CCGPS Mathematics
Unit-by-Unit Grade Level Webinar
Kindergarten Grade
Unit 2: Building Numbers
August 1, 2012
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CCGPS Mathematics
Unit-by-Unit Grade Level Webinar
Grade Kindergarten
Unit 2: Building Numbers
August 1, 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 K.
• 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 a
developing understanding of
unitizing.
What’s the big idea?
Standards for Mathematical Practice
• What might this look like in the classroom?
• Wiki- http://ccgpsmathematicsk-5.wikispaces.com/
• Inside math- http://bit.ly/Q5Wb8f
• KindergartenKindergarten blog:
http://bit.ly/ODuC4V
• 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?
Coherence and Focus
What foundation was built in Unit 1?
Coherence and Focus- Unit 2
Where does this understanding lead students?
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
Task Revision-ish – Unit 2,
Numeral, Picture, Word
You may wish to add a set of cards to this task. They can be found on
the k-5 wiki.
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, and
its usefulness in
whole number operations.
Examples & Explanations
Standards addressed in Unit 2
•NBT.1- compose and decompose 11-19
(ten ones and some further ones)
•CC.3- write numbers 0-20, represent
quantities 0-20 with written number
•CC.4- Connect counting to cardinality
Examples & Explanations
Standards addressed in Unit 2
•CC.5- How many?
•CC.6- compare and decide- greater,
less, equal to
•CC.7- Compare written numerals (1-10)
•MD.3- Classify, count how many, sort
by count
Examples & Explanations
Unit 1 resources which work with Unit 2:
•Rekenrek packet
•Dot card and ten frame package
http://gradekcommoncoremath.hcpss.wikispace
s.net/
Examples and Explanations
Got Dots, Revisited- cannot overemphasize
the importance of the backwards counting
sequence.
Numeral, Picture, Word- Finger numbers
Teen Frame Talk About- rekenreks, other tools
Examples & Explanations
Examples & Explanations
Examples & Explanations
Examples & Explanations
Journaling :
Examples & Explanations
Standards:
http://secc.sedl.org/common_core_videos/grade.php?grade=K
Videos for teachers explaining standards- so far: OA.2, NBT.1
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
• Steve is driving his car. He is traveling at 60
feet/second and the speed limit is 40 mph. Is Steve
speeding?
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:
Teacher will give the student(s) Bag One and a sorting
mat, and say to student:
I have given you a bag of colored cubes. We are going to
make three groups with these cubes today.
Please pull out your cubes and sort them on the mat in front of
you.
How many green cubes did you get out of the bag?
How many red cubes did you get out of the bag?
How many blue cubes did you get out of the bag?
Now I would like for you to put these groups in number order.
How did you decide to put them in that order?
Hall County School System
What one county has done:
Teacher will collect these colored cubes and hand student Bag
Two.
Just like with your first bag you are going to make three groups, but be
extra careful because this bag has more cubes than the last one.
Please pull out your cubes and sort them on the mat in front of you.
How many green cubes did you get out of the bag?
How many red cubes did you get out of the bag?
How many blue cubes did you get out of the bag?
I would like for you to build one tower for each color of cubes.
* Choose one of your towers to decompose into tens and ones. Explain
your thinking with drawings or equations.
Hall County School System
Suggestions for getting started:
• Read the Grade Level Overview.
• Read the unit, work through the tasks with your
colleagues. What are the big mathematical ideas in this
unit?
• Discuss the focus and coherence of the unit. Discuss
where students are going and where students will end
up.
What do you notice? What do you wonder?
What do you need?
• Share your thoughts and questions on the wiki.
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
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
Very Kindergerten
• Wiki- http://ccgpsmathematicsk5.wikispaces.com/
• Inside math- http://bit.ly/Q5Wb8f
• KindergartenKindergarten blog:
http://bit.ly/ODuC4V
• Edutopia- http://bit.ly/o1qaKf
• Teaching channel- http://bit.ly/LZ5DJR
• 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)