1. Framing Grade 1 Math Instruction
June 10, 2016

2. Participation Norms Be ready to fully participate Minimize “air time”
Take risk
Celebrate accomplishments
Ask tables to discuss each of the participation norms for the cohort. What should each norm look like? Are there any other norms we should add?
Our participation over the school year should focus on learning and implementation rather than frustrations and complaints.

3. Discourse Norms Listen and think about what others say Share ideas
Learn from mistakes
Ask questions
Learn from trying new things
Please look over the discourse norms as a table. What should each norm look like? Are there any we should add? Why do we have discourse norms in addition to participation norms?
These norms are helpful in the classroom for students as they remind us of specific ways to participate in math activities and conversations.
Although I generally avoid absolutes when it comes to describing good teaching, I will highlight a few common instructional practices that feed a negative classroom climate, thus working against belongingness. First, many math classrooms emphasize competition. Whether this comes from formal races, timed tests, or just students’ constant comparison of grades, competition sends a strong message that some people are more mathematically able than others. This is problematic because there is typically one kind of smartness that leads students to “win” these competitions: quick and accurate calculation. To paraphrase mathematician John Allen Paulos, nobody tells you that you cannot be a writer because you are not a fast typist; yet we regularly communicate to students that they cannot be mathematicians because they do not compute quickly.

4. Mathematics Norms Task require more than simply the answer
Use words, pictures, and numbers to communicate connections
Use academic vocabulary
Use mistakes to support rich learning about mathematics
What would each norm look like? Are there any other mathematics norms we should add? How could establishing mathematics norms be helpful in the classroom?

5. What are our curricular aims for grade 1 mathematics?
How do you determine the depth of student understanding of the previous year’s student expectations?

6. Unit 1: Data Analysis Stuff What Students “DO”
1.8A Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts. 1.8B Use data to create picture and bar-type graphs. 1.8C Draw conclusions and generate and answer questions using information from picture and bar-type graphs.
1.1A apply math in everyday life 1.1C select tools 1.1D communicate mathematical ideas 1.1E create and use representations 1.1F Analyze mathematical relationships 1.1G Display, explain and justify

7. Unit 1 Learning Progression
Unit 1: Data Analysis Days
Organize Data
1.8A Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T- charts
1.8B Use data to create picture and bar-type graphs.
Interpreting Information
1.8C Draw conclusions and generate and answer questions using information from picture and bar-type graphs.

8. Activity: Is it a Grade 1 Graph?
Do not place your name on this paper please!
Circle the examples on the list that fit the question listed.
Once complete, fold your paper hamburger style and place in the center on the table.
Take up papers and redistribute to tables other than there own. Use the papers to encourage small-group discussion and to examine the specificity of grade 1 data TEKS.

9. Specificity Picture Graph Bar-Type Graph
Horizontal or vertical linear arrangement
Pictures spaced equal distances apart
Placement of pictures on a vertical graph is from the bottom up and on a horizontal graph is from the left to the right.
Each category may use a different picture that represents the category.
Each picture represents one unit of data
Value of the data in each category is determined by the total number of pictures in
Horizontal or vertical linear arrangement
Bars divided into equal-sized cells with no gaps between the cells

10. Learning Progression for Grade 1 Year
Grade 1: Addition and Subtraction
Developing and Using Addition and Subtraction Computations
1.3C Compose 10 with two or more addends with and without concrete objects
1.3E Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences.
1.5E Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s).
 1.3D Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10.
1.5G Apply properties of operations to add and subtract two or three numbers.
One Step Problem Solving Situations
1.5D Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences.
1.3B Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as = [ ]; 3 + [ ] = 7; and 5 = [ ] – 3.
1.3A Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99.
1.5F Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation.
1.3F Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.
Year Progression

11. Unit 2: Addition and Subtraction up to 10
Stuff
What Students “DO”
1.2A Recognize instantly the quantity of structured arrangements. 1.3B Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as = [ ]; 3 + [ ] = 7; and 5 = [ ] – C Compose 10 with two or more addends with and without concrete objects. 1.3D Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a E Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences. 1.3F Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within D Represent word problems involving addition and subtraction of whole numbers up to 20using concrete and pictorial models and number sentences. 1.5E Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). 1.5F Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation. 1.5G Apply properties of operations to add and subtract two or three numbers.
1.1A apply math in everyday life 1.1B use a problem solving plan 1.1C select tools 1.1D communicate mathematical ideas 1.1E create and use representations 1.1F Analyze mathematical relationships 1.1G Display, explain and justify
Ten-Frames; Cuisenaire Rods; Sum Blox

12. Unit 2 Learning Progression
Unit 2: Addition and Subtraction Up to Days
Developing and Using Addition and Subtraction Computations
1.2A Recognize instantly the quantity of structured arrangements.
1.3C Compose 10 with two or more addends with and without concrete objects
1.3E Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences.
1.5E Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s).
1.3D Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10.
1.5G Apply properties of operations to add and subtract two or three numbers.
One Step Problem Solving Situations
1.5D Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences.
1.3B Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as = [ ]; 3 + [ ] = 7; and 5 = [ ] – 3.
1.5F Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation.
1.3F Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.

13. Instruction

14. Procedural Fluency
Procedural Fluency refers to knowledge of procedures, knowledge of when and how to use them appropriately, and skill in performing them flexibly, accurately, and efficiently.

15. Fluency Proficiency Stations
(4) The primary focal areas in Grade 1 are understanding and applying place value, solving problems involving addition and subtraction, and composing and decomposing two-dimensional shapes and three-dimensional solids. Skills: Coins (value and like counts) Time (hour and half-hour)

16. Fluency Proficiency Stations
Sum Blox
10-Frame Card Station
Basic Facts Math Balance
Make 10 Game
Ten Frame Domino Game

17. Planning Fluency Stations

18. Unit 3: Time to the Hour Stuff What Students “DO”
1.7E Tell time to the hour and half hour using analog and digital clocks.
1.1A apply math in everyday life 1.1C select tools 1.1E create and use representations 1.1F Analyze mathematical relationships 1.1G Display, explain and justify
Clocks – Clock Face Spinners

19. Unit 3 Learning Progression
Unit 3: Time to the Hour Days
Tools
1.7E Tell time to the hour and half hour using analog and digital clocks.

20. Learning Progression for Grade 1 Year
Grade 1: Place Value
Represent and Compare Whole Numbers
1.2B Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones.
1.2C Use objects, pictures, and expanded and standard forms to represent numbers up to120.
1.2D Generate a number that is greater than or less than a given whole number up to 120.
1.2E Use place value to compare whole numbers up to 120 using comparative language.
1.2F Order whole numbers up to 120 using place value and open number lines.
1.2G Represent the comparison of two numbers to100 using the symbols >, <, or =.
Relationships within Numbers
1.5C Use relationships to determine the number that is 10 more and 10 less than a given number up to 120.

21. Unit 4: Foundation of Numbers up to 20
Stuff
What Students “DO”
1.2B Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones. 1.2C Use objects, pictures, and expanded and standard forms to represent numbers up to D Generate a number that is greater than or less than a given whole number up to E Use place value to compare whole numbers up to 120 using comparative language. 1.2F Order whole numbers up to 120 using place value and open number lines. 1.2G Represent the comparison of two numbers to100 using the symbols >, <, or =.
1.1A apply math in everyday life 1.1C select tools 1.1D communicate mathematical ideas 1.1E create and use representations 1.1G Display, explain and justify
Base-Ten Blocks

22. Unit 4 Learning Progression
Unit 4: Foundation of Numbers up to Days
Represent and Compare Whole Numbers
1.2B Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones.
1.2C Use objects, pictures, and expanded and standard forms to represent numbers up to120.
1.2D Generate a number that is greater than or less than a given whole number up to 120.
1.2E Use place value to compare whole numbers up to 120 using comparative language.
1.2F Order whole numbers up to 120 using place value and open number lines.
1.2G Represent the comparison of two numbers to100 using the symbols >, <, or =.
Relationships within Numbers

23. Instruction

24. Planning Reflection
How many days did you devote to a specific TEKS for instruction?
How will you spiral kindergarten skills that support your upcoming instruction?
How have you ensured that quality questions are asked to promote student understanding?