CCGPS Mathematics
Unit-by-Unit Grade Level Webinar
First Grade
Unit 2: Developing Base Ten Number Sense
August 2, 2012
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CCGPS Mathematics
Unit-by-Unit Grade Level Webinar
Grade One
Unit 2: Developing Base Ten Number Sense
August 2, 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.
Expectations and clearing up confusion
• This webinar focuses on CCGPS content specific to Unit 2, Grade One.
• 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/
Expectations and clearing up confusion
• The intent of this webinar is to bring awareness to:
the types of tasks contained in the unit.
your conceptual understanding of the mathematics in this
unit.
approaches to tasks which provide deeper learning
situations for your students.
We will not be working through each task during this
webinar.
Welcome!
• Thank you for taking the time to join us in this discussion of
Unit 2.
• At the end of today’s session you should have at least 3
takeaways:
 The big idea of Unit 2
 Something to think about… food for thought
 How can I support student problem solving?
 What is my conceptual understanding of the material in this unit?
 a list of resources and support available for CCGPS mathematics
• 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
Welcome!
• For today’s session:
Have you read the mathematics CCGPS?
 Did you read Unit Two and work through the tasks?
 Make sure you download and save the documents from
this session. If you didn’t, they are posted for your
convenience on the K-5 wiki.
Ask questions and share resources/ideas for the common
good.
Join the K-5 wiki. If you are still wondering what a wiki is,
we’ll discuss this near the end of the session.
Activate your Brain
We are making necklaces using a two-color
pattern. Each necklace uses 5 beads of the first
color, then 5 beads of the second color, and so on
until it is done. Show all the ways people can pay
for each necklace using pennies, dimes, and
nickels.
What’s the big idea?
• Enduring Understandings
• Essential Questions
• Common Misconceptions
•Strategies for Teaching and Learning
• Overview
Remember this…?
What’s the big idea?
Deepen understanding of number,
especially place value, through an
exploration of the relationships in the
counting sequence.
What’s the big idea?
Standards for Mathematical Practice
• What might this look like in the classroom?
• Wiki- http://ccgpsmathematicsk5.wikispaces.com/1st+Grade/
•
•
•
•
Inside math- http://bit.ly/QwaQvP
Games- http://bit.ly/vJEbdG
Edutopia- http://bit.ly/o1qaKf
Teaching channel- http://bit.ly/LZ5DJR
Coherence and Focus – Unit 2
What are students coming with?
Coherence and Focus – Unit 2
What are students coming with from Unit 1?
Coherence and Focus- Unit 2
Where does this understanding lead students?
• Look in your unit and find the Enduring
Understandings.
Coherence and Focus – Unit 1
View across grade bands
• K-6th
Operations with whole numbers and fractions.
Numbers and their opposites.
• 8th-12th
Everything!
Navigating Unit Two
•The only way to gain deep understanding is to work
through each task. No one else can understand for you.
•Make note of where, when, and what the big ideas are.
•Make note of where, when, and what the pitfalls might
be.
•Look for additional tools/ideas you want to use
•Determine any changes which might need to be made
to make this work for your students.
•Share, ask, and collaborate on the wiki.
http://ccgpsmathematicsk-5.wikispaces.com/Home
Revision-ish – Unit 2
•Page 8- Connect to the geometry content studied in
Grade 1 Kindergarten.
•Page 9- Make it Strait Straight
•Page 28- Not clear, but the cards are the stations. *Couldn’t
find the additional note about the recording sheet.
•All tasks- Consider allowing students to use ten frames,
blank hundred grids (downloaded and on wiki) to concretize
and support understanding.
•Model, model, model.
Activate your Brain
We are making necklaces using a two-color
pattern. Each necklace uses 5 beads of the first
color, then 5 beads of the second color, and so on
until it is done. Show all the ways people can pay
for each necklace using pennies, dimes, and
nickels.
What’s the big idea?
Deepen understanding of number,
especially place value, through an
exploration of the relationships in the
counting sequence.
Examples & Explanations
Standards addressed in Unit 2
MCC1.NBT.1 Count to 120, starting at any number
less than 120. In this range, read and write numerals
and represent a number of objects with a written
numeral.
MCC1.MD.4 Organize, represent, and interpret data
with up to three categories; ask and answer questions
about the total number of data points, how many in
each category, and how many more or less are in one
category than in another.
Examples & Explanations
Unit 1 resources which work with Unit 2:
•Rekenrek packet
•Dot card and ten frame package
•Number line
•Thinking…
•Big Ideas
Where are these?
Examples and Explanations
Unit 1 provides the foundation for Unit 2.
Many repeated tasks with a deeper
emphasis.
Examples & Explanations
Examples & Explanations
Examples & Explanations
http://mrsmooney.edublogs.org/
Examples & Explanations
Examples & Explanations
Examples & Explanations
Examples & Explanations
Journaling :
http://mrstsfirstgradeclass-jill.blogspot.com/
Examples & Explanations
Standards:
http://secc.sedl.org/common_core_videos/grade.php?grade=1
Videos for teachers explaining standards- so far: OA.6, MD.2
Tools:
Tools for the Common Core:
http://commoncoretools.me/2012/04/02/general-questionsabout-the-standards/
On the wiki:
Discussion threads
Unpacked standards from other states. Proceed with caution.
Assessment
Assessment
Try thinking about assessment in this way:
The chef tasting the soup in the kitchen is engaged
in formative assessment. The person eating the
soup in the restaurant is engaged in summative
assessment.
You are the chef. Adjust constantly with the end in
mind.
What one county has done:
Fill in the missing numbers on the 0-99 chart
sections.
Hall County School System
What one county has done:
Hall County School System
What one county has done:
Distribute manipulatives to students. Students should first
count the items and then write the number in the box.
Students should complete the student response sheet
completing the ways listed in each box. On the number
word box, students can write the number (or dictate the
number to the teacher). Then they should write how many
tens and how many ones. In the third box, students will
draw (with rods, beads, beans, groups, etc.) the number
with tens and ones. The last box is open ended in that
students can demonstrate their depth of knowledge by
their answer. The last question is a thinking/reasoning
question that allows the student to connect ideas and
explain their thinking when more than once response is
possible.
Hall County School System
What one county has done:
Navigating Unit Two
•The only way to gain deep understanding is to work
through each task. No one else can understand for you.
•Make note of where, when, and what the big ideas are.
•Make note of where, when, and what the pitfalls might
be.
•Look for additional tools/ideas you want to use
•Determine any changes which might need to be made
to make this work for your students.
•Share, ask, and collaborate on the wiki.
http://ccgpsmathematicsk-5.wikispaces.com/Home
Resource List
The following list is provided as a sample of
available resources and is for informational
purposes only. It is your responsibility to
investigate them to determine their value and
appropriateness for your district. GaDOE does
not endorse or recommend the purchase of or
use of any particular resource.
What in the world is a wiki?
http://ccgpsmathematicsk-5.wikispaces.com
What’s the big idea?
Standards for Mathematical Practice
• What might this look like in the classroom?
• Wiki- http://ccgpsmathematicsk5.wikispaces.com/1st+Grade/
• Inside math- http://bit.ly/QwaQvP
• Gameshttp://www.kidscount1234.com/mathcentersand
games.html
• Edutopia- http://bit.ly/o1qaKf
• Teaching channel- http://bit.ly/LZ5DJR
Resources
Common Core Resources
 SEDL videos - https://www.georgiastandards.org/CommonCore/Pages/Math.aspx or 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
• Books
Resources
 Van De Walle and Lovin, Teaching Student-Centered
Mathematics, K-3
 Fosnot and Dolk, Young Mathematicians at Work
 Wright, et al, Teaching Number in the Classroom
 Wright, et al, Teaching Number-Advancing children’s skills and
Strategies
 Wright, et al, Developing Number Knowledge
 Parrish, Number Talks
 Shumway, Number Sense Routines
 Wedekind, Math Exchanges
 Coming Soon- Big Ideas in Early Mathematics Education
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/resources/series32.html
• Assessment Resources
 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
•Start of School- Parents
http://www.youtube.com/watch?v=Vvk4-evBS-8&feature=plcp
(how to support your school and teacher)
As you start your day tomorrow…
Remember thisBasically, the standards are not units of instruction; you don’t always “teach a
standard” in one chunk, whatever the order. For example, the OA and
NBT standards in any given great level are very closely related, and a
curriculum might be touching on these two domains simultaneously at
times, not to mention supporting standards in MD and other domains. The
standards describe achievements we want students to have. As my
colleague Jason Zimba likes to say, you don’t teach standards, you
teach mathematics.
Bill McCallum
Need a smile?
You could be teaching this guy’s little sister. I hear she’s pretty good at
math…http://youtu.be/wKCHP_iMjjs
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@turtletoms
(yep, I’m tweeting math resources in a very informal manner)