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Common Core Mathematics Standards: Grade K

Common Core Mathematics Standards: Grade K. Watch the box!. Keep your eyes on the box…. Watch the box!. How many dots did you see?. Ten and “some more”. Ten and “some more”. Number Sense…. What do those two words mean to you ? What concepts do your students struggle with?

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Common Core Mathematics Standards: Grade K

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  1. Common Core Mathematics Standards: Grade K

  2. Watch the box! Keep your eyes on the box…

  3. Watch the box! How many dots did you see?

  4. Ten and “some more”

  5. Ten and “some more”

  6. Number Sense… • What do those two words mean to you ? • What concepts do your students struggle with? • How has the Common Core influenced what “number sense” means compared to before?

  7. Math Games • Make 10 … use two cards and build it with cubes • Add and Compare…. “War with 2 cards” • Snap It – take 5 cubes and connect them. Wait for directions. • Close to 2

  8. Close to 2 • Most kids will break away 2 then count what is left • E.g., 5-3… using a “jig” • Star t with 5, put the 2 in the final box • Draw just one card at first, build it and then snap it off

  9. Ten Plus • Draw Two Number Cards and build them with cubes on your Ten Frame • If your sum is greater than 10 rewrite the equation as 10 + __. For example if your number cards are 7+5 you would write 7+5 = 10+2 • Keep your sums organized… like… • Sums to 11 • Sums to 12 • Sums to 13, etc.

  10. 5+ 8 = 13 = 10+3 • 5 + 8 = 10 + 3

  11. Task analysis… • For each task solve it • Use an equation and one other representation when you solve it

  12. Task Sort Table • Complete the table

  13. Task Sort • What do you notice about all/most of the tasks? • Difficult tasks? • Easy tasks? • What makes a task difficult/easy? • Algebra??? Really… where ?

  14. Standards for Mathematical Practice • What are these? • Why do these matter?

  15. Tasks  Mathematical Practices • Think about the tasks we explored • How could we help students to… • Make sense and persevere while doing these? • Model with an equation or representation? • Attend to precision through communicating about strategies and mathematical ideas? • Construct a viable argument or critique the reasoning of others?

  16. Details of Mathematical Tasks • Does the type of numbers that we choose matter? • start with 83 • Subtract 40 • Subtract 12 • Subtract 19

  17. Details of Mathematical Tasks • Does the type of numbers that we choose matter? • Let’s do some mental math • Let’s start with 25 • Add 20 • Add 12 • Add 28

  18. Number sense/algebra • Talking about the math during game • Breaking numbers apart, putting them back together • Wild card…holding number in their head • Benchmark numbers • Fluency with combinations, facts • Place value

  19. Mathematical Practices • How do we incorporate these more frequently into our classrooms? • Pose cognitively-demanding tasks • Talking with your students about the MPs (kid-friendly language) • Talking with your colleagues about the MPs • Incorporating these into assessment

  20. Writing Tasks • Choose a CCSSM from your grade level- try to focus on OA or NBT Domains • Write a few tasks that have some rigor and create the possibility of incorporating the Standards for Mathematical Practices. • Doing Mathematics- tasks that require students to pick a strategy to solve a real-world problem and then explain what they did

  21. Examples • A carpet is split into smaller sections that has 5 columns and 4 rows. If 2 of the sections have crates in them and the rest are empty, how many sections are empty? • There are 125 children in the cafeteria. 176 more children arrive. Five minutes later, 89 of the children are in line and the rest are sitting down. How many children are sitting down?

  22. Sharing Tasks

  23. Resources…. • DPI Math wiki • Unpacking document • Standards for Math Practice explanation • Formative assessment tasks • 1 unit on number sense per grade level • Lessons for Learning (being revised this summer)

  24. Unpacking- MPs Unpacked

  25. Show Me Demo • http://www.showme.com/sh/?h=0hl4iem

  26. Sharing Tasks

  27. Drew Polly- Drew.polly@uncc.edu • Alexis Piciano- alexis.piciano@cms.k12.nc.us • http://elemath.pbworks.com

  28. Watch the box! Keep your eyes on the box…

  29. Watch the box! How many dots did you see?

  30. Ten and “some more”

  31. Can you find the value of the missing letters?

  32. Approaches to finding the values?

  33. Can you find the value of the missing letters?

  34. Can you find the value of the missing letters?

  35. Can you find the value of the missing letters?

  36. Fishing Situations • You go fishing every day for a week. • Each day you catch 2 more fish than the day before. • Scenario 1: • If you catch 1 fish on Day 1, how many fish will you catch each day? After 7 days how many fish will you have caught?

  37. Fishing Situations • Approaches?

  38. Fishing Situations • You go fishing every day for a week. • Each day you catch 2 more fish than the day before. • Scenario 2: • After 7 days you have caught 63 fish. • How many fish did you catch each day?

  39. Fishing Situations • Approaches?

  40. Fishing Situations • How would your students do with these types of tasks? • What modifications would you need to make?

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