1. EERTI Math Circle Session 4, Day 5 Conceptual Place Value
Facilitator:

2. Thank you for… Being on time Attending to your comfort
Giving the group your full attention
Listening respectfully while others are speaking
Valuing each other’s ideas
Participating constructively, adding your knowledge and experiences
Making constructive suggestions to your leader

4. As we focus on… Today we will…
Read, share, think, watch, play, listen, and bond…
As we focus on…
The teaching and learning mathematics
Response to Intervention
Place Value

5. Focus on Students A I D R PN
Please share a video or situation illustrating student thinking, difficulty, or learning. Invite others to contribute ideas and strategies for what to do next.

6. ONGOING PROFESSIONAL REFLECTION
Our EERTI Math Circle Master Plan
ATTENDING*
Monitoring student mathematical practices, including words, actions, strategies
INTERPRETING*
Making determinations of student progress toward fluency, including analysis of gaps in understanding and skills
DECIDING*
Implementation of targeted, research-based mathematics intervention strategies to advance fluency, based on individual student need, within the context of expected developmental progressions
ONGOING PROFESSIONAL REFLECTION
Collegial student-centered team meetings for understanding and advancing foundational fluency
Professional Noticing
An excerpt from the KY Committee for Mathematics Achievement Position Statement “Mathematical Fluency and Response to Intervention,” adopted February 25, 2012.
*Professional Noticing Cycle (Jacobs, et. al. 2010). Jacobs, V. R., Lamb, L. C., & Philipp, R. A. (2010, March). Professional noticing of children’s mathematical thinking. Journal of Research in Mathematics Education, 41, 169.

7. FA 1000 Watch and score FA 1000 individually.
Divide into groups of 3-4.
Share results and explain rationale for scoring.
Once a consensus has been reached, share results with Math Circle.

8. Mathematics Fluency: A Balanced Approach

9. Big Idea Review: Which has foundational fluency?
“I know that 10+4=14 and that 10-1=9 so…”
4=3 & 1
9+1=10
10+3=13
THIRTEEN
Thirteen!

10. Kathy Richardson: Developing Number Concepts
Book 3: Place Value, Multiplication, and Division
Take a moment to familiarize yourself with the book.

11. Place Value
“The most basic concept confronting children is that our number system is based on forming groups of ten.” (p.10)

12. Place Value
“For many years, children have learned procedures for getting answers to two-digit addition and subtraction problems in spite of the fact that they may not understand the underlying math concepts.” (p.3)

13. Place Value
In order to successfully understand place value, a student must:
Count groups at though they were single objects
Look at one amount as being made up of many different groups
Know that a numeral (digit) can stand for different amounts, depending on where it is written in the number

14. Teaching Place Value Grades K-3 (p.5-6)
Kindergarten: Developmental inappropriate to introduce place value concepts.
First Grade: Most first graders are not ready for place value instruction.
Second Grade: Place value concepts are the core of second grade mathematics. Explore the ideas of forming and counting groups and discovering patterns.
Third Grade: Review and extension of previous place value instruction

15. Let’s Investigate! GROUP 1 GROUP 2 GROUP 3
Understanding Regrouping
Developing a Sense of Quantities
Addition and Subtraction of Two-Digit Numbers
What are the most important points for developing this knowledge?
Page 7
Page 57*
Pages
Which goals might be appropriate for your students? Why?
Page 57
Page 102
What are the areas of concern for your students? How can you meet the range of needs?
Pages 8-9
Pages 57-59
Pages
Choose a “scene” and reflect on how the teacher makes the mathematics: a. explicit; b. systematic.
Pages 10-13
Pages 60-65
Pages
1.Beginning Number Concepts p.2-4
2. Pattern p.72-75
3. More and Less p

16. Place Value-Regrouping
Plus One and Minus One Games (p.15)
Number Patterns (p.25)
Grab and Add (p.49)
00-99 Chart Puzzles (p.54)

17. Place Value-Quantities
Rearrange It (p.72)
Paper Shapes (p.81)
Containers (p.86)
Building Stacks (p.96)

18. Place Value-Adding and Subtracting Two-Digit Numbers
Partner Add-It (p.118)
Roll and Subtract (p.123)
Solving Story Problems (p.131)

19. Jump Strategies Teaching Number in the Classroom (Purple) Chapter 8
Leap Frog (p.134)

20. Split Strategies Teaching Number in the Classroom (Purple) Chapter 9
Ten More or Ten Less with Bundles and Sticks (p.151)

21. Make and Take Bead Racks Bundles and Sticks Arrow Cards
Place Value Dice
Counting Chart
Portion Cups

22. Reflection On a sheet of paper, please respond to the following:
After the EERTI Math Circle experience, I would define mathematical fluency as…
The Math Circle has taught me…
One concept I plan to share with my colleague(s)…
Additional thoughts or comments