1. 1st Grade Math Content Training Session 1
Christina Lees
K-2 Math Program Specialist

2. Task Some children were playing on the playground.
There were 5 girls playing on the playground. There were fewer boys than girls on the playground.
There were 2 fewer boys than girls playing on the playground.
How many children were on
the playground?
5 minutes
MAFS.1.OA.1.1

3. 8 Mathematical Practices
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Which standard(s) for mathematical practice were you engaged in with this task?
2 minutes
Which standard(s) for mathematical practice were you engaged in with this task?

4. 1st Grade Content Training
Learning Goal:
Objectives
Participants will gain a deeper understanding of content taught in the first quarter and will plan collaboratively for instruction aligned to the Math Florida Standards.
Utilize resources to unpack/understand standards
Identify and practice strategies to deepen student understanding of content
Plan for the use of tasks during instruction
Agenda
Examine resources to unpack/understand the standards
Practice and plan for teaching of strategies
Plan for the use of tasks and the teaching of strategies to align with the standards
Summarizing Activity:
Exit Ticket
2 minutes
How can you design lessons aligned to the full intent of the Florida Standards?
Essential Question:
Next Steps:
Share your plans with your team.
Bring feedback from 1st Quarter plans and tasks in October.
Bring questions/ideas for 2nd Quarter Topics in October.

5. Remember the why…
Why do you teach?
Why are you here today?
5 minutes

6. Celebrate Success i-Ready Data
Grade
Progress Toward Targeted Growth
Average Scale Score Gain
Average Scale Score Gain to Achieve Target
Grade 1
130%
+42 32
Percent of Students On or Above Grade Level
2 minutes

7. Great job !!!
2 minutes
+ 41
+ 39
+ 45
+ 42
+ 39

8. Today’s Focus
5 minutes

9. CRA Concrete: Manipulatives
Representational: Drawings and Visual Models
Abstract: Numbers and equations
5 minutes

10. Topic 7 Task 1
MAFS.1.NBT.1.1
10, 20, 21, 22, 23, 24, 25
10, 20, 30, 40, 50, 60, 70
5 minutes
Look at Keisha and Gary’s work. Whose work is correct? Show or write how you know.

11. 8 Mathematical Practices
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Which standard(s) for mathematical practice were you engaged in with this task?
2 minutes

12. 5 minutes

13. Topic 7 Task 2
MAFS.1.NBT.1.1
5 minutes
What numbers are missing from the number grid? How do you know?

14. 8 Mathematical Practices
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Which standard(s) for mathematical practice were you engaged in with this task?
2 minutes

15. EngageNY Math Studio Talk
0:00 – 4:39
5 minutes

16. MAFS.1.NBT.1.1
Topic 7 Task 3
Now, make your own grid picture and write the number of squares you used.
Hawaii Standards Toolkit- Assessment
10 minutes

17. 8 Mathematical Practices
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Which standard(s) for mathematical practice were you engaged in with this task?
2 minutes

18. Use tools: 120 Chart, Dot Cards, Number cards, Base Ten Blocks, Number line
Counting Ideas
Topic 7 Ideas
5 minutes

19. Collaborative Planning
What are some activities or ideas you want to use in your class this year for Topic 7?
What manipulatives and tools will you need?
What will your lessons look like?
What Thinking Maps can you use?
10 minutes

20. Topic 8 Task 1 Laylani has 28 buttons.
MAFS.1.NBT.2.2
Topic 8 Task 1
Laylani has 28 buttons.
Show Laylani’s buttons using tens and ones.
3 minutes

21. 8 Mathematical Practices
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Which standard(s) for mathematical practice were you engaged in with this task?
2 minutes

22. 5 minutes

23. Topic 8 Task 2 RallyTable MAFS.1.NBT.2.2 Decompose 56.
Provide task and think time…Student pairs take turns passing the paper and pencil and write one answer
5 minutes
RallyTable

24. 8 Mathematical Practices
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Which standard(s) for mathematical practice were you engaged in with this task?
2 minutes

25. EngageNY Math Studio Talk
4:40 – 6:49
3 minutes

26. Tools: Ten Frames, Place Value Blocks, Place Value Chart, Number Bonds
Number of days in school or Number of the Day
Make connections for tens and dimes, and ones and pennies
Place Value Strips/Hide Zero Cards
Place Value Ideas
Count the Say Ten way
Number Patterns
Topic 8 Ideas
Number of days in school (popsicle sticks or straws, bundle once you have ten ones); or number of the day- students decompose any two digit number in multiple ways and represent the number in different ways
5 minutes

27. Say 10 Counting
3 minutes

28. Topic 8 Thinking Maps
2 minutes

29. Topic 8 Task 3 MAFS.1.NBT.2.2 Hawaii Standards Toolkit- Assessments
5 minutes

30. 8 Mathematical Practices
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Which standard(s) for mathematical practice were you engaged in with this task?
2 minutes

31. Collaborative Planning
What are some activities or ideas you want to use in your class this year for Topic 8?
What manipulatives and tools do you need?
What would your lessons look like?
What Thinking Maps could you use?
10 minutes

32. 10 minute Break

33. RallyCoach or Sage n’ Scribe
Topic 9 Task 1
MAFS.1.NBT.2.3
RallyCoach or Sage n’ Scribe
5 minutes
The teacher shows the student the first inequality on the Tens and Ones with Base Ten Blocks worksheet and asks the following questions:
Which number is greater, 36 or 63? How do you know that?
Can you model these numbers using base ten blocks?
How many groups of 10 are there in 36?
How many groups of 10 are in 63?
Next, the teacher shows the student the second inequality on the attached worksheet and asks the following questions:
What do you notice about the number of “ones?”
If we modeled each of these numbers with the base ten blocks, how many groups of 10 would you need for 45? How about 65?
Which number is greater?
Finally the teacher should have the student use the <, >, or = symbols to complete the inequalities. The teacher asks, “Can you fill in the blanks using the <, >, or = symbols, and explain how you knew to use each symbol?”

34. 8 Mathematical Practices
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Which standard(s) for mathematical practice were you engaged in with this task?
2 minutes

35. 5 minutes

36. 2 minutes

37. Topic 9 Anchor Chart
2 minutes

38. Topic 9 Anchor Chart
2 minutes

39. MAFS.1.NBT.2.3
Topic 9 Task 2
Choose 2 numbers between 40 and 99. My numbers are _____ and _____.
Write a sentence or equation that compares the numbers. Explain how you know your sentence or equation is true.
EngageNY Module 6
3 minutes

40. 8 Mathematical Practices
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Which standard(s) for mathematical practice were you engaged in with this task?
2 minutes

41. EngageNY Math Studio Talk
6:50 – 9:41
4 minutes

42. MAFS.1.NBT.2.3
Topic 9 Task 3
David and John both ran laps around the track in January. David ran 67 laps and John ran 77 laps.
Who ran the most laps in January? Explain how you know.
MFAS Task
5 minutes

43. 8 Mathematical Practices
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Which standard(s) for mathematical practice were you engaged in with this task?
2 minutes

44. Instead of reading 67 = 67 as 67 equals 67; let’s say 67 has the same value as 67.
Use Tools: Place Value Blocks, Dominoes, Numeral Cards, Playing Cards
Place Value Strips/Hide Zero Cards
Topic 9 Ideas
5 minutes

45. Collaborative Planning
What are some activities or ideas you want to use in your class this year for Topic 9?
What manipulatives and tools do you need?
What would your lessons look like?
What Thinking Maps could you use?
10 minutes

46. Topic 1 Task 1 Part A
MAFS.1.OA.1.1
Write the equations you would use to solve the following problems. Use a symbol for the unknown. Do NOT solve the equations.
3. There were some children at the park. Four more children showed up. Then there were 11 children at the park. How many children were at the park to start with?
2. There were 7 children at the park. Some more showed up. Then there were 11 children in all. How many more children came?
1. There were 7 children at the park. Then 4 more showed up. How many children were at the park all together?
Illustrative Mathematics
Total task time- 6 minutes

47. Topic 1 Task 1 Part B
MAFS.1.OA.4.8
Now solve the equations you wrote in Part A. Be sure to show your work.
1. There were 7 children at the park. Then 4 more showed up. How many children were at the park all together?
2. There were 7 children at the park. Some more showed up. Then there were 11 children in all. How many more children came?
3. There were some children at the park. Four more children showed up. Then there were 11 children at the park. How many children were at the park to start with?

48. 8 Mathematical Practices
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Which standard(s) for mathematical practice were you engaged in with this task?
2 minutes

49. 5 minutes

50. Topic 1 Thinking Map
2 minutes

51. Topic 1 Thinking Map
2 minutes

52. 2 minutes

53. Topic 1 Anchor Chart
2 minutes

54. MAFS.1.OA.1.1
MAFS.1.OA.4.8
Topic 1 Task 2
Jaime made some cupcakes. Her brother took 4 of them to share with his friends. Now Jamie has only 8 cupcakes. How many cupcakes did she make?
Write an equation with a symbol for the unknown.
Solve the equation to tell how many cupcakes Jamie made.
Adapted from MFAS Task
4 minutes

55. 8 Mathematical Practices
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Which standard(s) for mathematical practice were you engaged in with this task?
2 minutes

56. EngageNY Math Studio Talk
0:00 – 4:50
5 minutes

57. If time permits

58. □=7−2 9=□+7 3=8−□ 9−3=□ 6+□=10 10−□=5 Topic 1 Task 3 RallyCoach
MAFS.1.OA.4.8
Topic 1 Task 3
9−3=□ □= −□=5
□=7− =□ =8−□
Illustrative Mathematics
5 minutes
Partner A solves first problem.
Partner B watches and listens, checks, coaches if necessary and praises.
Partner B solves next problem.
Partner A watches and listens, checks, coaches if necessary, and praises.
Repeat…
RallyCoach

59. Topic 1 Ideas Numberless Word Problems Students act out the scenarios
Students use manipulatives to act out scenarios
Allow students to create the context and write word problems
Step away from the text- utilize additional resources
PBL
Have students show their responses using a drawing and an equation
Whiteboards and markers
Topic 1 Ideas
5 minutes

60. Collaborative Planning
What are some activities or ideas you want to use in your class this year for Topic 1?
What manipulatives and tools do you need?
What would your lessons look like?
What Thinking Maps could you use?
10 minutes

61. Next Steps
Share your plans and content knowledge with your grade level teams
Bring feedback, ahas or uh-ohs when we meet in October
Bring ideas or questions for 2nd Quarter Topics for our October training
2 minutes

62. 1st Grade Content Training
Learning Goal:
Objectives
Participants will gain a deeper understanding of content taught in the first quarter and will plan collaboratively for instruction aligned to the Math Florida Standards.
Utilize resources to unpack/understand standards
Identify and practice strategies to deepen student understanding of content
Plan for the use of tasks during instruction
Agenda
Examine resources to unpack/understand the standards
Practice and plan for teaching of strategies
Plan for the use of tasks and the teaching of strategies to align with the standards
Summarizing Activity:
Exit Ticket
2 minutes
How can you design lessons aligned to the full intent of the Florida Standards?
Essential Question:
Next Steps:
Share your plans with your team.
Bring feedback from 1st Quarter plans and tasks in October.
Bring questions/ideas for 2nd Quarter Topics in October.

63. 5 minutes

64. I am happy to… Support you by Participating in PLCs or Lesson studies
Modeling lessons
Helping to plan problem based learning lessons and tasks
Providing additional content or standards help
Have your CRT or Math Coach contact me to schedule additional support.
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