1. Session will be begin at 3:15 pm
CCGPS Mathematics Unit-by-Unit Grade Level Webinar Fifth Grade Unit 1: Order of Operations and Whole Numbers May 10, 2012
Session will be begin at 3:15 pm
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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 Five Unit 1: Order of Operations and Whole Numbers May 10, 2012
Turtle Gunn Toms–
Elementary Mathematics Specialist
These materials are for nonprofit educational purposes only.  Any other use may constitute copyright infringement.

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

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 Fifth Grade mathematics CCGPS?
Did you read Fifth 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.

7. 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
Place any of the four operation signs between the nine figures so that they equal 100.
= 100
Write to help explain your best thinking using words, numbers, or pictures.

9. What’s the big idea?
Deepen understanding of number, and its usefulness in whole number operations.

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

11. New to the Frameworks? Enduring Understandings Essential Questions
Common Misconceptions
Overview

12. Brand Spanking New!

13. 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.

15. Navigating a Unit Classroom Routines and Rituals

16. Navigating a Unit Journaling/Math Workshop
Downloaded article from Marilyn Burns
Sense making for students and teachers
Downloaded article from NCTM

17. Navigating a Unit Mathematical Community of Learners-

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

19. Deepen understanding of number, and its usefulness in
What’s the big idea?
Deepen understanding of number, and its usefulness in
whole number operations.

20. What do Fifth Grade students bring? What are they connecting to later?
From 4-
Later-
Deep understanding of addition and subtraction, multiplication and division.
Deep understanding of operations and algebraic thinking.
Understanding of scale, orders of magnitude.
Useful place value understanding.
Understanding of defining attributes about shape, comparison of shape.
Understanding of defining attributes of shapes.
Foundational fractional relationships.
Fluent operations with all numbers.
Continuation of fluency/algebraic thinking.
Continuation of fluency, algebraic thinking.
Measurement/addition/subtraction relationships
Data analysis, relationships.
Data analysis

21. Transition Standards?!
Tasks from Unit 1, Grade 4 work beautifully to meet MCC.OA.4. You may wish to use them at the beginning of the year, or before beginning Unit 4. I’ve also downloaded a task. (thanks, Graham and Mike!)
Tasks from Units 2-4 work well to meet MCC4.NF.1, 2, 3, and 4. You may wish to use them before beginning Unit 4.
Some districts have chosen to teach these now, to 4th graders, in anticipation of the shift.

22. Thanks, Fletchy!

23. What’s Different in Fifth Grade?
Operations and Algebraic Thinking
Identify relationships between corresponding terms
Number and Operations in Base Ten
Rounding decimals to any place
Use of whole number exponents to denote powers of ten
Number and Operations- Fractions
Unit fractions (see Third and Fourth grade)
Fractions as numbers on number line (see Third and Fourth grade)
Relating operations with fractions to operations with whole numbers.

24. Map Changes? Units 4 and 5 have switched places.
Where can you find the maps?
Look in Learning Village, K-12 Mathematics, CCGPS K-5 folder, FIFTH GRADE

25. Critical Areas
In Fifth Grade, instructional time should focus on three critical areas:
Developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions)
Extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations
Developing understanding of volume.

26. 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
(shocking!)
Dot Cards/TenFrames
Number Cubes
Dominoes
Cups
Collections
Rekenrek

27. Problem Types- + and -

28. Problem Types- x and ÷

29. Tools for Teaching Strategy

30. More strategy tools… http://youtu.be/Y8Bj5KVLmaY
Student-developed strategy using partial products
Powers of ten visualized! (oldie but goodie)
No youtube in your district? Try this-

31. Developing Number Sense How do you know what they know?
First, do no harm:
(Procedural vs conceptual understanding- question and never assume)
Determine strategies:
Thanks, Gatorgyrl82!

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

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

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

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

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

37. Examples & Explanations
Downloads:
Rekenrek packet

38. Examples and Explanations
Strategy Development

39. Examples & Explanations

40. Examples & Explanations

41. Examples & Explanations
Journaling Revisited:

42. Examples & Explanations
Standards:
Videos for teachers explaining standards- so far: 5.NF.5b, and 5.NF.7a,b,c with more to come.
Tools:
Unpacked standards from NC

43. (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!)

44. Assessment How could it look?

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

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

47. 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.

48. 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.

49. What in the world is a wiki?

50. 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 -

51. Resources
Books
Van De Walle and Lovin, Teaching Student-Centered Mathematics, 3-5
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!)

52. 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)

53. 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.

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

55. Thank You. Please visit http://ccgpsmathematicsK-5. wikispaces
Thank You! Please visit to provide us with your feedback!
Turtle Gunn Toms
Program Specialist (K-5)
These materials are for nonprofit educational purposes only.  Any other use may constitute copyright infringement.
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