Transcript You Do

DATE: August , 2013
BELL RINGER: Introductions:
3 – 2 - 1 Activity
Vocabulary: Pacing guide, Skills Sheets, Exit Slip:
Journal Entries , Rubric, NGSSS, Item
•Revisit Essential
Specs
Question
BENCHMARK: Math Resources
AGENDA:
and Content.
I Do:
Objective: Today we will
explore the math content and
review resources to help
implement best practices to
teach the content effectively.
•Review focus group materials
We Do:
•Teach One/Learn One Activity
•Math Content Training
They Do:
ESSENTIAL QUESTION: How
can exploring the math
content and resources help
me to be a more effective
teacher?
•Map out how you’re going to teach the
beginning of the year concepts.
You Do:
•Processing Time: Answer the essential
question
•Homework Instruction
Set 3 Goals for this school year
Write 2 actions that will
assist you in meeting your
goals
Write 1
challenge that may
Encounter
How can exploring the
math content and
resources help me to be a
more effective teacher?
What’s NEW???
Full implementation of Common Core in
the new GO Math series.
 Reflex math- Computer program for
fluency
 New Teacher Lead Center (TLC) packets
 Newly created bellringers by benchmark
infusing basic skills for practice
 New Think Central dash boards
 iReady

Go Math textbooks are all correlated to
Common Core.
 Schools will receive updated Common
Core Teacher’s Editions
 You will continue to have access to the
“Old GO MATH” with the NGSSS through
thinkcentral.com

Pacing Guide Revisions
 Skills Sheets
 Independent Centers Binder
 Journal Entries

New Common Core Pacing Guides
 New NBC Learn Video Links
 Lesson Combination Suggestions

To find the Common Core Crosswalk, log into Think Central’s website. You
click on OnCore Math Teacher Edition. When you click on the crosswalk link,
you’ll be able to find the OnCore
Know number names and the count
sequence
 Count to tell the number of obects
 Compare numbers
 Understanding addition as putting
together and adding to, and
understanding subtraction as taking
apart and taking from.

Instructions of Collaborative Strategy



Use your popsicle stick to determine which
group you are in.
Everyone will all be in groups of three.
Every 3 minute segment, one person will be the
teacher, another person will be the student,
and one could be the observer.
› The teacher will teach the student a lesson on any
preferred subject.
› The student will take notes.
› The observer will watch the behaviors.


After three minutes you will switch roles.
Continue to rotate until you have been all
three roles.

What to do?

Wait until you’re told to begin. Once
you get a signal to begin, you will write a
response to a question for two minutes
non-stop onto a sheet of paper.
What is Teaching?
(Two Minutes)
What is Learning?
(Two Minutes)

Now, discuss your answers with a
shoulder partner.

You can revisit your two answers. Has
your answer changed from the two
question? If so, take two minutes to
reflect and change your
answer.
TOPIC I

Kindergarten is a time for vocabulary
growth. Part of this vocabulary concerns
numbers.

Teachers should connect meaning to
written numbers and number words,
include pictures as well as manipulatives.
This helps children internalize the idea
that the same quantity can be
represented many different ways.
The content standards have three levels of organization.
The standards define what students should understand and
be able to do. These standards are organized into clusters of
related standards to emphasize mathematical connections.
Finally, domains represent larger groups of related
standards.
TOPIC I
New Edition Common Core Textbook
MACC.K.CC.2.4a, MACC.K.CC.1.3, MACC.K.CC.2.4b,
MACC.K.CC.2.5
TOPIC I ESSENTIAL CONTENT INCLUDES:
A. Counting Numbers 0 to 5
C. Representing Numbers 0 to 5
1.
1. Rote counting
2.
2. Counting using objects
3.
4.
Draw number set
Using manipulatives
Using objects
Using number line
B. Recognizing Numbers 0 to 5
1.
2.
3.
4.
Verbally
Selecting/matching number
with quantity
Creating sets up to 5
Number words
D.
Writing Numbers 0 to 5
1.
2.
Trace
Free hand (write out the
word)
Connecting Literature to Math:
Prerequisite skills
It’s imperative to read a math story. Use
attributes such as size, color, and shape
to determine similarities and differences.
Create a book using size, color, and
shape to determine how objects are
alike and how they are difference.
•
Using numbers to represent
quantities is one of the most
important aspects of
mathematics for young
children.
•
Numbers are essential to
comparing quantities and to
knowing “how many” or “how
much.”
•
Understanding what numbers
mean helps children describes
situations and follow
directions.
•
Children consolidate and
extend their prior knowledge
of numbers by representing
them with a variety of physical
objects, spoken words, and
written symbols.
What does it look like?
Materials needed:
Connecting cubes / linking cubes
Using a Five Frame to Model
As you introduce
numbers 1 to 5,
children should use five
frames, which is a type
of visual organizer.
Five frames show quantities
and relationships among
numbers. This tool help
children see that as they
count each number in
succession, the number
named relates to a quantity
that is one greater than the
previous number.
Sample Activity:
IMPORTANT:
Make sure teachers give students
time to complete the Problem
Solving page for each lesson.
Revisit Essential question
Mathematical
Practices
Standards for Mathematical Practices
“The Standards for Mathematical Practice
are unique in that they describe how
teachers need to teach to ensure their
students become mathematically
proficient. We were purposeful in calling
them standards because then they won’t
be ignored.”
~ Bill McCallum
Mathematical Practices
1.
Make sense of problems and persevere in solving them
2.
Reason abstractly and quantitatively
3.
Construct viable arguments and critique the reasoning
of others
4.
Model with mathematics
5.
Use appropriate tools strategically
6.
Attend to precision
7.
Look for and make use of structure
8.
Look for and express regularity in repeated reasoning
MP 3: Construct viable arguments and
critique the reasoning of others.
Mathematically proficient students can…
make a mathematical statement (conjecture) and
justify it
listen, compare, and critique conjectures and
statements
MP 5: Use appropriate tools
strategically.
Mathematically proficient students can…
consider the available tools when solving a
problem (i.e. ruler, calculator, protractor,
manipulatives, software)
use technological tools to explore and deepen
their understanding of concepts
Communication is key to growth
Ask open-ended questions. Accept many responses to
encourages children to communicate and share ideas with
others. Through critiquing the reasoning of others, children
begin to realize that more than one answer and more than one
way to reach a solution are often possible in math.
Questions such as these may help to encourage classroom
communication:
•
•
•
•
•
Does anyone have another idea?
How did you decide that?
Why did you do it that way? How can you check to be sure?
Is there another way to explain that?
Does your way work with other numbers?
TOPIC I

First grade begins the year off with addition at
the pictorial level.

To reinforce the concept of “adding to,”
children count numbers of objects in one
group and count how many more have been
added to the group.

Teachers should connect meaning to written
numbers and number words, include pictures
as well as manipulatives. This helps children
internalize the idea that the same quantity can
be represented many different ways.
TOPIC I
New Edition Common Core Textbook
MACC.1.OA.1.1, MACC.1.OA.2.3, MACC.1.OA.3.6
TOPIC I ESSENTIAL CONTENT INCLUDES:
A. Basic Counting Skills Review
(could be taught as a daily
review)
B. Addition Situations
1.
2.
•
•
•
Meaning of Addition
Addition Sentences
Adding To
Putting Together
Adding Vertically and
Horizontally
•
Additive, Commutative, and
Associative Properties
C. Problem Solving with Addition
1. Representing the Problem in
a Concrete Way
2. Modeling Adding To
3. Using Addition Expression
Connecting Literature to Math:
Prerequisite skills
It’s imperative to read a math story. Use
attributes such as size, color, and shape
to determine similarities and differences.
Create a book using size, color, and
shape to determine how objects are
alike and how they are difference.
IMPORTANT: This is an
indication that the
connecting cubes
must be used with this
lesson.
Activity
A bar model is a tool for representing addition and subtraction
problem situations with an unknown, or missing number.
The visual representation of the situation in the bar model can
be used to write a number sentence.
Examples:
There are 3 girls playing soccer.
Then 2 boys join them. How many
children are playing soccer?
There are 7 baseball bats in a box.
3 are blue and the rest are red.
How many bats are red?
Adding to a group
 Model putting together
 Show adding in any order

MP 4: Model with mathematics.
Mathematically proficient students can…
apply mathematics to solve problems that arise
in everyday life
reflect on their attempt to solve problems and
make revisions to improve their model as
necessary
MP 7: Look for and make use of
structure.
Mathematically proficient students can…
look closely to determine possible patterns and
structure (properties) within a problem
analyze patterns and apply them in appropriate
mathematical context
Modeling is key to growth
Children apply what they now about addition to solve everyday
problems. They can visualize adding to or putting together for
addition using tools such as connecting cubes, two color counters,
and drawings. Help children use these models to create math
representations in order to do the following:
• Understand when to use properties such as adding zero and
adding in any order.
• Describe a model and solve a problem by writing an addition
equation.
• Identify and analyze the relationship between numbers through an
addition equation.
As children continue working with addition, encourage them to
identify the mathematics in everyday life and understand when
addition may be used to deal with situations that arise.
How can exploring the
math content and
resources help me to be
a more effective
teacher?
You can find this presentation in addition
to all curricular resources on our very own
ETO Collaboration Website
Please visit us at:
http://www.eto.dadeschools.net
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