1. Lunch and Learn: A Collaborative Time for North Carolina Teachers
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2. Thank You Burroughs Wellcome
Your lunch today was provided through a generous donation by Burroughs Wellcome

3. 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.

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

5. Supporting/Additional Clusters
Major Work
First Grade
Major Clusters
Supporting/Additional Clusters
Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction.
Understand and apply properties of operations and the relationship between addition and subtraction.
Add and subtract within 20.
Work with addition and subtraction equations.
Number and Operations in Base Ten
Extend the counting sequence.
Understand place value.
Use place value understanding and properties of operations to add and subtract.
Measurement and Data
Measure lengths indirectly and by iterating length units.
Tell and write time.
Represent and interpret data.
Geometry
Reason with shapes and their attributes.
Remind teachers that the goal of CCSS is to go “deeper.” Focus on the Major Work.

6. Resources
NCDPI wikispaces
K-2 Assessment Tasks
Illustrative Mathematics
Inside Mathematics
Turnonccmath.org- NCSU Collaborative with Jere Confrey and colleagues
Lunch and Learn Presenter… Please add any other resources that you LOVE.

7. First Grade Assessment
NBT Task 1a
Domain
Number and Operations in Base Ten
Cluster
Extend the counting sequence.
Understand place value.
Standard(s)
1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
Materials
19 cubes or counters, blank paper, pencil
Task
Place 19 cubes on the table in a scattered arrangement. Say: I have a pile cubes. How many do you think there are? Count and see.
After the student counts, ask: “How many cubes are in the pile?
Say: Write that number on this piece of paper.
Then, circle the digit in the ones place (9). Say: Show me with your cubes this amount.
After the student shows the cubes, point to the digit in the tens place (1) and say: “Show me with your cubes this amount.”
If there are still cubes left over, point to the remaining cubes and ask: “Why do you think there are still cubes leftover?”

8. First Grade Assessment
Continuum of Understanding
Developing Understanding
Counts the collection of cubes incorrectly.
Incorrectly shows the amount of cubes in the ones place.
Incorrectly shows the amount of cubes in the tens place.
Has cubes leftover after showing both amounts.
Shows 9 cubes to represent the digit “9”.
Shows 10 cubes to represent the digit “1”.
Shows 1 cube to represent the digit “1”.
Complete Understanding
Counts the collection of cubes correctly.
Correctly shows the amount of cubes in the ones place.
Correctly shows the amount of cubes in the tens place.

9. First Grade Assessment
Insert First Grade Assessment Activity here
Focus on examining the Continuum of Understanding
Insert your own Kindergarten Assessment Activity. We want participants to delve into the tasks to understand the new grading standards.

10. First Grade Unit Exploring Two Digit Numbers
Participants will work through the lessons that are within this NCDPI Kindergarten Unit

11. First Grade Unit Phases of the lessons Engage Explore Explain
Elaborate
Evaluate
Formative
Summative
Participants will work through the lessons that are within this NCDPI Kindergarten Unit

12. First Grade Unit Goals of the Unit…
Represent a given number (0 – 19) on a ten-frame (double ten-frame) and relate the representation to the written numeral
Given a number between 0 and 9, tell how many more are needed to make a ten
Given a number between 11 and 19, tell how many tens and ones (leftovers) there are
Given a number (0 – 30 the second and third months, 0-50 the first half of the year, the second half of the year), tell/show how much one more or one less is with mini-ten frames, unifix cubes/pop cubes and/or any types of groupable manipulatives

13. First Grade Unit Goals of the Unit…
Given a number between 0 and 99, tell how much one more or one less is
Write the numbers in standard form if shown with mini-ten frames, unifix cubes/pop cubes and/or any types of groupable manipulatives
Understand and use the place value of tens and ones and the order of numbers
Given a number, tell/show numbers that are greater than, less than or equal

14. First Grade Unit

15. First Grade Unit
Add whichever First Grade Unit 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.

16. 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.
Review the goals.

17. Lunch and Learn: A Collaborative Time for North Carolina Teachers
Ask teachers for feedback Thanks for sharing your time and talents with the participants.
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