Problem Solving in the Primary Grades
Matthieu Hamo
Glendale Unified School District
Gohar K. Hamo
Los Angeles Unified School District
California Math Council
2014
matt.hamo@gmail.com
gohar.hamo@gmail.com
Presentation Objectives
1) Highlight problem solving as a component
of the Standards for Mathematical Practice
2) Incorporate problem solving and
mathematical talk into the daily curriculum
3) Promote problem solving and
mathematical talk as a component of the
mathematics curriculum
matt.hamo@gmail.com
gohar.hamo@gmail.com
Common Core Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem
and looking for entry points to its solution. They analyze givens, constraints, relationships, and
goals. They make conjectures about the form and meaning of the solution and plan a solution
pathway rather than simply jumping into a solution attempt. They consider analogous problems,
and try special cases and simpler forms of the original problem in order to gain insight into its
solution. They monitor and evaluate their progress and change course if necessary.
2. Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem
situations. Quantitative reasoning entails habits of creating a coherent representation of the
problem at hand; considering the units involved; attending to the meaning of quantities, not just
how to compute them; and knowing and flexibly using different properties of operations and
objects.
3. Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and
previously established results in constructing arguments. They justify their conclusions,
communicate them to others, and respond to the arguments of others.
4. Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems
arising in everyday life, society, and the workplace.
5. Use appropriate tools strategically.
Mathematically proficient students consider the available tools when solving a mathematical
problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, or a
calculator.
6. Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear
definitions in discussion with others and in their own reasoning. They state the meaning of the
symbols they choose, including using the equal sign consistently and appropriately. They are
careful about specifying units of measure, and labeling axes to clarify the correspondence with
quantities in a problem.
7. Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure.
8. Look for and express regularity in repeated reasoning.
Mathematically proficient students notice if calculations are repeated, and look both for general
methods and for shortcuts. As they work to solve a problem, mathematically proficient students
maintain oversight of the process, while attending to the details. They continually evaluate the
reasonableness of their intermediate results.
Source: http://www.corestandards.org/Math/Practice
matt.hamo@gmail.com
gohar.hamo@gmail.com
matt.hamo@gmail.com
gohar.hamo@gmail.com
Standards for Mathematical Practices Progression By Grade Levels
Kindergarten
SMP 1: Make sense of
problems and
persevere in solving
them.
In Kindergarten, students begin to build the understanding
that doing mathematics involves solving problems and
discussing how they solved them. Students explain to
themselves the meaning of a problem and look for ways to
solve it. Younger students may use concrete objects or
pictures to help them conceptualize and solve problems.
They may check their thinking by asking themselves, “Does
this make sense?” or they may try another strategy.
SMP 2: Reason
abstractly and
quantitatively.
SMP 3: Construct
viable arguments and
critique the
reasoning of others.
Younger students begin to recognize that a number represents a specific quantity. Then,
they connect the quantity to written symbols. Quantitative reasoning entails creating a
representation of a problem while attending to the meanings of the quantities.
SMP 4: Model with
mathematics.
In early grades, students experiment with representing problem situations in multiple
ways including numbers, words (mathematical language), drawing pictures, using
objects, acting out, making a chart or list, creating equations, etc. Students need
opportunities to connect the different representations and explain the connections.
They should be able to use all of these representations as needed.
Younger students begin to consider the available tools (including estimation) when
solving a mathematical problem and decide when certain tools might be helpful. For
instance, kindergarteners may decide that it might be advantageous to use linking cubes
to represent two quantities and then compare the two representations side-by-side.
As kindergarteners begin to develop their mathematical communication skills, they try
to use clear and precise language in their discussions with others and in their own
reasoning.
Younger students begin to discern a number pattern or structure. For instance, students
recognize the pattern that exists in the teen numbers; every teen number is written with
a 1 (representing one ten) and ends with the digit that is first stated. They also
recognize that 3 + 2 = 5 and 2 + 3 = 5.
In the early grades, students notice repetitive actions in counting and computation, etc.
For example, they may notice that the next number in a counting sequence is one more.
When counting by tens, the next number in the sequence is “ten more”‖ (or one more
group of ten). In addition, students continually check their work by asking themselves,
“Does this make sense?”
SMP 5: Use
appropriate tools
strategically.
SMP 6: Attend to
precision.
SMP 7: Look for and
make use of
structure.
SMP 8: Look for and
express regularity in
repeated reasoning.
Younger students construct arguments using concrete referents,
such as objects, pictures, drawings, and actions. They also begin to
develop their mathematical communication skills as they
participate in mathematical discussions involving questions like
“How did you get that?” and “Why is that true?” They explain their
thinking to others and respond to others’ thinking.
Adapted from Arizona Department of Education Mathematics Standards-2010
matt.hamo@gmail.com
gohar.hamo@gmail.com
Standards for Mathematical Practices Progression through Grade Levels
1st Grade
SMP 1: Make sense of
problems and
persevere in solving
them.
In first grade, students realize that doing mathematics
involves solving problems and discussing how they solved
them. Students explain to themselves the meaning of a
problem and look for ways to solve it. Younger students may
use concrete objects or pictures to help them conceptualize
and solve problems. They may check their thinking by
asking themselves, “Does this make sense?” They are willing
to try other approaches.
SMP 2: Reason
abstractly and
quantitatively.
SMP 3: Construct
viable arguments and
critique the reasoning
of others.
Younger students recognize that a number represents a specific quantity. They connect
the quantity to written symbols. Quantitative reasoning entails creating a
representation of a problem while attending to the meanings of the quantities.
SMP 4: Model with
mathematics.
In early grades, students experiment with representing problem situations in multiple
ways including numbers, words (mathematical language), drawing pictures, using
objects, acting out, making a chart or list, creating equations, etc. Students need
opportunities to connect the different representations and explain the connections.
They should be able to use all of these representations as needed.
In first grade, students begin to consider the available tools (including estimation)
when solving a mathematical problem and decide when certain tools might be helpful.
For instance, first graders decide it might be best to use colored chips to model an
addition problem.
As young children begin to develop their mathematical communication skills, they try
to use clear and precise language in their discussions with others and when they
explain their own reasoning.
First graders begin to discern a number pattern or structure. For instance, if students
recognize 12 + 3 = 15, then they also know 3 + 12 = 15. (Commutative property of
addition.) To add 4 + 6 + 4, the first two numbers can be added to make a ten, so 4 + 6 + 4
= 10 + 4 = 14.
In the early grades, students notice repetitive actions in counting and computation, etc.
When children have multiple opportunities to add and subtract “ten”‖ and multiples of
“ten”‖ they notice the pattern and gain a better understanding of place value. Students
continually check their work by asking themselves, “Does this make sense?”
First graders construct arguments using concrete referents, such as
objects, pictures, drawings, and actions. They also practice their
mathematical communication skills as they participate in
mathematical discussions involving questions like “How did you
get that?” Explain your thinking,” and “Why is that true?” They not
only explain their own thinking, but listen to others’ explanations.
They decide if the explanations make sense and ask questions.
SMP 5: Use
appropriate tools
strategically.
SMP 6: Attend to
precision.
SMP 7: Look for and
make use of structure.
SMP 8: Look for and
express regularity in
repeated reasoning.
Adapted from Arizona Department of Education Mathematics Standards-2010
matt.hamo@gmail.com
gohar.hamo@gmail.com
Standards for Mathematical Practices Progression through Grade Levels
2nd Grade
SMP 1: Make sense of
problems and
persevere in solving
them.
In second grade, students realize that doing mathematics
involves solving problems and discussing how they solved
them. Students explain to themselves the meaning of a
problem and look for ways to solve it. They may use
concrete objects or pictures to help them conceptualize and
solve problems. They may check their thinking by asking
themselves, ―Does this make sense? They make
conjectures about the solution and plan out a problemsolving approach.
SMP 2: Reason
abstractly and
quantitatively.
Younger students recognize that a number represents a specific quantity. They
connect the quantity to written symbols. Quantitative reasoning entails creating a
representation of a problem while attending to the meanings of the quantities. Second
graders begin to know and use different properties of operations and relate addition
and subtraction to length.
SMP 3: Construct
viable arguments and
critique the reasoning
of others.
Second graders may construct arguments using concrete
referents, such as objects, pictures, drawings, and actions. They
practice their mathematical communication skills as they
participate in mathematical discussions involving questions like
“How did you get that?”, “Explain your thinking,” and “Why is that
true?” They not only explain their own thinking, but listen to
others’ explanations. They decide if the explanations make sense
and ask appropriate questions.
SMP 4: Model with
mathematics.
In early grades, students experiment with representing problem situations in multiple
ways including numbers, words (mathematical language), drawing pictures, using
objects, acting out, making a chart or list, creating equations, etc. Students need
opportunities to connect the different representations and explain the connections.
They should be able to use all of these representations as needed.
In second grade, students consider the available tools (including estimation) when
solving a mathematical problem and decide when certain tools might be better suited.
For instance, second graders may decide to solve a problem by drawing a picture
rather than writing an equation.
As children begin to develop their mathematical communication skills, they try to use
clear and precise language in their discussions with others and when they explain
their own reasoning.
Second graders look for patterns. For instance, they adopt mental math strategies
based on patterns (making ten, fact families, doubles).
Students notice repetitive actions in counting and computation, etc. When children
have multiple opportunities to add and subtract, they look for shortcuts, such as
rounding up and then adjusting the answer to compensate for the rounding. Students
continually check their work by asking themselves, “Does this make sense?”
SMP 5: Use
appropriate tools
strategically.
SMP 6: Attend to
precision.
SMP 7: Look for and
make use of structure.
SMP 8: Look for and
express regularity in
repeated reasoning.
Adapted from Arizona Department of Education Mathematics Standards-2010
matt.hamo@gmail.com
gohar.hamo@gmail.com
Standards for Mathematical Practices Progression through Grade Levels
3rd Grade
SMP 1: Make sense of
problems and
persevere in solving
them.
In third grade, students know that doing mathematics
involves solving problems and discussing how they solved
them. Students explain to themselves the meaning of a
problem and look for ways to solve it. Third graders may use
concrete objects or pictures to help them conceptualize and
solve problems. They may check their thinking by asking
themselves, “Does this make sense?” They listen to the
strategies of others and will try different approaches. They
often will use another method to check their answers.
SMP 2: Reason
abstractly and
quantitatively.
Third graders should recognize that a number represents a specific quantity. They
connect the quantity to written symbols and create a logical representation of the
problem at hand, considering both the appropriate units involved and the meaning of
quantities.
SMP 3: Construct
viable arguments and
critique the
reasoning of others.
In third grade, students may construct arguments using concrete
referents, such as objects, pictures, and drawings. They refine their
mathematical communication skills as they participate in
mathematical discussions involving questions like “How did you get
that?” and “Why is that true?” They explain their thinking to others
and respond to others’ thinking.
SMP 4: Model with
mathematics.
Students experiment with representing problem situations in multiple ways including
numbers, words (mathematical language), drawing pictures, using objects, acting out,
making a chart, list, or graph, creating equations, etc. Students need opportunities to
connect the different representations and explain the connections. They should be able
to use all of these representations as needed. Third graders should evaluate their results
in the context of the situation and reflect on whether the results make sense.
Third graders consider the available tools (including estimation) when solving a
mathematical problem and decide when certain tools might be helpful. For instance,
they may use graph paper to find all the possible rectangles that have a given perimeter.
They compile the possibilities into an organized list or a table, and determine whether
they have all the possible rectangles.
As third graders develop their mathematical communication skills, they try to use clear
and precise language in their discussions with others and in their own reasoning. They
are careful about specifying units of measure and state the meaning of the symbols they
choose. For instance, when figuring out the area of a rectangle they record their
answers in square units.
In third grade, students look closely to discover a pattern or structure. For instance,
students use properties of operations as strategies to multiply and divide (commutative
and distributive properties).
Students in third grade should notice repetitive actions in computation and look for
more shortcut methods. For example, students may use the distributive property as a
strategy for using products they know to solve products that they don’t know. For
example, if students are asked to find the product of 7 x 8, they might decompose 7 into
5 and 2 and then multiply 5 x 8 and 2 x 8 to arrive at 40 + 16 or 56. In addition, third
graders continually evaluate their work by asking themselves, “Does this make sense?”
SMP 5: Use
appropriate tools
strategically.
SMP 6: Attend to
precision.
SMP 7: Look for and
make use of
structure.
SMP 8: Look for and
express regularity in
repeated reasoning.
Adapted from Arizona Department of Education Mathematics Standards-2010
matt.hamo@gmail.com
gohar.hamo@gmail.com
Change, Please
Patrick bought a pair of scissors for $4 and a binder for $9. If
he paid with a $20.00 bill, how much did he get back in change?
Model with Mathematics
Solution:
matt.hamo@gmail.com
gohar.hamo@gmail.com
Problem:
Model with Mathematics
Solution:
Grading Criteria: Make sure you meet the following criteria:
 Accuracy: Your solution, and solution method, is reasonable and logical.
 Effort: You have shown all your work. You have included numbers, words,
diagrams, pictures, or mathematical equations.
 Organization: You have numbered and circled each step, labeled all your work,
and written a complete sentence for your solution.
 Neatness: Your work is neat and easy to read.
matt.hamo@gmail.com
gohar.hamo@gmail.com
Teaching with Problem Solving
Anticipatory Set or Hook Activity
Modeling or Input
Guided Practice or Gradual Release
Checking for (TRUE) Understanding
Independent Practice
Assessment (and REAL Feedback)
matt.hamo@gmail.com
gohar.hamo@gmail.com
Kindergarten » Operations & Algebraic Thinking
Understand addition, and understand subtraction.
CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g.,
claps), acting out situations, verbal explanations, expressions, or equations.
CCSS.MATH.CONTENT.K.OA.A.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects
or drawings to represent the problem.
CCSS.MATH.CONTENT.K.OA.A.3
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or
drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
CCSS.MATH.CONTENT.K.OA.A.4
For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by
using objects or drawings, and record the answer with a drawing or equation.
CCSS.MATH.CONTENT.K.OA.A.5
Fluently add and subtract within 5.
matt.hamo@gmail.com
gohar.hamo@gmail.com
Grade 1 » Operations & Algebraic Thinking
Represent and solve problems involving addition and subtraction.
CCSS.MATH.CONTENT.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to,
taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by
using objects, drawings, and equations with a symbol for the unknown number to represent the
problem.1
CCSS.MATH.CONTENT.1.OA.A.2
Solve word problems that call for addition of three whole numbers whose sum is less than or equal to
20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to
represent the problem.
Understand and apply properties of operations and the relationship between addition and subtraction.
CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then
3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be
added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
CCSS.MATH.CONTENT.1.OA.B.4
Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the
number that makes 10 when added to 8.
Add and subtract within 20.
CCSS.MATH.CONTENT.1.OA.C.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use
strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition
and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Work with addition and subtraction equations.
CCSS.MATH.CONTENT.1.OA.D.7
Understand the meaning of the equal sign, and determine if equations involving addition and
subtraction are true or false. For example, which of the following equations are true and which are
false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
CCSS.MATH.CONTENT.1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation relating three whole
numbers. For example, determine the unknown number that makes the equation true in each of the equations 8
+ ? = 11, 5 = _ - 3, 6 + 6 = _.
matt.hamo@gmail.com
gohar.hamo@gmail.com
matt.hamo@gmail.com
gohar.hamo@gmail.com
Grade 2 » Operations & Algebraic Thinking
Represent and solve problems involving addition and subtraction.
CCSS.MATH.CONTENT.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns
in all positions, e.g., by using drawings and equations with a symbol for the unknown number to
represent the problem.1
Add and subtract within 20.
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory
all sums of two one-digit numbers.
Work with equal groups of objects to gain foundations for multiplication.
CCSS.MATH.CONTENT.2.OA.C.3
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by
pairing objects or counting them by 2s; write an equation to express an even number as a sum of two
equal addends.
CCSS.MATH.CONTENT.2.OA.C.4
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and
up to 5 columns; write an equation to express the total as a sum of equal addends.
matt.hamo@gmail.com
gohar.hamo@gmail.com
Grade 3 » Operations & Algebraic Thinking
Represent and solve problems involving multiplication and division.
CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of
7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
CCSS.MATH.CONTENT.3.OA.A.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in
each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56
objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a
number of shares or a number of groups can be expressed as 56 ÷ 8.
CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal
groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for
the unknown number to represent the problem.1
CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating three whole
numbers. For example, determine the unknown number that makes the equation true in each of the equations 8
× ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
Understand properties of multiplication and the relationship between multiplication and division.
CCSS.MATH.CONTENT.3.OA.B.5
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known,
then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15,
then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8
× 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive
property.)
CCSS.MATH.CONTENT.3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that
makes 32 when multiplied by 8.
Multiply and divide within 100.
CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of
operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
CCSS.MATH.CONTENT.3.OA.D.8
Solve two-step word problems using the four operations. Represent these problems using equations
with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental
computation and estimation strategies including rounding.3
matt.hamo@gmail.com
gohar.hamo@gmail.com
Three things to keep in mind with word problems…
1. In which part of the lesson will you use this problem
(hook, model, guided practice, independent practice)?
2. How does this problem promote PROBLEM SOLVING?
3. How does this problem encourage MATHEMATICAL
TALK?
matt.hamo@gmail.com
gohar.hamo@gmail.com
Sample Problems
Problem #1
Katherine has 7 sharpened pencils in her pencil box. Peter has 5 sharpened pencils.
How would you show how many sharpened pencils Katherine and Peter have together?
Problem #2
Vienna has 12 pennies in her piggy bank. James has collected 8 pennies for his piggy bank. How
many more pennies does Vienna have?
What is the best way to solve this problem?
Problem #3
Ms. Hamo has asked her students to pair up and go into the yard in search of autumn leaves. She told
the student pairs to bring at least 10 leaves, but no more than 15. So far, Maya has collected 5 leaves,
and Serafina has collected 3. They stop to figure out how many more leaves they should collect.
Which of the following solutions is/are reasonable? Circle all that apply.
a) 1 more leaf b) 2 more leaves c) 4 more leaves d) 7 more leaves e) 10 more leaves
Problem #4
Peter wanted to have 20 Halloween cards, one for each of his classmates. He made 5 on Tuesday, 8 on
Wednesday, and 3 more on Thursday. Halloween is Friday, and Peter wakes up early to make the
rest of the cards. How many more cards does he need to make that morning?
Show your mathematical work and write your solution in a complete answer.
Problem #5
Jack and Jill each have 4 pails of water. Jill tells Jack that they need a total of 15 pails of water. Jack
subtracts 4 from 15 and tells Jill that they still need to get 11 pails of water.
Is Jack correct? If not, explain the error that he has made.
How would you fix Jack’s error.
matt.hamo@gmail.com
gohar.hamo@gmail.com
Accountable Talk
Mathematical Dialogue
Constructing Viable Arguments
1. I know my solution is correct because…
2. I solved this problem by…
3. Another way to solve this problem is…
Critiquing the Reasoning of Others
1. I agree with you because…
2. I disagree with you because…
3. How did you get that solution?
4. I do not understand. Can you show me…
5. Can you explain your thinking?
6. I do not understand. Can you explain…
matt.hamo@gmail.com
gohar.hamo@gmail.com
Resources
Standards for Mathematical Practice (SMPs)
http://www.corestandards.org/Math/Practice/
SMP Posters
Grades K-1: http://www.louisianabelieves.com/docs/common-core-state-standardsresources/guide---math-practices-posters-grades-K-1.pdf?sfvrsn=4
Grades 2-3: http://www.louisianabelieves.com/docs/common-core-state-standardsresources/guide---math-practices-posters-grades-2-3.pdf?sfvrsn=4
SMP Progression
Washington State ESD:
https://www.k12.wa.us/CoreStandards/pubdocs/MPbyGradeLevel.pdf
Pennsylvania DOE:
http://static.pdesas.org/content/documents/Math_Practices_and_Grade_Progressio
ns_rev%201-24-13.pdf
Problem Solving
Illustrative Mathematics: https://www.illustrativemathematics.org/standards/k8
Inside Mathematics: http://www.insidemathematics.org/common-coreresources/mathematical-content-standards
Engage NY: https://www.engageny.org/common-core-curriculum
Performance Task Bank: http://www.rda.aps.edu/mathtaskbank/start.htm
K-5 Teaching Resources: http://www.k-5mathteachingresources.com/
NYC Department of Ed:
http://schools.nyc.gov/Academics/CommonCoreLibrary/default.htm
matt.hamo@gmail.com
gohar.hamo@gmail.com
Reflection
Use the following prompts to reflect on today’s workshop.
Specifically, how can you
incorporate problem
solving and mathematical
talk into your everyday
teaching?
What are your next steps
as you get ready to
promote problem solving
and mathematical talk in
your classroom.
(Think of at least one or
two changes/
modifications that you
want to make right away)
matt.hamo@gmail.com
gohar.hamo@gmail.com