1. Session will be begin at 3:15 pm
CCGPS Mathematics Unit-by-Unit Grade Level Webinar Third Grade Unit 1: Number and Operations in Base Ten May 8, 2012
Session will be begin at 3:15 pm
While you are waiting, please do the following: Configure your microphone and speakers by going to: Tools – Audio – Audio setup wizard
Document downloads: When you are prompted to download a document, please choose or create the folder to which the document should be saved, so that you may retrieve it later.

2. Clearing up confusion
This webinar focuses on CCGPS content specific to one grade level and one unit within that grade.
For information about CCGPS across a single grade span, please access the list of recorded GPB sessions on Georgiastandards.org.
For information about the Standards for Mathematical Practice, please access the list of recorded Blackboard sessions from Fall 2011 on GeorgiaStandards.org.
CCGPS is taught and assessed from and beyond.
A list of resources will be provided at the end of this webinar and this list has also been included in your document downloads.

3. CCGPS Mathematics Unit-by-Unit Grade Level Webinar Grade Three Unit 1: Number and Operations in Base Ten May 8, 2012
Turtle Gunn Toms–
Elementary Mathematics Specialist
These materials are for nonprofit educational purposes only.  Any other use may constitute copyright infringement.
Thank you to:
Author: Christina Freeman
Editor: Sarah Marshall
Any favorite tasks?
Ideas?

4. Welcome!
Thank you for taking the time to join us in this discussion of Unit 1.
At the end of today’s session you should have at least 3 takeaways:
The big idea of Unit 1
Something to think about… food for thought
How might I prepare for the start of school next year?
What is my conceptual understanding of the material in this unit?
a list of resources and support available for CCGPS mathematics
Thank you so much for being here…
Peer review stage- please let us know what you see.
Where are these units located?
GSO-SE
LV- TE
They will be reposted in May as newly edited pdf and word docs.

5. Please provide feedback at the end of today’s session.
Feedback helps us all to become better teachers and learners.
Feedback helps as we develop the remaining unit-by-unit webinars.
Please visit to share your feedback. This is our “baby”wiki!
After reviewing the remaining units, please contact us with content area focus/format suggestions for future webinars. Wiki, anyone?
Turtle Gunn Toms–
Elementary Mathematics Specialist

6. Welcome! For today’s session:
Did you read the Third Grade mathematics CCGPS?
Did you read Third Grade Unit One?
Make sure you download and save the documents from this session.
Ask questions and share resources/ideas for the common good.
Join the K-5 wiki. If you are wondering what a wiki is, we’ll discuss this near the end of the session.
What did you notice?
What do you wonder?
Please remember, these are mutable. They provide contexts, and so you can make them your own.
Read, highlight, adapt.
Most importantly- use them!!

7. Remember, Turtle, give someone a fish and they eat for a day.
So, let’s go fishing!
Remember, Turtle, give someone a fish and they eat for a day.
Teach them to fish and
they’ll have no further use for you.

8. Activate your Brain
A basket contains more than 12 but fewer than 32 eggs. When you count the eggs by fours, you have three left over. When you count by fives, you have two left over. How many eggs are in this basket? Write to help explain your best thinking using words, numbers, or pictures.
How does this type of task make you feel?
How might it increase your understanding of #, structure of the number system?

9. What’s the big idea?
Deepen understanding of place value, and its usefulness in estimation and computation.
Underpinning all units- graphing

10. Navigating a Unit Overview Standards Enduring Understandings
Essential Questions
Concepts and Skills to Maintain
Selected Terms and Symbols
Strategies for Teaching and Learning
Common Misconceptions
Evidence of Learning
Tasks
TOC gives the lay of the land.
Lots of info, # of tasks, etc…
Love the task table and commentary
Like having a mentor at your side.

11. New to the Frameworks? Enduring Understandings Essential Questions
Common Misconceptions
Overview
What’s new? Common Misconceptions- found in Grade Level Overview right now. Tasks address these misconceptions, and that makes life easier!
Map changes? None in 3rd

12. Navigating a Unit What’s Different/What’s the Same?
SMP’s (analyzing, estimating, reasoning, describing patterns, defending, discussing, peer feedback, contentious discourse,
modeling, etc.)
Grade Level Overview
Collaborative skills (How collaborative are
your collaborative activities?)
Productive Struggle
Journaling/Notebook
Development of own understanding
(yours and students’)
The regular use of routines is important to the development of students’ number sense, flexibility, fluency, collaborative skills and communication.
We will talk about GLO in a second.

13. Brand Spanking New! Very excited about the GLO.
Downloaded with other documents.
If you only do one thing, read this. The standards are in it, so you will kill two birds with one stone!

14. So much to think about.
Many of us have felt this way, and the idea of collaborative math activities might bring on a bit of hesitation at best. So, what to do?

15. Navigating a Unit Classroom Routines and Rituals
Collaborating as a team can help you turn your classroom into a math workshop where learners are engaged in inquiry, worthwhile mathematical tasks, proving their thinking, and communicating it to peers.
In order for this to happen, you must embrace this belief- that context, representation, and discourse are critical to learning.
Here’s some help. First two- Chris Opitz from Edutopia
Responsive Classroom- second two
If you can’t access youtube, try cleanvideosearch to access

16. Journaling/Math Workshop
Navigating a Unit
Journaling/Math Workshop
Downloaded article from Marilyn Burns
Sense making
Downloaded article from NCTM
Lots more about journaling in GLO.
Also, see these NY teachers discussing how they’ve made sense of the changes in practice required by collaborative mathematical sense-making.

17. Navigating a Unit Mathematical Community of Learners-
One thing is to study whom you are teaching, the other thing is to study the knowledge you are teaching. If you can interweave the two together nicely, you will succeed. It seems simple when you talk about it, but when you really do it, it is very subtle and takes a lot of time. It is easy to be an elementary school teacher, but it is difficult to be a good elementary school teacher.
These teachers share the struggle.

18. “Remember that we all climb the hills differently
“Remember that we all climb the hills differently. We take different paths, different steps, and different journeys. We each reach landmarks in different ways and at different times. If we push or pull children up the hill and make them practice our steps, our ways, or, worse yet, drop them by helicopter at points of the journey without the climb of getting there, we may get them up the mountain - but they won’t own it. They may reach the vista, but they won’t feel empowered by the climb. They won’t take on the next hill in the journey. And most important, they won’t have learned how to climb, how to mathematize their own lived worlds. If, however, we support their steps, work with them as young mathematicians, the climbs and the vistas and the joys of the journey will be theirs forever”      C. Fosnot
Food for thought

19. What’s the big idea?
Developing deep understanding of quantity, relationships among numbers, and representation of number, specifically as they relate to place value, addition and subtraction, and the emergent understanding of multiplication.

20. What do Third Grade students bring? What are they connecting to later?
From 2-
Later-
Fluent addition and subtraction to 18.
Deep understanding of addition and subtraction, multiplication and division.
Foundational place value understanding.
Useful place value understanding.
Foundational ideas about shape and position in space.
Understanding of defining attributes about shape, comparison of shape.
Ability to compare and catagorize.
Foundational fractional relationships.
Understanding of quantities to 1000.
Continuation of fluency/algebraic thinking.
Measurement as unit iteration
Foundational data ideas
Measurement/addition/subtraction relationships
Foundational ideas about addition and subtraction
Data analysis

21. What’s Different in Third Grade?
Operations and Algebraic Thinking
Estimation and rounding
Understand order of operations
Arithmetic patterns
Number and Operations in Base Ten
Rounding to the nearest 10 or 100

22. Critical Areas
In Third Grade, instructional time should focus on four critical areas:
Developing understanding of multiplication and division and strategies for multiplication and division within 100
Developing understanding of fractions, especially unit fractions (fractions with a numerator 1)
Developing understanding of the structure of rectangular arrays and of area
Describing and analyzing two-dimensional shapes

23. Tools for Teaching Number Sense
Subitization
Comparison
Counting
One- to- one correspondence
Cardinality
Hierarchical Inclusion
Number Conservation
Spatial Relationship
One and Two More or Less
Understanding Anchors
Part/Part Whole Relationships
This is from Kindergarten Unit 1
Dot Cards/TenFrames
Number Cubes
Dominoes
Cups
Collections
Rekenrek

24. Problem Types

25. Tools for Teaching Strategy

26. More strategy tools…

27. Developing Number Sense How do you know what they know?
First, do no harm:
Determine strategies:
Thanks, Gatorgyrl82!

28. Coherence and Focus – Unit 1
What are students coming with?

29. Coherence and Focus – Unit 1
What foundation will have been built?
Where does this understanding lead incoming students?

30. Coherence and Focus – Unit 1
What foundation is being built?
Where does this understanding lead students?

31. Coherence and Focus – Unit 1
View across grade bands
K-6th
Operations with whole numbers and fractions.
Numbers and their opposites.
8th-12th
Everything!

32. Coherence and Focus – Unit 1
What foundation is being built?
Where does this understanding lead students?

33. Examples & Explanations
Downloads:
Dot cards and ten frames packet
Rekenrek packet

34. Examples and Explanations
Strategy Development

35. Examples & Explanations

36. Examples & Explanations

37. Examples & Explanations
Journaling Revisited:
Keep it real-
Prompts are okay to start, but tasks and number talks are much better!

38. Examples & Explanations
Standards:
Videos for teachers explaining standards- so far: 2.NBT.7, with more to come.
Tools:
Unpacked standards from NC

39. (while you are at it, have a look at their Professional Learning!)
Assessment
How might it look?
Examples of how balanced assessments can be assembled.
The target audience for these sample assessments :
teachers who have already begun work with mathematical practice standards
designers of future CCSSM-aligned assessments
(while you are at it, have a look at their Professional Learning!)
Working with PARCC, to create next generation assessments.
But the real reason I want you to go here is to see the PL! Great PL on formative assessment.

40. Assessment How could it look?

41. How is a GA county using this?
Thank you, Dr. Snell, and Henry County!

42. Helping to identify concerns…
Thank you, Dr. Snell, and Henry County!

43. What should we do first? Read the Grade Level Overview
Read the unit, and discuss with your colleagues.
Complete the culminating task with your team. Now you know where you are going, what you need, where your students will end up.
What do you notice? What do you wonder?
Share your thoughts on the wiki.

44. Resource List
The following list is provided as a sample of available resources and is for informational purposes only. It is your responsibility to investigate them to determine their value and appropriateness for your district. GaDOE does not endorse or recommend the purchase of or use of any particular resource.

45. What in the world is a wiki?

46. Resources Common Core Resources
SEDL videos - or
Illustrative Mathematics -
Dana Center's CCSS Toolbox -
Arizona DOE -
Ohio DOE – rimary.aspx?page=2&TopicRelationID=1704
Inside Mathematics-
Common Core Standards -
Tools for the Common Core Standards -
Phil Daro talks about the Common Core Mathematics Standards -

47. Resources
Books
Van De Walle and Lovin, Teaching Student-Centered Mathematics, K-3
Fosnot and Dolk, Young Mathematicians at Work
Wright, et al, Teaching Number in the Classroom
Wright, et al, Teaching Number-Advancing children’s skills and Strategies
Wright, et al, Developing Number Knowledge
Parrish, Number Talks
Shumway, Number Sense Routines (preview!)
Wedekind, Math Exchanges (preview!)

48. Resources Professional Learning Resources Assessment Resources
Inside Mathematics-
Edutopia –
Teaching Channel -
Annenberg Learner -
Assessment Resources
MARS -
MAP -
PARCC -
Start of School- Parents
(how to support your school and teacher)

49. Phil Daro says: The hard part comes… with putting them to work.
it’s just the easy part to design and write something down.
The hard part comes… with putting them to work.
And the users have ultimate control over how they’re used.
So no matter how well designed the tool is – the user has control.
And there you see my granddaughter Sadie
using a well-designed crayon.
So , … if all people do, is take out their
old state standards, toss them out, and replace these
common core state standards into those old boxes
NOTHING IS REALLY GOING TO CHANGE
We designed these as a platform for new kinds of instructional systems
We didn’t design these to be thrown into the old boxes.
The old boxes in fact, are the infrastructure for making things a mile wide, inch deep.

50. As you start your day tomorrow…
Who dares to teach must never cease to learn ~ John Cotton Dana

51. Thank You. Please visit http://ccgpsmathematicsK-5. wikispaces
Thank You! Please visit to provide us with your feedback! Join our listserve:
Turtle Gunn Toms
Program Specialist (K-5)
These materials are for nonprofit educational purposes only.  Any other use may constitute copyright infringement.
(yep, I’m tweeting math resources in a very informal manner)