1 st Grade Math Briefing Brought to you by your 1 st grade Math Leaders: Julie Sipe, Maggie Phillips, and Leanna Bennett

Goals for this session  Get an overview of the Common Core State Standards and what that means for us.  Understand the components of the Pacing Guide and Appendix.  Be able to access resources such as Pearsonsuccessnet.com and the Instruction Portal  Understand the timing and instructions for giving the Common Assessments  Please place questions in the Parking Lot and we will answer them throughout the session.

History of our Math Pacing Guide First Year – Created a math pacing guide using the Oregon state standards. Second Year – Revised the math pacing guide Third Year – Revised the math pacing guide to include the Common Core State Standards with the Oregon State Standards. Fourth Year - Oregon State Standards were replace with the Common Core State Standards.

Common Core State Standards (CCSS) Four Critical Areas in 1 st grade 1.Developing understanding of addition, subtraction, and strategies for addition and subtraction within Developing understanding of whole number relationships and place value, including grouping in tens and ones. 3.Developing understanding of linear measurement and measuring lengths as iterating length units. 4.Reasoning about attributes of, and composing and decomposing geometric shapes.

Critical Areas Questions 1.What are you comfortable teaching? 2.What is new to 1 st grade? 3.Are you concerned about teaching any area? 4.What did you notice that we are no longer focusing on in 1 st grade?

Exploring Critical Areas 1.Identify at least one or two important mathematical concepts within this critical area. 2.What do students need to learn prior to these concepts? 3.How do these concepts support learning in later grades?

Content NEW to 1 st Grade in CCSS 1.G.3 – Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares 1.MD.3 – Tell and write time in hours and half-hours using analog and digital clocks. 1.MD.4 – Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 1.MBT.4 – Add within 100, including adding a two-digit number and a one-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 1.NBT.5 – Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.NBT.6 – Subtract multiples of 10 in the range 10 – 90 from multiples of 10 in the range (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 1.OA.5 – Relate counting to addition and subtraction. 1.OA.7 - Understands the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1.OA.8 – Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

Domains and Clusters for 1 st grade In addition to the Critical Areas, the Domains and Clusters give an overview of 1 st grade. This paper could be posted in your room or shared with parents at back to school night and/or conferences.

Goals for this session Get an overview of the Common Core State Standards and what that means for us.  Understand the components of the Pacing Guide and Appendix.  Be able to access resources such as Pearsonsuccessnet.com and the Instruction Portal  Understand the timing and instructions for giving the Common Assessments  Please place questions in the Parking Lot and we will answer them throughout the session.

Pacing Guide Teaches Investigations IN ORDER by units Pacing Guide Copies are stapled into units Unit 6 & 7 - highlighted items explanation Granite School District Vocabulary List

Pacing Guide Structure Top Row = Domain, Unit, and Time of year Columns – Time allowed and Investigations Unit as well as other resources – Cluster/Standard – Mathematical Practices – Proficiency by Unit – Vocabulary

Formative Assessment Time Complete the worksheet to see how well you understand the structure of the pacing guide and appendix.

Goals for this session Get an overview of the Common Core State Standards and what that means for us. Understand the components of the Pacing Guide and Appendix.  Be able to access resources such as Pearsonsuccessnet.com and the Instruction Portal  Understand the timing and instructions for giving the Common Assessments  Please place questions in the Parking Lot and we will answer them throughout the session.

Accessing Resources Investigation has additional lessons ONLINE – These additional lessons are critical to teaching the common core state standards (CCSS) – The authors wrote these lessons to target the Common Core State Standards that were not already addressed in Investigations – They are accessed at Pearsonsuccessnet.com – The hard copy is being purchased and will be available as soon as possible. They will be delivered to your building.

Pearsonsuccessnet.com Access Code is on pacing guide page 2

Black-line masters can be printed from here For current materials that is game boards and letters home For additional lessons that includes the worksheets, as well as game boards and letters home.

GAPS Instruction Portal 1 Departments & Services 2 Curriculum & Instruction 3 Instruction Portal

GAPS Instruction Portal Can print other grade levels pacing guides and appendices Assessments and Answer Keys Many other resources Including link to Pearsonsuccessnet

Acquiring and Maintaining Skills

Balanced Math Lisa will be talking about this at length in the next session. Save all your hard questions for her ;-)

Goals for this session Get an overview of the Common Core State Standards and what that means for us. Understand the components of the Pacing Guide and Appendix. Be able to access resources such as Pearsonsuccessnet.com and the Instruction Portal  Understand the timing and instructions for giving the Common Assessments  Please place questions in the Parking Lot and we will answer them throughout the session.

District Summative Assessments We have shifted from trimester tests to multiple unit tests which are shorter and more frequent. They are designed in chunks of learning to the proficiency by unit. Pre and Post tests – Pre and Post tests are required but post –test data only needs to be report to the district. – Tests are NOT to be sent home

District Summative Assessment Data dues dates (not testing windows) – Optimally give test 3-5 days before data due date Data will be entered in Pinnacle – Don’t stress about this now, there will be a work session before the first data due date for people needing help – Default is test grades will not affect student grades (can be changed by teacher so it does affect student grades)

Goals for this session Get an overview of the Common Core State Standards and what that means for us. Understand the components of the Pacing Guide and Appendix. Be able to access resources such as Pearsonsuccessnet.com and the Instruction Portal Understand the timing and instructions for giving the Common Assessments  All unanswered questions in the parking lot will be given to Lisa for the next session.