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CCGPS Mathematics Unit-by-Unit Grade Level Webinar Kindergarten Grade Unit 2: Building Numbers August 1, 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. CCGPS Mathematics Unit-by-Unit Grade Level Webinar Grade Kindergarten Unit 2: Building Numbers August 1, 2012 Turtle Toms– [email protected] 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– [email protected] 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) [email protected] These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. Join the listserve! [email protected] Follow on Twitter! [email protected] (yep, I’m tweeting math resources in a very informal manner)