CCGPS Mathematics Unit-by-Unit Grade Level Webinar Kindergarten Unit 4: Investigating Addition and Subtraction October 2, 2012 Session will be begin at 3:15 pm While you are waiting, please do the following: Configure your microphone and speakers by going to: Tools – Audio – Audio setup wizard Document downloads: When you are prompted to download a document, please choose or create the folder to which the document should be saved, so that you may retrieve it later.

Expectations and clearing up confusion For information about CCGPS across a single grade span, please access the list of recorded GPB sessions on Georgiastandards.org. For information on the Standards for Mathematical Practice, please access the list of recorded Blackboard sessions from Fall 2011 on GeorgiaStandards.org. CCGPS is taught and assessed from and beyond. A list of resources will be provided at the end of this webinar and these documents are posted on the K-5 wiki.

Please provide feedback at the end of today’s session.  Feedback helps us all to become better teachers and learners.  Feedback helps as we develop the remaining unit-by-unit webinars.  Please visit to share your feedback. After reviewing the remaining units, please contact us with content area focus/format suggestions for future webinars. Turtle Gunn Toms– Elementary Mathematics Specialist

CCGPS Mathematics Unit-by-Unit Grade Level Webinar Kindergarten Unit 4: Investigating Addition and Subtraction October 2, 2012 Turtle Toms– Elementary Mathematics Specialist These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

Welcome! Thank you for taking the time to join us in this discussion of Unit 4. At the end of today’s session you should have at least 3 takeaways:  The underlying structure of a task-based approach.  What the research says about communication.  Ideas to support student and teacher communication.

Expectations and clearing up confusion The intent of this webinar is to bring awareness to:  approaches to tasks which provide deeper learning situations for your students. We will not be working through each task during this webinar.

Wiki Questions Please give teachers feedback on how to assess for GKIDS while teaching the unit frameworks. Why aren’t there answer keys? Has anyone at the state-level “dug-in” and worked through the tasks as you are asking Georgia educators to do? How are you letting districts know about changes in units? What about homework and other resources? Where and what are teachers suppose to pull for those? Are the tasks supposed to go home? Do teachers have to complete all of the tasks? How are parents supposed to help their children without books or other resources? What about grades? What about students who are not progressing as they should using only the tasks? What about students with disabilities?

So, there are the answers.

We can’t change how people think by telling them what we think and we can’t change how people teach by telling them how to teach. They have to experience good teaching – first as a learner, then as a teacher. -a really smart person We can’t change how people think by telling them what we think and we can’t change how people teach by telling them how to teach. They have to experience good teaching – first as a learner, then as a teacher. -a really smart person

No support? On your own?

How can we get support? Inquire at a local college or university. Mathematicians are inexpensive! Some are free…

How can we get support? Collaboratively solve tasks and discuss.

Make time this year for the wiki and the webinars.

o Imitative Bad Math?

o Passive/receptive Bad Math?

o Minimal student explanations, comparisons Bad Math?

Passive Active

Transmission Challenging

Feel like this?

Feel like this!

Recipe for Success

How do students learn math?

Hmmm..All three are communication

Worthwhile Task kindergarteners

Worthwhile Task Teacher sets up the task…how? Supports include…what ? Suggestion included….what? Student ideas emerge, take form, and are shared….how? Conjectures are made and explored, and evolve into strategies…how? Strategies become retrievable practices…how? The plenary discussion at the end helps to cement these ideas….how and why?

Let’s talk a little more math…

Many math programs in the U.S. move from beginning ideas of counting and cardinality to addition and subtraction, “leaving students with a very limited collection of ideas about number... Resulting in children continuing to count by ones to solve simple story problems and difficulty mastering basic facts (Van de Walle, 2007, p. 124)

Very young children see a quantity as an aggregate of single units ‐‐ they need to count to find the total. They usually move on to abbreviate the count of one of the addends ‐‐ using “counting on” After more experience, they begin to see quantities as made by smaller chunks and become able to separate and combine these chunks freely. Bill Jackson, NCTM 2010

An important goal of early mathematics is students’ growth of flexible, fluent, accurate knowledge of addition and subtraction combinations. Learning these combinations is not only about rote memorization. Seeing and using patterns, and building relationships, can free children’s cognitive resources to be used in other tasks. Children generalize the patterns they learn and apply it to combinations that were not studied. Doug Clements: Learning and Teaching Early Math

This is the foundation of functional thinking because in order to see a number in relationship to another, we must pay attention to any dependency relationship or rule for correspondence. Tad Watanabe, 2008

How are Number Talks Useful? number-combinations?fd=1# number-combinations?fd=1#

Number Talk Who did the math thinking during the number talk? What specific mathematics did the students demonstrate they understood? What did the teacher do to support the student discourse? What recording techniques did the teacher employ that supported learning in the class?

How do teachers change practice?

Progressions

Resources Books  Van De Walle and Lovin, Teaching Student- Centered Mathematics, K-3 and 3-5  Parrish, Number Talks  Fosnot and Dolk, Young Mathematicians at Work  Shumway, Number Sense Routines  Wedekind, Math Exchanges

Resources Common Core Resources  SEDL videos -  Illustrative Mathematics -  Dana Center's CCSS Toolbox -  Arizona DOE - practices/mathematics-standards/ practices/mathematics-standards/  Inside Mathematics-  Common Core Standards -  Tools for the Common Core Standards -  Phil Daro talks about the Common Core Mathematics Standards -

Resources Professional Learning Resources  Inside Mathematics-  Edutopia –  Teaching Channel -  Annenberg Learner - Assessment Resources  PAARC-  MARS -  MAP -  PARCC -

A little something extra: Instead of 30 minutes of television tonight, watch this: _is_more_than_fun_it_s_vital.html Kindergarten Wiki from another state: ndergarten+Home

“ It ain’t what people don’t know that hurts them. It’s what they do know that ain’t so.” Will Rogers “ It ain’t what people don’t know that hurts them. It’s what they do know that ain’t so.” Will Rogers

Thank You! Please visit to provide us with your feedback! Turtle Gunn Toms Program Specialist (K-5) These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. Join the listserve! Follow on Twitter! (yep, I’m tweeting math resources in a very informal manner)