1 / 13

HCSD Common Core State Standards for Mathematics

HCSD Common Core State Standards for Mathematics. Module 1, Week 1-Number and Operations in Base ten CCSS Mathematical Practice 1. TYPICAL TEXTBOOK PROBLEM I have 3 coins , a nickel, a quarter, and a dime. How much money do I have?

egan
Télécharger la présentation

HCSD Common Core State Standards for Mathematics

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. HCSD Common Core State Standards for Mathematics Module 1, Week 1-Number and Operations in Base ten CCSS Mathematical Practice 1

  2. TYPICAL TEXTBOOK PROBLEM I have 3 coins , a nickel, a quarter, and a dime. How much money do I have? A. 15 cents B. 30 cents C. 40 cents D. 45 cents X

  3. Transformed Coin Task I have 5 coins in my pocket. The coins may only be pennies, nickels, dimes, or quarters. I reach into my pocket and pull out 3 coins. How much money might I have in my hand? • What are some different combinations of coins I could have in my pocket? • With 3 coins, what is the smallest amount of money I might have in my hand? • With 3 coins, what is the largest amount of money I might have in my hand?

  4. Typical Textbook Problem 5/6 problem Five friends ordered 3 large sandwiches. James ate 3/4  of a sandwich. Katya ate 1/4  of a sandwich. Ramon ate 3/4  of a sandwich. Sienna ate 2/4 of a sandwich. How much sandwich is left for Oscar? X

  5. Transformed Task Five friends ordered a few large sandwiches. James ate 3/4  of a sandwich. Katya ate 1/4  of a sandwich. Ramon ate 3/4  of a sandwich. Sienna ate 2/4 of a sandwich. How many sandwiches could have been ordered and how much sandwich is left for Oscar?

  6. What are the differences between the original mathematical task and the transformed task? • How did your thinking change? That’s the shift we need to make!

  7. SMP1 – Make Sense of Problems and Preserve in solving them • Read SMP 1 independently • Read SMP 1 again, highlighting 6-8 key phrases that may be indicators of how SMP1 may occur in the classroom • Share/compare key phrases (Look-Fors) with a partner

  8. skip’s Look For’s • Dr. Francis “Skip” Fennell, past NCTM president, together with a few of his mathematician colleagues, developed a set of “Look – Fors” indicators of how the practices may actually occur in the classroom, with possible student and teacher behaviors noted

  9. Persistence in Problem Solving Video • https://www.teachingchannel.org/videos/problem-solving-math

  10. What evidence of SMP1 did you notice in the video? • What did you notice about the expectations of the task? • Discuss the rigor of the lesson.

  11. Using Choose 3 ways In Eric Carle’s book Rooster’s Off to See the World two cats, three frogs, four turtles, and five fish joined the rooster to see the world. How many animals went on the trip?

  12. How might this Graphic Organizer be used to Promote SMP1 In your classroom?

  13. See you next Thursday morning References • Video clip: https://www.teachingchannel.org/ • What Principals Need to Know about Teaching and Learning Mathematics by Timothy Kanold, Diane Briars, and Francis Fennell

More Related