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Lunch and Learn: A Collaborative Time for North Carolina Teachers. Your Presenter Information. Thank You Burroughs Wellcome. Your lunch today was provided through a generous donation by Burroughs Wellcome. Goals for Lunch and Learn. - PowerPoint PPT Presentation
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Thank You Burroughs Wellcome
Your lunch today was provided through a generous donation by Burroughs Wellcome
Goals for Lunch and Learn
• Network with teachers from across North Carolina to share resources for implementation of Common Core State Standards.
• Review important NCDPI resources.• Review latest assessment information.• Participate in grade level activities that support
deep understanding of standards.
New Friends
Introduce yourself to the teachers in the room by sharing the following information…
Name, School, CountyWhat is your favorite number?
Explain.
Major WorkFirst Grade
Major Clusters Supporting/Additional ClustersOperations and Algebraic Thinking Represent and solve problems involving
addition and subtraction. Understand and apply properties of
operations and the relationship between addition and subtraction.
Add and subtract within 20. Work with addition and subtraction
equations.
Number and Operations in Base Ten Extend the counting sequence. Understand place value. Use place value understanding and
properties of operations to add and subtract.
Measurement and Data Measure lengths indirectly and by iterating
length units.
Measurement and Data Tell and write time. Represent and interpret data.
Geometry Reason with shapes and their attributes.
Resources • NCDPI wikispaces
http://maccss.ncdpi.wikispaces.net/Kindergarten• K-2 Assessment Tasks http://commoncoretasks.wikispaces.com/• Illustrative Mathematics http://www.illustrativemathematics.org/standards/k8• Inside Mathematics http://www.insidemathematics.org/• Turnonccmath.org- NCSU Collaborative with Jere
Confrey and colleagues• http://turnonccmath.net/
First Grade Assessment
NBT Task 1a
Domain Number and Operations in Base Ten Cluster Extend the counting sequence.
Understand place value.
Standard(s) 1.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.1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
Materials 19 cubes or counters, blank paper, pencil Task Place 19 cubes on the table in a scattered arrangement. Say: I have a pile cubes.
How many do you think there are? Count and see.After the student counts, ask: “How many cubes are in the pile?Say: Write that number on this piece of paper.Then, circle the digit in the ones place (9). Say: Show me with your cubes this amount.After the student shows the cubes, point to the digit in the tens place (1) and say: “Show me with your cubes this amount.”If there are still cubes left over, point to the remaining cubes and ask: “Why do you think there are still cubes leftover?”
First Grade Assessment
Continuum of Understanding
Developing Understanding
Counts the collection of cubes incorrectly. Incorrectly shows the amount of cubes in the ones
place. Incorrectly shows the amount of cubes in the tens
place. Has cubes leftover after showing both amounts.
Shows 9 cubes to represent the digit “9”.
Shows 10 cubes to
represent the digit “1”. Shows 1 cube to
represent the digit “1”.
Complete Understanding
Counts the collection of cubes correctly. Correctly shows the amount of cubes in the ones
place. Correctly shows the amount of cubes in the tens
place.
First Grade Assessment
• Insert First Grade Assessment Activity here• Focus on examining the Continuum of
Understanding
First Grade Unit
• Exploring Two Digit Numbers• http://maccss.ncdpi.wikispaces.net/file/view/1stGr
adeUnit.pdf
First Grade UnitPhases of the lessons
Engage Explore Explain Elaborate Evaluate• Formative• Summative
First Grade UnitGoals of the Unit…• Represent a given number (0 – 19) on a ten-frame
(double ten-frame) and relate the representation to the written numeral
• Given a number between 0 and 9, tell how many more are needed to make a ten
• Given a number between 11 and 19, tell how many tens and ones (leftovers) there are
• Given a number (0 – 30 the second and third months, 0-50 the first half of the year, 0-100 the second half of the year), tell/show how much one more or one less is with mini-ten frames, unifix cubes/pop cubes and/or any types of groupable manipulatives
First Grade UnitGoals of the Unit…• Given a number between 0 and 99, tell how much
one more or one less is• Write the numbers in standard form if shown with
mini-ten frames, unifix cubes/pop cubes and/or any types of groupable manipulatives
• Understand and use the place value of tens and ones and the order of numbers
• Given a number, tell/show numbers that are greater than, less than or equal
First Grade UnitAdd whichever First Grade Unit you want for the Lunch and Learn participants to do.
Remember… the goal is to have participants ready to implement this unit.
Use your professional judgment as to which tasks you want the participants to do.
Goals for Lunch and Learn
• Network with teachers from across North Carolina to share resources for implementation of Common Core State Standards.
• Review important NCDPI resources.• Review latest assessment information.• Participate in grade level activities that support
deep understanding of standards.