Lunch and Learn: A Collaborative Time for North Carolina Teachers Your Presenter Information

Thank You Burroughs Wellcome Your lunch today was provided through a generous donation by Burroughs Wellcome

Goals for Lunch and Learn Network with teachers from across North Carolina to share resources for implementation of Common Core State Standards. Review important NCDPI resources. Review latest assessment information. Participate in grade level activities that support deep understanding of standards.

New Friends Introduce yourself to the teachers in the room by sharing the following information… Name, School, County What is your favorite number? Explain.

Major Work Kindergarten Major ClustersSupporting/Additional Clusters Counting and Cardinality  Know number names and the count sequence.  Count to tell the number of objects.  Compare numbers. Operations and Algebraic Thinking  Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Number and Operations in Base Ten  Work with numbers 11–19 to gain foundations for place value. Measurement and Data  Describe and compare measurable attributes.  Classify objects and count the number of objects in categories. Geometry  Identify and describe shapes.  Analyze, compare, create, and compose shapes.

Resources NCDPI wikispaces K-2 Assessment Tasks Illustrative Mathematics Inside Mathematics Turnonccmath.org- NCSU Collaborative with Jere Confrey and colleagues

Kindergarten Assessment CC Task 1 DomainCounting and Cardinality ClusterKnow number names and the count sequence. Standard(s)K.CC.1 Count to 100 by ones and tens. K.CC.2 Count forward beginning from a given number within the known sequence (instead of beginning at 1). Materialsnone Task1.Say: Start at 1 and count as far as you can (stop student after 100). 2.Say: Count by 10’s as far as you can (stop student after 100). 3.Say: Begin counting with the number 6. I’ll tell you when to stop. (Stop student at 10.) Repeat:  Begin at 16. Stop student at 21.  Begin at 43. Stop student at 49.  Begin at 62. Stop student at 72.

Kindergarten Assessment Continuum of Understanding Developing Understanding  Omits or repeats numbers in the counting sequence.  Counts by ones, but not to 100.  Incorrectly counts by tens to 100.  Incorrectly begins counting from one or more given numbers.  Inconsistently counts over the decade(s).  Omits or repeats numbers in the counting sequence. Rote counts by ones, without error, to_______. Rote counts by tens, without error, to ______. Begins counting from: ____ 6 ____ 16 ____ 43 ____ 62 Complete Understanding  Counts to 100 by ones.  Counts to 100 by tens.  Counts from all given numbers.  Counts correctly, crossing over the decades.

Kindergarten Assessment Insert Kindergarten Assessment Activity here Focus on examining the Continuum of Understanding

Kindergarten Unit Adding and Subtracting garten+Unit.pdf garten+Unit.pdf

Kindergarten Unit Phases of the lessons  Engage  Explore  Explain  Elaborate  Evaluate Formative Summative

Kindergarten Unit Goals of the Unit… Use objects and pictures to represent real-world situations that involve joining (addition) and removal (subtraction). Accurately solve real-world addition and subtraction problems. Explore the addition and subtraction symbols while solving real-world problems. Communicate their strategies used while solving addition and subtraction problems.

Kindergarten Unit This unit has been designed to introduce the concept of joining (addition) and separating(subtraction) in the context of word problems. This unit should be introduced during the second half of the school year after students have developed skills related to counting a set of objects (K.CC standards).

Kindergarten Unit Grade Level Standards in Kindergarten call for students to represent (K.OA.1) and solve (K.OA.2) addition and subtraction problems using objects, fingers, and drawings. In this unit we limit students work only to concrete objects. When students are ready they can solve problems like the ones in this unit with objects, and also record their work with drawings. The process of having students use drawings should progress from: o 1) using only concrete objects, o 2) using concrete objects and drawing a representation, and then o 3) representing a problem with only a drawing.

Kindergarten Unit

Add whichever Kindergarten Math Stations you want for the Lunch and Learn participants to do. Remember… the goal is to have participants ready to implement this unit. Use your professional judgment as to which tasks you want the participants to do.

Goals for Lunch and Learn Network with teachers from across North Carolina to share resources for implementation of Common Core State Standards. Review important NCDPI resources. Review latest assessment information. Participate in grade level activities that support deep understanding of standards.

Lunch and Learn: A Collaborative Time for North Carolina Teachers Your Presenter Information