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Major Work of the Grade. First Grade Andi Green and Amy Scrinzi NCCTM Conference 2012. Session Agenda. Overview of The Major Work of the Grade Exploring: First Grade Place Value Updates Questions & Answers. http://www.ncdpi.wikispaces.net. NC Educators. CCSS Progressions. Research.
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Major Work of the Grade First Grade Andi Green and Amy Scrinzi NCCTM Conference 2012
Session Agenda • Overview of The Major Work of the Grade • Exploring: First Grade Place Value • Updates • Questions & Answers
NC Educators CCSS Progressions Research Major Work of the Grade Smarter Balanced Assessment Consortium NC Department of Public Instruction
Understanding Place Value • 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: • A. 10 can be thought of as a bundle of ten ones—called a “ten.”
Unitize a Ten • In Kindergarten, everything was thought of as individual units: “ones”. • In First Grade, students are asked to unitize those ten individual ones as a whole unit: “one ten”.
Ten and Some More • 1.NBT.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
Terrific Tens. . .Teens • Understand that when adding ten to a single digit number, the sum is a “teen” • Hold the double ten frames so that the full-ten is on the left and the partial ten is on the right to mimic the way we write double-digit numbers
Composing Tens • 1.NBT.4 Add within 100… • First Grade students use concrete materials, models, drawings and place value strategies to add within 100 • Single digit addition-making tens • Concept that 9+3 = 10+2
Double Ten Frame 9 + 3 = 10 + 2 9 + 3 10 + 2
Nine Plus a Number • Teacher led small group activity • Double ten frame with nine filled in • Student rolls a die and places that number of counters on the second ten frame • Slides one counter to “make ten”
Time to Explore! • Find a partner. • Explore the four Place Value tasks. • Record your “Things I Want to Remember” • If you have any questions, please feel free to ask Andi or Amy.
Tying it Together • What are your take-aways? • What’s Next?
References Burns, Marilyn (2000). About Teaching Mathematics. Math Solutions Publications. Fosnot, Catherine Twomey and Dolk, Maarten (2001). Young mathematicians at work: Constructing number sense, addition, and subtraction. Portsmouth, NH: Heinemann. Gerdemann, Gail Ten-Frames-A Games Approach to Number Sense. Oregon State University STEPs Program Howard Hughes Medical Institute grant Mokros, Russell, Economopoulos (1995). Beyond Arithmetic: Changing Mathematics in the Elementary Classroom. Dale Seymour Publications. National Research Council. (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC; National Academy Press. NCTM (2000). Principles and Standards for School Mathematics. Reston, VA: Author. Richardson, Kathy (1999). Developing Number Concepts. Dale Seymour Publications. Van de Walle, John and Lovin, LouAnn ( 2006).Teaching Student-Centered Mathematics. Addison Wesley Longman.
K-2 Assessment • K-2 Formative Instructional & Assessment Tasks • http://www.wikispaces.dpi.net OR • http://commoncoretasks.wikispaces.com/ • K-2 Mid-year Benchmark Assessment • Sent directly to district leadership: Mid-Fall, 2012 • Summative Assessment • Sent directly to district leadership: Mid-Winter, 2013 • NCCTM Session: Thursday @ 4:00 – 4:45
NCDPI K-5 Math Listserv Send an email to the Listserv to join: join-k-5_math@lists.dpi.state.nc.us
A Special Thank-You! Andi Green First Grade Teacher Stocks Elementary Edgecombe County agreen@ecps.us
DPI Contact Information http://www.ncdpi.wikispaces.net
