Common Core Mathematics Implementation Day 1 Grade

Common Core Mathematics Implementation

Day 1

Grade

Game: Shape SortMaking a Shape Family

Materials Shape Sort Game Board 5 counters per student

Grouping 3 or 4 students in a small group

Objective Take turns to identify common attributes

Kindergarten

Game: Shape SortMaking a Shape Family

Rules One student in the group picks a target shape and

covers it with a counter. This shape is the family shape.

One single attribute is indentified and that attribute become the target attribute.

Each student in the group takes turn covering a shape that belongs in the target shape family according to the common attribute.

After no more shapes can be added to the family, another attribute from the target shape is identified.

Players take turns removing counters from the shapes that do not have the second attribute the matches the target shape.

Kindergarten

Game – Build 30

Materials Place value chart Recording Sheet Base Ten Blocks Dice

Grouping Small Group of 2 - 4

Objective First person to build 30 wins

First Grade

Game – Build 30

Rules The first player will roll the die and place that

many units in the ones column of their place value chart. They will also record this representation on their own recording sheet.

The next student will take a turn, rolling the die and making the number on his/her own place chart and filling in their own recording sheet. When the students have reached ten ones they must trade for one rod.

Students continue to take turns. The first person to reach 30 wins.

First Grade

Game – I Spy a Number

Materials “I Spy a Number” Recording Sheet

Grouping Partners

Objective Guess the target number

Second Grade

Game – I Spy a Number

Rules Player one will choose a target number. The

player will write it down secretly and give player two a range of numbers from which to choose (between 0-99 or between 100-999)

Player two will then give his/her first guess. Player one will write the guess in the chart below and use the correct columns to write how many digits and the number of places that are correct. Use a zero to show that neither the digit nor the place value is correct.

Continue playing until the target number has been determined.

Second Grade

Objectives

Teachers will…. Implement strategies and tasks with all

students including English Learners focused on the common core state standards in mathematics this school year.

Build a network of peer support with grade alike teachers as a school site team and a district team on the professional development days and in Haiku.

Create an action plan to implement the strategies and tasks for the first 5-6 weeks of school.

Agenda

Opening Activity CCSS Overview Grade Level Changes Professional Reading Math Talk Problem Solving Unit 1 Overview Unit 1 Activities Planning Time

Common Core State Standards

Mathematics has two set of standards Standards for Mathematical Practice which

occur throughout all grade levels Content Standards that are specific for each

grade level

Content Standards: WHAT the students are

learning

Practice Standards: HOW the students are

learning

The Mathemati

cal Practices are listed on each grade level

overview.

Grouping the Standards for Mathematical Practice

(McCallum, 2011)

Integration of the Standards for Mathematical Practice

• Not “Problem Solving Fridays”• Not “enrichment” for advanced

students• Most lie in the process of arriving

at an answer, not necessarily in the answer itself

• Every lesson should seek to build student expertise in Content and Practice standards

Reading the Content Standards

Content standards define what students should understand and be able to do.

Clusters are groups of related content standards. Domains are larger groups of related content

standards that progress across grade levels.

StandardfromGrade 3


K.CC.1 K = Kindergarten CC = Counting and Cardinality 1 = Standard One

Know the number names and the count sequence. 1. Count to 100 by ones and by tens.

Kindergarten


1.OA.5 1 = First Grade OA = Operations and Algebraic Thinking 5 = Standard Five

Add and subtract within 20. 5. Relate counting to addition and

subtraction (e.g. by counting on 2 to add 2).

First Grade


2.NBT.5 2 = 2nd Grade NBT = Number and Operations in Base Ten 5 = Standard 5

Use place value understanding and properties of operations to add and subtract. 5. Fluently add and subtract within 100 using

strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Second Grade

New and/or Highlighted Kindergarten Standards

Count to 100 by ones and tens (K.CC.1) Write numbers from 0-20 (K.CC.3) Knowing that the last number counted is the total

(K.CC.4b) Compose and decompose numbers from 11-19 into

ten ones and some further ones (K.NBT.1) Decompose numbers less than or equal to 10 into

pairs (K.OA.3) Make 10 in various ways (K.OA.4) Fluently add and subtract within 5 (K.OA.5) Arrange and describe objects in space (K.G.1) Identify shapes as either two- or three-dimensional

(K.G.3)

Kindergarten

Moved or No Longer IncludedKindergarten Standards

Moved to Grade 1 Time (telling and writing) Data Collection and basic graphing

Statistics and Probability standards

Kindergarten

New and/or Highlighted Grade One Standards

Count to 120 starting at any number less than 120 (1.NBT.1)

Add within 100, using strategies such as composing a ten. (1.NBT.4)

Apply properties of operations as strategies to add and subtract (1.OA.3)

Determine the unknown in any position (1.OA.8) Partitioning circles and rectangles into two and

four equal shares and describing those shares using fractional language (1.G.3)

Tell time to the nearest hour, half-hour using analog and digital clocks (1.MD.3)

Organize, represent and interpret data with up to three categories (1.MD.4)

First Grade

Moved or No Longer IncludedGrade One Standards

Moved to Kindergarten Identification of two- and three-dimensional shapes Arrange and describe objects in space Counting by 10s to 100

Moved to Grade 2 Knowing the value of coins Commit addition and subtraction facts (to 20) to memory Counting by 5s

Moved to Grade 3 Measuring and estimating liquid volume


First Grade

New and/or Highlighted Grade Two Standards

Skip count by 5s, 10s and 100s within 1000 (2.NBT.2) Use addition and subtraction within 100 to solve one-

and two-step word problems… with unknowns in all positions. (2.OA.1)

Commit to memory all sums of two one-digit numbers (2.OA.2)

Write an equation to express an even number as a sum of two equal addends (2.OA.3)

Estimating lengths using inches, feet, centimeters and meters (2.MD.3)

Measure to determine how much longer one object is than another (2.MD.4)

Represent whole-number sums and differences within 100 on a number line diagram (2.MD.6)

Know the value of coins and solve word problems involving combinations of coins and dollar bills (2.MD.8)

Second Grade

Moved or No Longer IncludedGrade Two Standards

Moved to Grade 3 Commit the multiplication tables of 2s, 5s, and

10s to memory Modeling and solving simple multiplication and

division problems Basic fraction concepts Measurement concepts of elapsed time


Second Grade

Required Fluencies in

K-6

CCSSM: Getting Started in K-Grade 2 Read your assigned section from the article. Share key ideas with others who read the

same section. Be prepared to share out key ideas with the

whole group.

CCSSM: Getting Started in K-Grade 2 Group 1 – Pages 440 – 442 (stop after the end of the

first paragraph before the next paragraph that states, “At the kindergarten level…”)

Group 2 – Pages 442-443 (start at the first full paragraph and where it says, “At the kindergarten level…” and stop at “Creating a Classroom Culture” )

Group 3 – Pages 443 – 444 (Only read the “Creating a Classroom Culture section”)

Group 4 – Pages 444-445 (“Generating Growth” and “Concluding Thoughts”)

CCSSM: Getting Started in K-Grade 2 “To truly put the CCSSM into action the way it

has been intended, teachers may have to alter their instruction and environment while thinking differently about how children learn mathematics skills and concepts. Most teachers will not experience a big change in what they teach but how they teach it. The focus will be on the process, not just the product, and a culture of mathematics will prevail in higher classrooms.” - Page 443

Number Talk

Ten Frame/ Dot Card Flash As I flash each card, remember the number of

dots and be ready to explain how you remembered.

Ask students, “How many dots do you see? How do you see them?”

Number Talks

Short, daily classroom conversations and discussions around purposefully crafted computation problems that are solved mentally (5-10 minutes)

By sharing and defending their solutions and strategies, students are provided with opportunities to collectively reason about numbers while building connections to key conceptual ideas in mathematics

During a Number Talk, the teacher only serves as a recorder and facilitator, not as a teacher

Problem Solving

Solve the problem in as many ways as you can

Kindergarten Problem Solving

Given 12 popsicle sticks, what shapes can you make? Draw them.

First Grade Problem Solving

There are 14 children on the playground and some children go line up. If there are 4 children still playing, how many children lined up?

Second Grade Problem Solving

There are 12 birds in the park. 13 more birds arrive. How many birds are there? Solve the problem and show your work.

50

Five Practices for Orchestrating Productive Discussions

1. Anticipating student responses to challenging mathematical tasks;

2. Monitoring students’ work on and engagement with the tasks;

3. Selecting particular students to present their mathematical work;

4. Sequencing the student responses that will be displayed in a specific order and

5. Connecting different students’ responses and connecting the responses to key mathematical ideas

Unit One Problem Solving

Review the problem solving suggestions for unit 1

Discuss and answer the following: How will you address the needs of your

English Learners? Is there a problem solving format, such as

TIPS, that you prefer to use? What does it look like?

How often should problem solving occur?

Georgia Curriculum

Unit 1 (5-6 weeks)

Common Core Georgia Curriculum

In addition to daily number talks and problem solving as a district we will use the Georgia curriculum as a guide for the 2013-14 school year to implement the common core standards.

Common Core Georgia Curriculum Overview

Curriculum Map Unit # Unit Title Standards within each unit All units include the mathematical practice

standards Arc of Lesson Breakdown of a Task

Common Core Georgia Curriculum

Unit One - Student Edition Table of Contents Read and highlight key aspects of the critical

areas and overview Read and highlight key words of the

standards included in the unit Read over the types of tasks that are offered.

How are each of these tasks beneficial for our English Learners?

Sample Kindergarten Unit Tasks

Shape Sort: Making a Shape Family (Opening Activity) Pages 44-47

What’s in the Bag? Pages 52-55


Materials Associated Shapes (2D and 3D) Paper bags (same amount as shapes)

Grouping Whole group, small group, and/or partner

Objective Feel the shape in the bag and make a

prediction about the shape and give reasons.


Notes Place a different shape into 7 paper bags.

Repeat for each group. Label the paper bags A-G.

Each student feels what is in the bag and wait to share their prediction until all students have had a turn with the model bag.

Have students predict what type of shape is inside the bag and justify why they think it is specific shape.

After all students have made a prediction, remove the shape from inside the bag and review the attributes of the shape.


Notes Use the sentence frame as you make your

prediction: I think the shape in the bag is a __________

because ______________________. Complete the “What’s in the Bag?” sheet for

each bag.


Shape Sort: Making a Shape Family (Opening Activity) Pages 44-47


What Shape it This? Pages 13 - 18

What Shape is This? - Pages 13-18

Materials Circles, triangles, quadrilaterals, rhombus

Grouping Small Group

Objective Sort a given set of shapes and justify the

grouping.

What Shape is This? - Pages 13-18

Rules Give students a bag of pre-cut shapes. In a small group, sort your shapes the way

you think they should be go together. You should be prepared to share you thinking with another group.

Glue your shapes down into your sorted categories.

Discuss with the class the different ways to sort the shapes.


Fill in the Line 0 to 9 (Opening Activity) Pages 22 – 26


What Shape it This? Pages 13 - 18

Listen and Do! Pages 34 - 36

Listen and Do! Pages 34-36

Materials Drawing paper Crayons or markers

Grouping Individual or Small Group

Objective Students will listen to the directions and draw

objects or shapes according to where something is to be placed. They will listen to the entire directions the first time without drawing. While listening to the directions a second time, the students will draw.

Listen and Do! Pages 34-36

Draw a house on your paper. (square and triangle)

Draw a door on your house. Draw a dog in front of your house Draw a tree next to the house. Draw a window above the door. Draw another window next to the first window. Draw a girl behind the tree. Draw a sun next to the house. Draw a boy below the sun.

Sample Grade 1 Unit Tasks

Build 30 (Opening Activity) Pages 26-29

Creating a Number Line Pages 35-41

Creating a Number Line

Materials 51 sheets of paper, markers, about 20 feet of

string, masking tape, 51 clothespins, clothing cards with numbers, small box

Grouping Large group, individual

Objective Students identify characteristics of a number

line from 0 to 50

Creating a Number Line

Rules (Part 2) Create a clothes lines in your classroom using

string. It works best if you tape the clothes line to a wall or the board. Before the task, print and cut out various clothes with numbers on each item and put them in a box.

As students draw an item out of the box, have them place the item when they think it should go on the clothes line using a clothespin.

Line It Up

Rules (Part 3) Use the clothes cards with the numbers for

this game. Hand out one number card to 8 different

students. All the number cards must be there to create a

sequence order but they do not have to start with 0. The students will line up facing the remaining students. When the teacher says, “GO”, the students must put themselves in order without talking.

The remaining students at their seats will give a thumbs up if they are correct or a thumbs down if they need to try again.




Exploring the 99 Chart and Fill the Stairs Page 49-56

Exploring the 99 Chart (Page 51)

Special Numbers Each student should have a set of counters

(could units from base ten blocks) and a 99 chart.

Ask them to cover up 3 numbers that are special to them.

Have students share with peers and class


What’s My Picture? The teacher will call out numbers for students

to cover with a clear counter or marker. The teacher calls out the following numbers:

58, 4, 67, 23, 48, 52, 24, 45, 27, 26, 38, 32, 74, 42, 76, 15, 35, 63, 25.

Ask students what the picture resembles.


All Scrambled Up! Cut a 99 chart into puzzle pieces (at least 10

pieces) Have students put the puzzle back together


Counting Patterns! Give each student a 99 chart and a set of

counters. Begin with the first row of number 0-9 and have the students cover the even numbers. Discuss how we know these numbers are even.

Then have students cover the even numbers in the second row and discuss the pattern.

Repeat activity with 5s and 10s.


Who’s Missing? Give students a 99 chart with some number

missing. Tell students to use a math strategy to determine the missing numbers.

Fill the Stairs (Page 52)

Rules Students will take turns rolling the dice and

creating a two digit number. For each turn, the player write the number

created in any space. The object of the game is to keep the numbers

in order between 10 and 100. If there is no space to write a number, that

player loses that run. The student who fills in their stairs first wins.

Fill the Stairs (Page 52)

Rules Students will take turns rolling the dice and

creating a two digit number. For each turn, the player write the number

created in any space. The object of the game is to keep the numbers

in order between 10 and 100. If there is no space to write a number, that

player loses that run. The student who fills in their stairs first wins.




Fill the Stairs Page 49-53

Graphing with Classmates Pages 58-62

Graphing with Classmates (Page 58)

Materials Recording Sheet Chart paper to display Special Snack charts Markers Best Vacation Ever, by Stuart Murphy or

similar book Grouping

Individual, Whole Group


Part I Read book about charts and ask questions about why

we need charts. Tell students that you are going to create 3 charts to

decide on the best option for a Special Snack. Explain to students that they will close their eyes and vote by raising their hands.

Ask and complete charts for: Would you like something sweet or salty? Would you like something soft and chewy or hard

and crunchy? Would you like one piece or several small pieces.

Allow class discussion for the best option for a Special Snack.


Part II Students create their own question with at

least three categories to represent. Allow them to ask 6 students the question. They will use the recording sheet to help them.


I Spy a Number (Opening Activity) Pages 20-25

Base Ten Pictures Pages 48- 53

Base Ten Pictures (Pages 48-53)

Materials Centimeter Graph Paper

Grouping Large Group, Individual

Objective Students will create a design using base ten

blocks and answer questions about it.

Task: Read through the pages and create your own teacher example



Base Ten Pictures Pages 48-53

Building Base Ten Numbers Pages 54-58

Building Base Ten Numbers (Page 54)

Materials Base ten blocks Recording sheet (page 61)

Grouping Individual

Objective Students will build numbers, draw them,

identify small and large numbers.



Base Ten Pictures Pages 48-53

Building Base Ten Numbers Pages 58 – 61

Carol’s Numbers Pages 96- 101

Carol’s Numbers (Pages 96-101)

Culminating unit task Individual Task to use as formative

assessment In small groups work through the tasks and

read the rubric

Continuing our Planning on Haiku

Please join the professional learning community on haiku where you can download the Georgia units and any additional resources electronically.

You will also be able to add your own materials, ask questions, post answers and give hints to other teachers in your grade level.

Planning Time

In small groups, work together on planning for the first 5 to 6 weeks of the school year. Some ideas include: Read the overview Read through the curriculum and highlight

items to focus on Pace the curriculum on a calendar Create number talk problems

Reflection and Evaluations

In your small teams, discuss the following and be prepared to share: What can we be excited about as we

implement the common core standards this school year?

What might be some challenges as we implement the common core standards this school year?

Next Steps

Use the Georgia Curriculum as your math curriculum along with daily number talks and problem solving.

Next PD day Sept 16 Bring the binder and handouts from today One manipulative kit with base ten blocks,

counters, dice and linking cubes

Documents

Common Core Mathematics Implementation Day 1 Grade