1. Strong Start Math Project October 6, 2016

2. Tonight’s Agenda Number Talk Debrief Level Three Strategies Break
Part-Whole Understanding Leads to Missing-Part Thinking
Revisit Strong Start Goals
Partner Check-in with Assessments

3. Learning Intentions & Success Criteria
We are learning…
To deepen our understanding of Level 3 strategies for developing basic fact fluency.
The value of engaging in regular reflective practice.
We will be successful when we can…
Use physical and visual models to support the development of fluency with single-digit addition.
Describe the progression of fluency development for K-2.

4. Number talks and Student thinking
Nikki
Number talks and Student thinking

5. What is a Number Talk?
Five- to fifteen-minute classroom conversations around purposefully crafted computation problems that are most often solved mentally.
The problems in a Number Talk are designed to support students to use number relationships with ease.
--Number Talks: Helping Children Build Mental Math and Computation Strategies , 2014, p. xx

6. Debrief your Number Talks
As a table group take turns...
Share one Number Talk success:
Why did you select this as a success?
What student evidence do you have that it was successful?
Share one Number Talk challenge you anticipated or didn’t anticipate.
How did this challenge impact your Number Talk?
As a table group record on a large post-it one of the successes and challenges.
Post your success and challenge on the chart.
Gather

7. Number Fact strategies
Goal: Start at 5:00
Number Fact strategies

8. “Counting strategies [Level 2] represent more than efficient procedures for calculating answers for addition and subtraction problems. They indicate a level of understanding of number concepts and an abilities to reflect on numbers as abstract quantities.”
--p. 37 Children’s Mathematics: Cognitively Guided Instruction

11. Grade 1: 1.OA.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., = = = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13).
Optional slide….. Point being, not all standards are created equal and this one standard might require attention all school year in first grade and be a major component of your instruction and assessment.

12. 8 + 6
Put 8 counters on your first frame & 6 counters on your second frame.
Strategies:
Counting on
Get to 10 (Making ten)
Use a double.
Use fives.

13. Get to 10:
How could you make a ten?

14. Get to 10: 8 + 6 How could you make a ten?
Move 2 counters to the top frame.
Then you have 10 and 4 more counters.
Write an equation.
8 + 6 = = = 14

15. Use a double: 8 + 6 What doubles might you use?
Reason = 12 Then add 2 more.
Write an equation.
8 + 6 = = = 14

16. Use fives: 8 + 6 Can you see some fives? Where?
Reason: is 10; need to add 3 more and 1 more.
Write an equation.
8 + 6 = = = = 14

17. 7 + 9 6 + 7 Select a problem. Draw a strategy card for the group.
Select a problem.
Draw a strategy card for the group.
Everyone uses ten frames and counters to reason through the strategy and writes an equation(s) that shows the reasoning.
Share, compare, and discuss as a group.
Repeat with another strategy card.
Goal: Finish at 5:45
Strategy Cards: Counting on, Make a ten, Use a double, Use fives
Reflect: Which strategies seem to work best for each problem?

18. Break

19. Number Talks Support Fluency
Parrish video As you reflect on the variety of children's strategies shared in the video, explain how the use of a visual representation (the double ten frame) supports the engagement of all students in the Number Talk.
Goal: finish at 6:25

20. NH
Goals Revision

21. What is a SMART Goal?

22. Evaluate Your Current Goal
Read through your goal.
Choose one area to focus on.
Using the SMART format, answer the questions for your goal as it is currently written.
Make notes on how you could possibly make it better.
Attempt to rewrite your goal.
Share with a partner what you learned, changed, or where you are still struggling.

23. CCSSM/LT Assessment project
Goals and Specifics
MDM
CCSSM/LT Assessment project

24. Learning Intentions & Success Criteria
We are learning…
To deepen our understanding of Level 3 strategies for developing basic fact fluency.
The value of engaging in regular reflective practice.
We will be successful when we can…
Use physical and visual models to support the development of fluency with single-digit addition.
Describe the progression of fluency development for K-2.