Major Work of the Grade First Grade Andi Green and Amy Scrinzi NCCTM Conference 2012

Session Agenda Overview of The Major Work of the Grade Exploring: First Grade Place Value Updates Questions & Answers

Research Major Work of the Grade NC Educators CCSS Progressions Smarter Balanced Assessment Consortium NC Department of Public Instruction

Understanding Place Value 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: A. 10 can be thought of as a bundle of ten ones—called a “ten.”

Unitize a Ten In Kindergarten, everything was thought of as individual units: “ones”. In First Grade, students are asked to unitize those ten individual ones as a whole unit: “one ten”.

Ten Frame

Quick Flash

I Wish I Had…

Ten Facts

Make Ten

Ten and Some More 1.NBT.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

Ten and Some More

Double Ten Frames

Terrific Tens...Teens Understand that when adding ten to a single digit number, the sum is a “teen” Hold the double ten frames so that the full-ten is on the left and the partial ten is on the right to mimic the way we write double-digit numbers

Tic-Tac-Ten

Composing Tens 1.NBT.4 Add within 100… First Grade students use concrete materials, models, drawings and place value strategies to add within 100 Single digit addition-making tens Concept that 9+3 = 10+2

Double Ten Frame =

Nine Plus a Number Teacher led small group activity Double ten frame with nine filled in Student rolls a die and places that number of counters on the second ten frame Slides one counter to “make ten”

Time to Explore! Find a partner. Explore the four Place Value tasks. Record your “Things I Want to Remember” If you have any questions, please feel free to ask Andi or Amy.

Tying it Together What are your take-aways? What’s Next?

References Burns, Marilyn (2000). About Teaching Mathematics. Math Solutions Publications. Fosnot, Catherine Twomey and Dolk, Maarten (2001). Young mathematicians at work: Constructing number sense, addition, and subtraction. Portsmouth, NH: Heinemann. Gerdemann, Gail Ten-Frames-A Games Approach to Number Sense. Oregon State University STEPs Program Howard Hughes Medical Institute grant Mokros, Russell, Economopoulos (1995). Beyond Arithmetic: Changing Mathematics in the Elementary Classroom. Dale Seymour Publications. National Research Council. (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC; National Academy Press. NCTM (2000). Principles and Standards for School Mathematics. Reston, VA: Author. Richardson, Kathy (1999). Developing Number Concepts. Dale Seymour Publications. Van de Walle, John and Lovin, LouAnn ( 2006). Teaching Student-Centered Mathematics. Addison Wesley Longman.

K-2 Assessment K-2 Formative Instructional & Assessment Tasks – ORhttp:// – K-2 Mid-year Benchmark Assessment –Sent directly to district leadership: Mid-Fall, 2012 Summative Assessment –Sent directly to district leadership: Mid-Winter, 2013 NCCTM Session: 4:00 – 4:45

Unpacking Document

First Grade Unit

Navigations Alignment

Lessons for Learning

NCDPI K-5 Math Listserv Send an to the Listserv to join:

A Special Thank-You! Andi Green First Grade Teacher Stocks Elementary Edgecombe County

DPI Contact Information Kitty Rutherford Elementary Mathematics Consultant Amy Scrinzi RTT-ELC Program Lead Barbara Bissell K – 12 Mathematics Section Chief Susan Hart K-12 Program Assistant