K-1 TIPM3 Dr. Monica Hartman Cathy Melody and Gwen Mitchell November 2, 2011

 College Credit  State Board CEUs  Hello teachers returning from last year!  Welcome to our new teachers Introductions, Again

 Common Core State Standards  Content  Practices  Principles of Professional Practice  Domains of Teachers’ Work Focus for

Principles of Professional Practice 1.Attend to the integrity of mathematics 2.Commit to the learning and achievement of all students 3.Establish and manage a productive work environment 4.Learn from and systematically improve instruction

 Leading a class discussion  Representing mathematical ideas  Assessing students’ mathematical knowledge, skill, and dispositions  Planning mathematics lessons Domains of Teachers’ Work

 Play You-Tube Video Play You-Tube Video Common Core State Standards

 1. Make sense of problems and persevere in solving them.  2. Reason abstractly and quantitatively.  3. Construct viable arguments and critique the reasoning of others.  4. Model with mathematics.  5. Use appropriate tools strategically.  6. Attend to precision.  7. Look for and make use of structure.  8. Look for and express regularity in repeated reasoning. Mathematical Practices

 1. Make sense of problems and persevere in solving them.  2. Reason abstractly and quantitatively.  3. Construct viable arguments and critique the reasoning of others.  4. Model with mathematics.  5. Use appropriate tools strategically.  6. Attend to precision.  7. Look for and make use of structure.  8. Look for and express regularity in repeated reasoning. Mathematical Practices

 In your notebook, reflect on some things that you are already doing that helps to build a productive learning community  Share your ideas at your table  Choose one or two ideas to share with the whole group The Learning Community: A Productive Work Environment

 Teacher as a facilitator  Provide high quality mathematical tasks  Provide students with expectations for following routines and procedures  Ask questions  Promote risk taking  Build relationships The Learning Community: A Productive Work Environment

Students need a physical environment that supports the type of community you want to build.

Work Spaces Whole Group Instruction Spaces Teacher-Directed Space

Students need space to work with a partner Students need space to work in small groups.

Interactive Word Wall Calendar

Math Tools and a system to make them available

 Tools for the Common Core Website Tools for the Common Core Website  Learning Progressions  Take a few minutes to read pages 4 and 5 about Counting and Cardinality.  If you have time, read a liitle more CCSS Learning Progressions

 What does Keara know about counting and cardinality? What is the evidence?  What does Keara still need to know?  What does she know about operations and algebraic thinking?  What questions are asked to facilitate the learning?  What instructional support does Keara need? Keara’s Math

 Lunch

 Fosnot and Dolk (2001) make it clear that understanding of cardinality is not a simple matter for 4 year old children. Children will learn how to count (matching words with objects) before they understand that the last count word indicates the amount of the set or the cardinality of the set. Children who made this connection are said to have the cardinality principle. Counting and Cardinality

 Operations and Algebraic Thinking  Number yourselves from 1-4 at your table  Be prepared to explain the assigned addition or subtraction situation type to your group 1 – Add to 2 – Take From 3 - Put Together/Take Apart 4 - Compare Learning Progressions

 Need 11 volunteers to act out this story. Benny’s Pennies

The problematic or engaging aspect must be due to the mathematics the students are to learn.  Accessible to all students  Embedded in real-world context  Requires justifications and explanations for answers and methods  Involves multiple steps, actions, or judgments  Encourages the use of tools  Manipulatives, rulers, graph paper, calculator High Quality Mathematics Tasks

 What do you think?  Why do you think that?  What if…?  Can you find another way to solve that?  Can you find another way to explain that?  Can you convince me?  How did you arrive at that answer?  Did someone get the same answer but by different reasoning?  Who has a different solution?  How do you know the solution is correct?  Can you convince someone who disagrees with you? List of Good Questions

 Each table receives 3 gourds of varying size THE TASKS:  Which gourd is the heaviest? How do you know?  Order the gourds from lightest to heaviest. Be prepared to share how your group figured this out.  Draw a picture of each gourd to record your work. Cut out the pictures to include in your journal. Super Gourd

 Practice Standard 4 – Model With Mathematics  Practice Standard 5 – Use appropriate tools strategically Even numbered person at each table will complete the chart for Practice Standard 4; odd numbered person will do practice standard 5. Mathematical Practices

Someone entering a classroom should be able to identify the following. They should look for: Students who are engaged in this practice standard can say: “I CAN…” 4. Model With Mathematics

Someone entering a classroom should be able to identify the following. They should look for: Students who are engaged in this practice standard can say: “I CAN…” 5. Use Appropriate Tools Strategically

 Choose a mathematical practice that you would like to improve in your own practice. Make a plan that you will try for the next few weeks.  Share this plan with your partner.  Be prepared to let us know how your plan is working when you come back November 30. Closing

 Thanks for a wonderful day!  You can reach me at Thank you!