partnering with Your Child’s Teacher
Don’t be afraid to reach out to your child’s teacher—you are an important part of your child’s education. Ask to see a sample of your child’s work or bring a sample with you. Ask the teacher questions like:
Is my child at the level where he/she should be at this point of the school year?
Where is my child excelling?
What do you think is giving my child the most trouble? How can I help my child improve in this area?
What can I do to help my child with upcoming work?