CCGPS Mathematics Unit-by-Unit Grade Level Webinar First Grade Unit 6: Understanding Place Value January 16, 2013 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.

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What’s Unit 6 all about? Organizing thinking Quantity representation- place value emphasis Quantity comparison and benchmarking Decomposition of number Types of addition and subtraction problems Modeling problem solving Multiple solution paths

What should students bring from before? Foundational rote counting ability (to 120) Foundational quantity understanding (two digit numbers) Foundational ability to decompose quantities Benchmarking (5 and 10) Rote counting ability (to 20) Foundational organizational ability Use of the 8 Standards for Mathematical Practice

What’s Unit 6 all about? Building from Kindergarten

What’s Unit 6 all about? Building from Unit 5, page 7

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What’s Unit 6 all about? Organizing thinking

What’s Unit 6 all about? Organizing thinking

What’s Unit 6 all about? Quantity representation

What’s Unit 6 all about?

Quantity representation

What’s Unit 6 all about? Quantity comparison

What’s Unit 6 all about? Quantity representation- decomposition of number Leer and Yoshida, NCTM 2010

What’s Unit 6 all about? Decomposition of number

What’s Unit 6 all about? Decomposition of number

What about Fluency? First Grade fluency expectation: Fluently add and subtract within 10. Emphasis on strategy development. Games are a great way to build fluency. Students need a mental image to support quick retrieval. This provides “back-up” memory and aids flexible thinking.

What about Fluency? Bill McCallum says: April 2, 2012 at 4:25 pm Fluent means “fast and accurate” and mental means “in your head”. A fluent calculation is not necessarily mental; a student could be fluent with a paper and pencil algorithm, for example. And a mental calculation is not necessarily fluent, although I think in all of the instances where this phrase is used in the standards fluency is expected as well. But it might be a valuable exercise for a student to mentally add 2 two-digit numbers, even if the calculus is not very fast. Bill McCallum and Jason Zimba (common core authors)

A quick word about Key Words: other-case-against-key-words.html other-case-against-key-words.html

What’s Unit 6 all about? Modeling problem solving

What’s Unit 6 all about? Modeling problem solving

What’s Unit 6 all about? Modeling problem solving

What’s Unit 6 all about? Modeling problem solving

What’s Unit 6 all about? Modeling problem solving

What’s Unit 6 all about? Multiple solution paths

What about teaching? A teacher asks: How do you envision how math class would be taught with the Common Core Standards? I think many teachers teach math in a fairly “traditional” way – instructing students on how to do (whatever) and then assign problems to be completed. How is our “mode of business,” if you will, going to change? Bill McCallum says: Dear Teacher, I don’t see the standards as dictating any particular teaching method, but rather setting goals for student understanding. Different people have different ideas about what is the best method for achieving that understanding. That said, I think it’s pretty clear that classrooms implementing the standards should have some way of fostering understanding and reasoning, and classrooms where students are just sitting and listening are unlikely to achieve that.

One of the strongest results in recent research is that the most important feature in effective teaching is giving students "opportunity to learn". Teachers can set expectations, time, kinds of tasks, questions, acceptable answers, and type of discussions that will influence students' opportunity to learn. This must involve both skill efficiency and conceptual understanding. Hiebert, James; Grouws, Douglas The Effects of Classroom Mathematics Teaching on Students' Learning 2007

Horizontal and vertical connections Strategies apply everywhere, in multiple contexts Integration of content areas ensures connections and relational thinking Multiple steps builds understanding and deeper thinking Work the culminating task collaboratively with colleagues so you know where your kids need to go, and what they might have difficulty with

Resources standards-elementary-school?fd=1 standards-elementary-school?fd=1

Culmination of the unit, not the culmination of First Grade.

As part of the continuing implementation of CCGPS in the year , the current GADOE mathematics frameworks and units are being reviewed, revised, and augmented. We are offering an opportunity for educators to assist in this critical process. The challenge: Create a career-based mathematics task using guidelines provided to supplement and/or address gaps in the existing CCGPS frameworks units. If your task is selected for addition to a unit, you will receive a $200 honorarium per task. All work is to be original using support structures provided by the Georgia Department of Education Mathematics Team. If you are interested in participating in this challenge, please view the task creation guidelines at and get started! Task submission period begins now and closes May 1, We look forward to seeing your tasks. Career-Based Mathematics Task Challenge

As part of the continuing implementation of CCGPS, the current CCGPS mathematics frameworks and units are being reviewed, revised, and augmented. The Georgia Department of Education is seeking qualified math educators to become part of the 2013 CCGPS Mathematics Resource Revision Team which will assist in this critical process. The scope of the CCGPS Mathematics Resource Revision Team work will include, but is not limited to: evaluating newly submitted tasks assessing the need for additional tasks assessing the order of current units and tasks editing of current units and tasks creating additional tasks to address gaps, if necessary 2013 Resource Revision Team

All work will be completed collaboratively with support structures provided by the Georgia Department of Education Mathematics Team. All work is to be completed at the Georgia Department of Education, June 3rd-June 6, and June 10-13, Team members will be compensated for contracted work in the amount of $2000 and travel expenses will be reimbursed. If you are interested in becoming a part of the CCGPS Mathematics Resource Revision Team, please respond to the appropriate Georgia Department of Education contact below by March 1, In your response, please indicate grade level interest, why you would like to be part of this team, related experience, and the contact information for two references Resource Revision Team Grades K-5 Turtle Toms Mathematics Program Elementary Specialist

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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)