Welcome to Math Night

VERY DIFFERENT Math for today’s 1st grade is from what we experienced years ago.

1st Grade Common Core Math is NOT Just Worksheets Memorization Sitting still and quiet

So, what are 1st grade priorities? ? ? ? ? ? ? ? ? ?

Priorities in First Grade Developing number sense Number sense builds on students’ natural insights and convinces them that mathematics makes sense, that it is not just a collection of rules to be applied.

Activity: Activate your brain 6 13 2 31088 17 My dog’s weight Age of my youngest child Perdue Primary zip code Number of cups of coffee each day Number of years teaching

Understanding of, and strategy development for, addition and subtraction (say first before slide) Another priority of 1st grade is … 6 + 7 = 13

Fluency of Addition and Subtraction Facts to 10 Should have mastered fluency to 5 by the end of Kindergarten. Need to be fluent to 10 by the end of 1st grade.

What is fluency? The ability to solve accurately (not only correct answer but thinking about the operation) 2. flexibly (compose and decompose numbers quickly) 3. efficiently (within 3 seconds). Learning all the parts that make up a number, for example knowing that 5 is made up of 2 and 3, 4 and 1. Knowing that 5 is 1 more than 4 and 1 less than 6 is an extension of developing a strong number sense. Fluency and relationships with lesser numbers are the foundation of success with greater numbers. It has to be all three to be fluent and not just one.

How is fluency assessed? Hide Assessment Ways To Develop Fluency Beans in Hand Wall Game How many Am I Hiding? Bears in a Cave (say after Hide Assessment) Hide Assessment is given to assess the student’s understanding of number combinations to 10. In the assessment, the teacher presents the student with a pile of objects that are all the same color, size and shape. The teacher asks the student to count out a number of objects. The teacher is going to hide some of the objects and the student has to determine how many are hidden based on how many objects the student is shown. The hide assessment is used to determine if student’s basic fact knowledge has become automatic. Students should be able to determine the number of objects hidden without using their fingers or counting in their head. Using your fingers to count is not fluent. The Hide is used to determine automaticity and fluency of math facts, not the student’s ability to “figure” out the answer. Students who are able to compose and decompose small numbers efficiently have the foundational skills necessary for solving problems with larger numbers.             The Hiding Assessment provides teachers with information about their students’ developing understandings of number sense.

Understanding place value (tens and ones) Understanding linear measurement (say first before slide) 2 more priorities for 1st grade are……

Comparing and contrasting shapes (triangles, rectangles, squares, trapezoids, half circle, quarter circle, cone, rectangular prism, cylinder, cube) Explaining your thinking and reasoning (say first before slide) Another priority is ……Comparing and contrasting shapes. But one of the most important priorities in 1st grade is the student being able to explain their thinking and reasoning when solving a math problem. Students not only have to be able to complete a math problem but also have to be able to explain their thinking and reasoning in order to master the concept.

As learners, students can better understand a key concept when they are responsible for explaining it.

Students must understand and EXPLAIN the “HOW” and “WHY” of a concept or they will be lost at a higher level. Students must be able to explain in their own words how they got the answer and why it works or does not work.

Research has shown that for children to develop fluency with basic facts, they must have efficient and flexible strategies mentally accessible. Reseach clearly indicates that fluency and retention of facts is increased by first developing effective thinking strategies.

So, what do 1st grade teachers value?

Students who are actively engaged in hands-on math activities and having FUN!

Each person chooses a number card Activity: Each person chooses a number card Build your number using the unifix cubes Compare your number with your partner and explain why your number is greater than or less than your partners number Materials: Number cards Unifix cubes or counters

Students developing a deeper understanding of number sense and different mathematical skills (say first before slide) Teachers also value….

Subitizing What is it? Being able to recognize the number of objects in a set at a glance without having to count all objects. Two Stages: Instant recognition of small sets Instant recognition or 2 or more small sets and then together as a whole Helps build fluency and instant recognition of numbers (say first before slide) One way to develop number sense is through subitizing.

The second stage of subitizing (instant recognition or 2 or more small sets and then together as a whole) helps to develop ideas about addition and subtraction. It provides an early basis for addition, as students "see the addends” they are able to find the sum. Ex.

Subitizing website Interactive Whiteboard Teacher Tools | DreamBox Learning®

Number relationships Numbers are related to each other through a variety of number relationships. The number 7, for example, is more than 4, less than 9, composed of 3 and 4 as well as 2 and 5, is three away from 10, and can be quickly recognized in several patterned arrangements of dots. (say first before slide) Students must know a variety of ways to make a number. This helps develop a true number sense foundation.

Catherine Fosnot and Maarten Dolk argue that “children who struggle to commit basic facts to memory believe there are ‘hundreds’ to be memorized because they have little or no understanding of the relationships among them.”

Number Talk Student conversations that focus on number relationships Helps develop number sense Helps develop fluency with small numbers (NOT just FACT RECALL, but how numbers are composed and decomposed) Everyday for 10 minutes, your child participates in number talks, which helps them build number relationships…..

4 Key Points of Number Talks Think time Explain thinking Add on to thinking Tell partner about the thinking (Read after slide before practicing) Please do not shout out your answer. When you have an answer place your fist with a thumb up on your chest. Like this (Demo). If you agree with what the person is saying extend your index finger and little finger like cow horns and twist back and forth. Like this (demo). If you disagree, place you hand behind your back. Like this (demo).

Let’s Practice We are going to flash a dot card for only 1 to 3 seconds. You will have to quickly tell us How many? How did you see it?

1st Gr: Dot Images Counting All/Counting On: Set A Time Morning Session 1 8:23-8:25 Morning Session 2 9:53- 9:55 Afternoon Session 1 12:23-12:25 Afternoon Session 2 2:23-2:25

How many dots did you see? How did you see them? Record answers on board or chart paper

Benefits of Number Talks Clarifies student thinking Tests strategies of other students Develops efficient computational strategies Talking math and using math vocabulary Explaining helps the student better understand the math concept

Application of knowledge to other math situations (say first before slide) How can the student apply what they are learning in number talks to other math situations?

Part/Part/Whole Students need to understand that numbers are made up of parts and those parts can be taken from the whole. For example, you may have 2 parts and have to find the whole or you may have the whole and a part and have to find the other part. EXAMPLE: 3 + 2 = 5 (Part/part/whole) 9 – 7 = 2 (Whole/part/part) 5 +___ = 9 (Part/part/whole) Show parents different part/part/whole mats and ten frame mats

Number Bonds Help students: Understand part-whole relationships Compose and decompose numbers See inverse relationships Develop algebraic thinking Master addition & subtraction bonds (facts) through 10 (which is an anchor number) Build relational understanding, which is foundational for building mental math skills

Ten Frames 8 + 5 = ___ 10 + 3 = ___

Students need exposure to real life word problems that are applicable and realistic.

Word Problems Students are expected to demonstrate mastery of addition and subtraction involving Kindergarten situations.

Workshop Structure Large Group Guided Practice Independent Practice Math Read-Aloud and mini lesson Guided Practice Students practice the skill with the guidance of the teacher Independent Practice Students practice the skill independently or with a partner Math Work Stations Students practice/apply previous learned skills

Math workshop structure helps provide the time and opportunities students need to think about and work with numbers in their heads – MENTAL MATH. Students need to believe in themselves as problem solvers.

Common Core Focus The student… spends more time thinking and working on priority concepts is able to understand concepts and their connections to processes (algorithms) The teacher... builds knowledge, fluency, and understanding of why and how certain mathematics concepts are done and how they are connected to one another invests the appropriate time for all students to learn before moving onto the next topic.