1st Grade Math Content Training Session 1 Christina Lees K-2 Math Program Specialist leesc@lake.k12.fl.us

Task Some children were playing on the playground. There were 5 girls playing on the playground. There were fewer boys than girls on the playground. There were 2 fewer boys than girls playing on the playground. How many children were on the playground? 5 minutes MAFS.1.OA.1.1

8 Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.   Which standard(s) for mathematical practice were you engaged in with this task? 2 minutes Which standard(s) for mathematical practice were you engaged in with this task?

1st Grade Content Training Learning Goal: Objectives Participants will gain a deeper understanding of content taught in the first quarter and will plan collaboratively for instruction aligned to the Math Florida Standards. Utilize resources to unpack/understand standards Identify and practice strategies to deepen student understanding of content Plan for the use of tasks during instruction Agenda Examine resources to unpack/understand the standards Practice and plan for teaching of strategies Plan for the use of tasks and the teaching of strategies to align with the standards Summarizing Activity: Exit Ticket 2 minutes How can you design lessons aligned to the full intent of the Florida Standards? Essential Question: Next Steps: Share your plans with your team. Bring feedback from 1st Quarter plans and tasks in October. Bring questions/ideas for 2nd Quarter Topics in October.

Remember the why… Why do you teach? Why are you here today? 5 minutes

Celebrate Success i-Ready Data Grade Progress Toward Targeted Growth Average Scale Score Gain Average Scale Score Gain to Achieve Target Grade 1 130% +42 32 Percent of Students On or Above Grade Level 2 minutes

Great job !!! 2 minutes + 41 + 39 + 45 + 42 + 39

Today’s Focus 5 minutes

CRA Concrete: Manipulatives Representational: Drawings and Visual Models Abstract: Numbers and equations 5 minutes

Topic 7 Task 1 MAFS.1.NBT.1.1 10, 20, 21, 22, 23, 24, 25 10, 20, 30, 40, 50, 60, 70 5 minutes Look at Keisha and Gary’s work. Whose work is correct? Show or write how you know.

8 Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.   Which standard(s) for mathematical practice were you engaged in with this task? 2 minutes

5 minutes

Topic 7 Task 2 MAFS.1.NBT.1.1 5 minutes What numbers are missing from the number grid? How do you know?

8 Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.   Which standard(s) for mathematical practice were you engaged in with this task? 2 minutes

EngageNY Math Studio Talk 0:00 – 4:39 5 minutes

MAFS.1.NBT.1.1 Topic 7 Task 3 Now, make your own grid picture and write the number of squares you used. Hawaii Standards Toolkit- Assessment 10 minutes

8 Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.   Which standard(s) for mathematical practice were you engaged in with this task? 2 minutes

Use tools: 120 Chart, Dot Cards, Number cards, Base Ten Blocks, Number line Counting Ideas Topic 7 Ideas 5 minutes

Collaborative Planning What are some activities or ideas you want to use in your class this year for Topic 7? What manipulatives and tools will you need? What will your lessons look like? What Thinking Maps can you use? 10 minutes

Topic 8 Task 1 Laylani has 28 buttons. MAFS.1.NBT.2.2 Topic 8 Task 1 Laylani has 28 buttons. Show Laylani’s buttons using tens and ones. 3 minutes

8 Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.   Which standard(s) for mathematical practice were you engaged in with this task? 2 minutes

5 minutes

Topic 8 Task 2 RallyTable MAFS.1.NBT.2.2 Decompose 56. Provide task and think time…Student pairs take turns passing the paper and pencil and write one answer 5 minutes RallyTable

8 Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.   Which standard(s) for mathematical practice were you engaged in with this task? 2 minutes

EngageNY Math Studio Talk 4:40 – 6:49 3 minutes

Tools: Ten Frames, Place Value Blocks, Place Value Chart, Number Bonds Number of days in school or Number of the Day Make connections for tens and dimes, and ones and pennies Place Value Strips/Hide Zero Cards Place Value Ideas Count the Say Ten way Number Patterns Topic 8 Ideas Number of days in school (popsicle sticks or straws, bundle once you have ten ones); or number of the day- students decompose any two digit number in multiple ways and represent the number in different ways 5 minutes

Say 10 Counting 3 minutes

Topic 8 Thinking Maps 2 minutes

Topic 8 Task 3 MAFS.1.NBT.2.2 Hawaii Standards Toolkit- Assessments 5 minutes

8 Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.   Which standard(s) for mathematical practice were you engaged in with this task? 2 minutes

Collaborative Planning What are some activities or ideas you want to use in your class this year for Topic 8? What manipulatives and tools do you need? What would your lessons look like? What Thinking Maps could you use? 10 minutes

10 minute Break

RallyCoach or Sage n’ Scribe Topic 9 Task 1 MAFS.1.NBT.2.3 RallyCoach or Sage n’ Scribe 5 minutes The teacher shows the student the first inequality on the Tens and Ones with Base Ten Blocks worksheet and asks the following questions: Which number is greater, 36 or 63? How do you know that? Can you model these numbers using base ten blocks? How many groups of 10 are there in 36? How many groups of 10 are in 63? Next, the teacher shows the student the second inequality on the attached worksheet and asks the following questions: What do you notice about the number of “ones?” If we modeled each of these numbers with the base ten blocks, how many groups of 10 would you need for 45? How about 65? Which number is greater? Finally the teacher should have the student use the <, >, or = symbols to complete the inequalities. The teacher asks, “Can you fill in the blanks using the <, >, or = symbols, and explain how you knew to use each symbol?”

8 Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.   Which standard(s) for mathematical practice were you engaged in with this task? 2 minutes

5 minutes

2 minutes

Topic 9 Anchor Chart 2 minutes

Topic 9 Anchor Chart 2 minutes

MAFS.1.NBT.2.3 Topic 9 Task 2 Choose 2 numbers between 40 and 99. My numbers are _____ and _____. Write a sentence or equation that compares the numbers. Explain how you know your sentence or equation is true. EngageNY Module 6 3 minutes

8 Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.   Which standard(s) for mathematical practice were you engaged in with this task? 2 minutes

EngageNY Math Studio Talk 6:50 – 9:41 4 minutes

MAFS.1.NBT.2.3 Topic 9 Task 3 David and John both ran laps around the track in January. David ran 67 laps and John ran 77 laps. Who ran the most laps in January? Explain how you know. MFAS Task 5 minutes

8 Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.   Which standard(s) for mathematical practice were you engaged in with this task? 2 minutes

Instead of reading 67 = 67 as 67 equals 67; let’s say 67 has the same value as 67. Use Tools: Place Value Blocks, Dominoes, Numeral Cards, Playing Cards Place Value Strips/Hide Zero Cards Topic 9 Ideas 5 minutes

Collaborative Planning What are some activities or ideas you want to use in your class this year for Topic 9? What manipulatives and tools do you need? What would your lessons look like? What Thinking Maps could you use? 10 minutes

Topic 1 Task 1 Part A MAFS.1.OA.1.1 Write the equations you would use to solve the following problems. Use a symbol for the unknown. Do NOT solve the equations. 3. There were some children at the park. Four more children showed up. Then there were 11 children at the park. How many children were at the park to start with? 2. There were 7 children at the park. Some more showed up. Then there were 11 children in all. How many more children came? 1. There were 7 children at the park. Then 4 more showed up. How many children were at the park all together? Illustrative Mathematics Total task time- 6 minutes

Topic 1 Task 1 Part B MAFS.1.OA.4.8 Now solve the equations you wrote in Part A. Be sure to show your work. 1. There were 7 children at the park. Then 4 more showed up. How many children were at the park all together? 2. There were 7 children at the park. Some more showed up. Then there were 11 children in all. How many more children came? 3. There were some children at the park. Four more children showed up. Then there were 11 children at the park. How many children were at the park to start with?

8 Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.   Which standard(s) for mathematical practice were you engaged in with this task? 2 minutes

5 minutes

Topic 1 Thinking Map 2 minutes

Topic 1 Thinking Map 2 minutes

2 minutes

Topic 1 Anchor Chart 2 minutes

MAFS.1.OA.1.1 MAFS.1.OA.4.8 Topic 1 Task 2 Jaime made some cupcakes. Her brother took 4 of them to share with his friends. Now Jamie has only 8 cupcakes. How many cupcakes did she make? Write an equation with a symbol for the unknown. Solve the equation to tell how many cupcakes Jamie made. Adapted from MFAS Task 4 minutes

8 Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.   Which standard(s) for mathematical practice were you engaged in with this task? 2 minutes

EngageNY Math Studio Talk 0:00 – 4:50 5 minutes

If time permits

□=7−2 9=□+7 3=8−□ 9−3=□ 6+□=10 10−□=5 Topic 1 Task 3 RallyCoach MAFS.1.OA.4.8 Topic 1 Task 3 9−3=□ 6+□=10 10−□=5 □=7−2 9=□+7 3=8−□ Illustrative Mathematics 5 minutes Partner A solves first problem. Partner B watches and listens, checks, coaches if necessary and praises. Partner B solves next problem. Partner A watches and listens, checks, coaches if necessary, and praises. Repeat… RallyCoach

Topic 1 Ideas Numberless Word Problems Students act out the scenarios Students use manipulatives to act out scenarios Allow students to create the context and write word problems Step away from the text- utilize additional resources PBL Have students show their responses using a drawing and an equation Whiteboards and markers Topic 1 Ideas 5 minutes

Collaborative Planning What are some activities or ideas you want to use in your class this year for Topic 1? What manipulatives and tools do you need? What would your lessons look like? What Thinking Maps could you use? 10 minutes

Next Steps Share your plans and content knowledge with your grade level teams Bring feedback, ahas or uh-ohs when we meet in October Bring ideas or questions for 2nd Quarter Topics for our October training 2 minutes

1st Grade Content Training Learning Goal: Objectives Participants will gain a deeper understanding of content taught in the first quarter and will plan collaboratively for instruction aligned to the Math Florida Standards. Utilize resources to unpack/understand standards Identify and practice strategies to deepen student understanding of content Plan for the use of tasks during instruction Agenda Examine resources to unpack/understand the standards Practice and plan for teaching of strategies Plan for the use of tasks and the teaching of strategies to align with the standards Summarizing Activity: Exit Ticket 2 minutes How can you design lessons aligned to the full intent of the Florida Standards? Essential Question: Next Steps: Share your plans with your team. Bring feedback from 1st Quarter plans and tasks in October. Bring questions/ideas for 2nd Quarter Topics in October.

5 minutes

I am happy to… Support you by Participating in PLCs or Lesson studies Modeling lessons Helping to plan problem based learning lessons and tasks Providing additional content or standards help Have your CRT or Math Coach contact me to schedule additional support. leesc@lake.k12.fl.us (352) 742-6994