CCGPS Mathematics
Unit-by-Unit Grade Level Webinar
First Grade
Unit 6: Understanding Place Value
January 16, 2013
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What’s Unit 6 all about?
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Organizing thinking
Quantity representation- place value emphasis
Quantity comparison and benchmarking
Decomposition of number
Types of addition and subtraction problems
Modeling problem solving
Multiple solution paths
What should students bring from
before?
• Foundational rote counting ability (to 120)
• Foundational quantity understanding (two digit
numbers)
• Foundational ability to decompose quantities
• Benchmarking (5 and 10)
• Rote counting ability (to 20)
• Foundational organizational ability
• Use of the 8 Standards for Mathematical Practice
What’s Unit 6 all about?
• Building from Kindergarten
What’s Unit 6 all about?
• Building from Unit 5, page 7
http://commoncoretools.me/wpcontent/uploads/2011/05/ccss_progression_cc_oa_k5_2011
_05_302.pdf
http://commoncoretools.me/wpcontent/uploads/2011/04/ccss_progression_nbt_2011_04_0
73_corrected2.pdf
What’s Unit 6 all about?
• Organizing
thinking
What’s Unit 6 all about?
• Organizing thinking
What’s Unit 6 all about?
• Quantity
representation
What’s Unit 6 all about?
• Quantity representation
What’s Unit 6 all about?
• Quantity
representation
http://opinion.inquirer.net/41569/jump-starting-our-kids-math-ability
What’s Unit 6 all about?
• Quantity comparison
What’s Unit 6 all about?
• Quantity representation- decomposition of number
Leer and Yoshida, NCTM 2010
What’s Unit 6 all about?
• Decomposition of number
What’s Unit 6 all about?
• Decomposition of number
What about Fluency?
First Grade fluency expectation:
Fluently add and subtract within 10.
• Emphasis on strategy development.
• Games are a great way to build fluency.
• Students need a mental image to support
quick retrieval. This provides “back-up”
memory and aids flexible thinking.
What about Fluency?
• Bill McCallum says:
April 2, 2012 at 4:25 pm
Fluent means “fast and accurate” and mental means “in your head”. A
fluent calculation is not necessarily mental; a student could be fluent
with a paper and pencil algorithm, for example. And a mental calculation
is not necessarily fluent, although I think in all of the instances where
this phrase is used in the standards fluency is expected as well. But it
might be a valuable exercise for a student to mentally add 2 two-digit
numbers, even if the calculus is not very fast.
Bill McCallum and Jason Zimba (common core authors)
http://www.youtube.com/watch?v=ZFUAV00bTwA
A quick word about Key Words:
• http://mathcoachscorner.blogspot.com/2012/05/an
other-case-against-key-words.html
What’s Unit 6 all about?
• Modeling problem solving
What’s Unit 6 all about?
• Modeling problem solving
What’s Unit 6 all about?
• Modeling problem solving
http://www.k-5mathteachingresources.com
What’s Unit 6 all about?
• Modeling problem solving
http://www.k-5mathteachingresources.com
What’s Unit 6 all about?
• Modeling problem solving
http://www.k-5mathteachingresources.com
What’s Unit 6 all about?
• Multiple solution paths
What about teaching?
A teacher asks:
How do you envision how math class would be taught with the Common Core
Standards? I think many teachers teach math in a fairly “traditional” way –
instructing students on how to do (whatever) and then assign problems to be
completed. How is our “mode of business,” if you will, going to change?
Bill McCallum says:
Dear Teacher, I don’t see the standards as dictating any particular teaching
method, but rather setting goals for student understanding. Different people
have different ideas about what is the best method for achieving that
understanding. That said, I think it’s pretty clear that classrooms
implementing the standards should have some way of fostering understanding
and reasoning, and classrooms where students are just sitting and listening are
unlikely to achieve that.
One of the strongest results in recent research
is that the most important feature in effective
teaching is giving students "opportunity to
learn". Teachers can set expectations, time,
kinds of tasks, questions, acceptable answers,
and type of discussions that will influence
students' opportunity to learn. This must involve
both skill efficiency and conceptual
understanding.
Hiebert, James; Grouws, Douglas
The Effects of Classroom Mathematics Teaching on Students' Learning 2007
Horizontal and vertical connections
• Strategies apply everywhere, in multiple contexts
• Integration of content areas ensures connections
and relational thinking
• Multiple steps builds understanding and deeper
thinking
• Work the culminating task collaboratively with
colleagues so you know where your kids need to
go, and what they might have difficulty with
Resources
• http://maccss.ncdpi.wikispaces.net/First+Grade
• http://www.k-5mathteachingresources.com/
• https://www.teachingchannel.org/videos/common-core-statestandards-elementary-school?fd=1
Culmination of the unit, not the
culmination of First Grade.
Career-Based Mathematics Task Challenge
As part of the continuing implementation of CCGPS in the year 2013 - 2014, the current
GADOE mathematics frameworks and units are being reviewed, revised, and augmented. We
are offering an opportunity for educators to assist in this critical process.
The challenge:
Create a career-based mathematics task using guidelines provided to supplement and/or
address gaps in the existing CCGPS frameworks units.
If your task is selected for addition to a unit, you will receive a $200 honorarium per task. All
work is to be original using support structures provided by the Georgia Department of
Education Mathematics Team.
If you are interested in participating in this challenge, please view the task creation guidelines
at http://ccgps-task-submission-guidelines.wikispaces.com/, and get started! Task submission
period begins now and closes May 1, 2013. We look forward to seeing your tasks.
2013 Resource Revision Team
As part of the continuing implementation of CCGPS, the current CCGPS mathematics
frameworks and units are being reviewed, revised, and augmented. The Georgia Department
of Education is seeking qualified math educators to become part of the 2013 CCGPS
Mathematics Resource Revision Team which will assist in this critical process.
The scope of the CCGPS Mathematics Resource Revision Team work will include, but is not
limited to:
• evaluating newly submitted tasks
• assessing the need for additional tasks
• assessing the order of current units and tasks
• editing of current units and tasks
• creating additional tasks to address gaps, if necessary
2013 Resource Revision Team
All work will be completed collaboratively with support structures provided by the Georgia
Department of Education Mathematics Team.
All work is to be completed at the Georgia Department of Education, June 3rd-June 6, and
June 10-13, 2013.
Team members will be compensated for contracted work in the amount of $2000 and travel
expenses will be reimbursed.
If you are interested in becoming a part of the CCGPS Mathematics Resource Revision Team,
please respond to the appropriate Georgia Department of Education contact below by March
1, 2013. In your response, please indicate grade level interest, why you would like to be
part of this team, related experience, and the contact information for two references.
Grades K-5
Turtle Toms tgunn@doe.k12.ga.us
Mathematics Program Elementary Specialist
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Turtle Gunn Toms
Program Specialist (K-5)
tgunn@doe.k12.ga.us
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