CCGPS Mathematics
Unit-by-Unit Grade Level Webinar
First Grade
Unit 4: Sorting, Comparing, and Ordering
October 3, 2012
Session will be begin at 3:15 pm
While you are waiting, please do the following:
Configure your microphone and speakers by going to:
Tools – Audio – Audio setup wizard
Document downloads:
When you are prompted to download a document, please choose or create
the folder to which the document should be saved, so that you may retrieve it
later.
Expectations and clearing up confusion
•For information about CCGPS across a single grade span, please
access the list of recorded GPB sessions on Georgiastandards.org.
• For information on the Standards for Mathematical Practice, please
access the list of recorded Blackboard sessions from Fall 2011 on
GeorgiaStandards.org.
• CCGPS is taught and assessed from 2012-2013 and beyond.
• A list of resources will be provided at the end of this webinar and these
documents are posted on the K-5 wiki.
http://ccgpsmathematicsk-5.wikispaces.com/
• Please provide feedback at the end of today’s session.
Feedback helps us all to become better teachers and
learners.
Feedback helps as we develop the remaining unit-by-unit
webinars.
Please visit http://ccgpsmathematicsK-5.wikispaces.com/
to share your feedback.
• After reviewing the remaining units, please contact us with
content area focus/format suggestions for future webinars.
Turtle Gunn Toms– tgunn@doe.k12.ga.us
Elementary Mathematics Specialist
CCGPS Mathematics
Unit-by-Unit Grade Level Webinar
First Grade
Unit 4: Sorting, Comparing, and Ordering
October 3, 2012
Turtle Toms– tgunn@doe.k12.ga.us
Elementary Mathematics Specialist
These materials are for nonprofit educational
purposes only. Any other use may constitute
copyright infringement.
Welcome!
Thank you for taking the time to join us in this
discussion of Unit 4.
At the end of today’s session you should have at least 3
takeaways:
The underlying structure of a task-based approach.
What the research says about communication.
Ideas to support student and teacher communication.
Expectations and clearing up confusion
• The intent of this webinar is to bring awareness to:
approaches to tasks which provide deeper
learning situations for your students.
We will not be working through each task during
this webinar.
Wiki Questions
• Why are you doing a Unit 4 webinar now? We aren’t even done with unit 1.
• Why aren’t there answer keys? Has anyone at the state-level “dug-in” and
worked through the tasks as you are asking Georgia educators to do?
• How are you letting districts know about changes in units?
• What about homework and other resources? Where and what are teachers
suppose to pull for those? Are the tasks supposed to go home? Do teachers
have to complete all of the tasks?
• How are parents supposed to help their children without books or other
resources?
• What about grades?
• What about students who are not progressing as they should using only the
tasks?
• What about students with disabilities?
• What does mathematize mean?
• Do you understand what it is like to be in a classroom?
So, there are the answers.
We can’t change how people think by telling them
what we think and we can’t change how people
teach by telling them how to teach. They have to
experience good teaching – first as a learner, then
as a teacher.
-a really smart person
No support? On your own?
How can we get support?
Collaboratively solve tasks and discuss.
Plan for the Math by doing the Math
How can we get support?
Inquire at a local college or university.
Mathematicians are inexpensive! Some are free…
Make time this year for the wiki and
the webinars.
Bad Math?
oImitative
Bad Math?
oPassive/receptive
Bad Math?
oMinimal student explanations, comparisons
Passive
Active
Transmission
Challenging
Feel like this?
Feel like this!
Recipe for Success
How do students learn math?
PostAssessment
PreAssessment
• Misconceptions
• Understandings
• Feedback
• Discussion
• Explanations
Collaborative
Task
• Improvement
• Deeper
Understanding
PreAssessment
• Misconceptions
• Understandings
Hmmm..All
three are
communication
• Feedback
• Discussion
• Explanations
Collaborative
Task
PostAssessment
• Improvement
• Deeper
Understanding
Worthwhile Task
https://www.teachingchannel.org/videos/skip-counting-withkindergarteners
Worthwhile Task
Teacher sets up the task…how?
Supports include…what ?
Suggestion included….what?
Student ideas emerge, take form, and are shared….how?
Conjectures are made and explored, and evolve into
strategies…how?
Strategies become retrievable practices…how?
The plenary discussion at the end helps to cement these
ideas….how and why?
This is how students learn mathematics.
This is also how teachers learn mathematics.
Let’s talk a little
more math…
Many math programs in the U.S. move from
beginning ideas of counting and cardinality to
addition and subtraction, “leaving students
with a very limited collection of ideas about
number . . .
Resulting in children continuing to count by ones
to solve simple story problems and difficulty
mastering basic facts
(Van de Walle, 2007, p. 124)
Very young children see a quantity as an
aggregate of single units‐‐they need to count
to find the total.
They usually move on to abbreviate the count of
one of the addends‐‐using “counting on”
After more experience, they begin to see
quantities as made by smaller chunks and
become able to separate and combine these
chunks freely.
Bill Jackson, NCTM 2010
An important goal of early mathematics is students’
growth of flexible, fluent, accurate knowledge of
addition and subtraction combinations. Learning
these combinations is not only about rote
memorization. Seeing and using patterns, and
building relationships, can free children’s cognitive
resources to be used in other tasks. Children
generalize the patterns they learn and apply it to
combinations that were not studied.
Doug Clements: Learning and Teaching Early Math
This is the foundation of functional thinking because in
order to see a number in relationship to another, we
must pay attention to any dependency relationship
or rule for correspondence.
Tad Watanabe, 2008
How are Number Talks Useful?
• https://www.teachingchannel.org/videos/visualizingnumber-combinations?fd=1#
Number Talk
• Who did the math thinking during the number talk?
• What specific mathematics did the students demonstrate they
understood?
• What did the teacher do to support the student discourse?
• What recording techniques did the teacher employ that
supported learning in the class?
How do teachers change practice?
Progressions
http://ime.math.arizona.edu/progressions/
• Books
Resources
Van De Walle and Lovin, Teaching StudentCentered Mathematics, K-3 and 3-5
Parrish, Number Talks
Fosnot and Dolk, Young Mathematicians at Work
Shumway, Number Sense Routines
Wedekind, Math Exchanges
Resources
Common Core Resources
 SEDL videos -http://secc.sedl.org/common_core_videos/
 Illustrative Mathematics - http://www.illustrativemathematics.org/
 Dana Center's CCSS Toolbox - http://www.ccsstoolbox.com/
 Arizona DOE - http://www.azed.gov/standardspractices/mathematics-standards/
Inside Mathematics- http://www.insidemathematics.org/
 Common Core Standards - http://www.corestandards.org/
 Tools for the Common Core Standards - http://commoncoretools.me/
 Phil Daro talks about the Common Core Mathematics Standards http://serpmedia.org/daro-talks/index.html
Resources
• Professional
Learning Resources
 Inside Mathematics- http://www.insidemathematics.org/
 Edutopia – http://www.edutopia.org
 Teaching Channel - http://www.teachingchannel.org
Annenberg Learner - http://www.learner.org/
• Assessment Resources
PAARC- http://www.ccsstoolbox.org/
 MARS - http://www.nottingham.ac.uk/~ttzedweb/MARS/
 MAP - http://www.map.mathshell.org.uk/materials/index.php
 PARCC - http://www.parcconline.org/parcc-states
A little something extra:
• Instead of 30 minutes of television tonight, watch this:
http://www.ted.com/talks/lang/en/stuart_brown_says_play_is
_more_than_fun_it_s_vital.html
First Grade resources:
http://www.livebinders.com/play/play/187117
http://educationnorthwest.org/node/2327
http://schools.nyc.gov/Academics/CommonCoreLibrary/Task
sUnitsStudentWork/default.htm
Tonight!
• http://www.scad.edu/experience/events/index.cfm?eventI
D=15339
Oct 3 2012 - Atlanta, GA, SCAD Ivy Hall Time:6:30pm
“ It ain’t what people don’t
know that hurts them.
It’s what they do know that
ain’t so.”
Will Rogers
Thank You!
Please visit http://ccgpsmathematicsK-5.wikispaces.com/ to provide us with
your feedback!
Turtle Gunn Toms
Program Specialist (K-5)
tgunn@doe.k12.ga.us
These materials are for nonprofit educational purposes only. Any
other use may constitute copyright infringement.
Join the listserve!
join-mathematics-k-5@list.doe.k12.ga.us
Follow on Twitter!
Follow @GaDOEMath
Follow @turtletoms
(yep, I’m tweeting math resources in a very informal manner)