1. Transitioning to the Common Core State Standards – Mathematics First Grade Session 3 Pam Hutchison pam.ucdmp@gmail.com

2. AGENDA Review Math Practice Standards Holiday Word Problems Addition and Subtraction within 20 Developing Place Value Review the Content Standards

3. CCSS Mathematical Practices REASONING AND EXPLAINING 2. Reason abstractly and quantitatively 3. Construct viable arguments are critique the reasoning of others MODELING AND USING TOOLS 4. Model with mathematics 5. Use appropriate tools strategically OVERARCHING HABITS OF MIND 1. Make sense of problems and perseveres in solving them 6. Attend to precision SEEING STRUCTURE AND GENERALIZING 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

4. SMP#3 http://insidemathematics.org/index.php/stan dard-3  1 st grade lesson www.insidemathematics.org

7. Equation Challenge Look over the problems on the page. DO NOT begin to solve anything! Are there any questions that you want to ask BEFORE you begin to solve the problems?

10. Equation Challenge Work for 60 seconds on your own Think about what you know for sure as well as any strategies that might be helpful Be ready to share those with your group

13. Equation Challenge SMP #3: Construct viable arguments and critique the reasoning of others” Based on your work on Equation Challenge, what are characteristics of a “viable argument”?

14. Word Problems

15. At Rudolph’s Holiday Dinner, there were 5 more reindeer than polar bears and 8 fewer polar bears than elves. If there are 10 elves, how many reindeer were at the dinner? Winter #1

16. Winter #2 At the park, ¾ of the snowmen were ice skating while the rest were decorating the trees. If there were 9 snowman ice skating, how many were decorating the trees?

18. Solving and Recording First Grade Holiday Problems Using models to solve  1 to 1 drawings  Bar model drawings Write a number sentence Record your solution

19. Place Value

20. Strategies for Place Value Count out 34 cubes Now arrange them  Groups of 10  Leftovers Look at the number 34

21. Place Value 34

22. Strategies for Place Value Using ten frames, make the number 57 How many full ten frames did you need? How many dots are in partial ten frame? Let’s count  First by tens  Count on by ones

23. Popsicle Stick Numbers Student 1 picked “5”and then “tens” Student 2 picked “7” and then “ones” What number has 5 tens and 7 ones?

24. Popsicle Stick Numbers Student 1 picked “3”and then “ones” Student 2 picked “8” and then “tens” What number has 3 ones and 8 tens?

25. Place Value What are some additional strategies to promote place value?

26. Counting Patterns Count out 18 cubes Arrange them in groups of 2 Let’s count Count out 30 cubes Arrange them in groups of 2 Let’s count

27. Counting Patterns Keep out those 30 cubes Arrange them in groups of 5 Let’s count Build 45 using ten frames Where do we see groups of 5 on the tens’ frame? Let’s count

28. Examining the Content Standards

29. Stoplight the Standards Work in grade level groups to compare Common Core State Standards Former California Standards

30. As you read each CCSS, find the former CA standard(s) that relate to that CCSS standard Stoplight the Standards

31. Look at the standards that are not on the poster What are the topics/skills that you can stop teaching right now? Stoplight the Standards

32. As you read each CCSS, compare it to the former CA standard(s) Highlight in green the CC standard or parts of the standard that are the same as the prior standards Highlight in yellow the CC standard or parts of the standard that are similar to the previous standards (some changes) Highlight in pink the CC standards or parts of standards that are NOT the same Stoplight the Standards

33. Look at the standards highlighted in yellow What are the topics/skills that you can stop teaching now? What are the topics/skills that you need to find additional materials or lessons to teach? Stoplight the Standards