2. Set 3 Goals for this school year Write 2 actions that will assist you in meeting your goals Write 1 challenge that you may Encounter

3. Exit Slip: Revisit Essential Question AGENDA: I Do: Review focus group materials We Do We Do: Math Content Training For Topic 1, 2, and 3 They Do: Map out how you’re going to teach the beginning of the year concepts. You Do: Processing Time: Answer the essential question Homework Instruction Vocabulary: Pacing guide, Skill Sheets, Journal Entries, Common Core ESSENTIAL QUESTION: How can exploring the math content and resources help me to be an effective teacher? Objective: Today we will explore the math content, review the resources now available and share best practices to teach the content effectively. BENCHMARK: Math Resources and Content. BELL RINGER: DATE: July 30, 2012 Introductions: 3 – 2 - 1 Activity

4. How can exploring the math content and resources help me to be an effective teacher?

6.  Pacing Guide with Lesson breakdown  Grade Level Skills Sheets  SAT-10 Dailies  Calendar Math Suggestions

8. GO MATH will now consist of all COMMON CORE You will not have to print additional On Core Lessons on the Thinkcentral website. New Dashboard for ThinkCentral

10.  Go Math textbooks are all correlated to Common Core.  Schools will receive updated Common Core Teacher’s Editions

16.  Redone by Standard  The same benchmark all week  Easier to use

17.  Calendar Math is a time when students do the same routine every day in order to work on basic math skills  Many SAT-10 skills can be taught through Calendar Math  Sample Calendar Math Ideas: › 100 Days of School Countdown/ Count up › Calendar › Place Value Chart › Time › Money › Graphing

20. The content standards have three levels of organization. The standards define what students should understand and be able to do. These standards are organized into clusters of related standards to emphasize mathematical connections. Finally, domains represent larger groups of related standards.

21. TOPIC I : Numbers Concepts, Place Value, and Counting Patterns New Edition Common Core Textbook MACC.2.NBT.1.2; MACC.2.NBT.1.3; MACC.2.OA.3.3

22. “The Standards for Mathematical Practice are unique in that they describe how teachers need to teach to ensure their students become mathematically proficient. We were purposeful in calling them standards because then they won’t be ignored.” ~ Bill McCallum Standards for Mathematical Practices

23. Mathematical Practices 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

24. MP 3:Construct viable arguments and critique the reasoning of others Mathematically proficient students can… make a mathematical statement (conjecture) and justify it listen, compare, and critique conjectures and statements

25. MP 7 : Look for and make use of structure Mathematically proficient students can… look closely to determine possible patterns and structure (properties) within a problem analyze patterns and apply them in appropriate mathematical context

26. A. Developing Understanding of Place Value and the Numeration System of Numbers to 99: 1. Naming numbers in verbal and written form 2. Representing numbers using concrete models 3. Writing numbers a. expanded form b. standard form c. word form B. Developing an Understanding of Odd and Even Numbers: 1. Verbally naming and writing odd/even numbers up to 99 2. Representing a. concrete models b. pictorial models 3. Identifying odd and even numbers in a group 4. Explaining why a number is odd/even C. Developing an Understanding of Problem Solving Involving: 1. Counting forward and backward by 10s 2. Skip counting 3. Using logical reasoning to solve problems

27. Let’s Watch one together! Found on Thinkcentral.com Under Resources Segment 2

28.  How did you see the practice being implemented  How would this look in 2 nd Grade?  What are some benefits by viewing the Podcasts?

29.  During the first 3 topics you will be teaching place value starting with the › Ones and tens for Topic 1 › Ones, Tens, and Hundreds for Topic 2 › Ones, Tens, Hundreds, and Thousands for Topic 3

30.  Classify numbers up to 20 as even or odd  Write equations with equal addends to represent even numbers (e.g. 10=5+5).  Use place value to describe the values of digits in 2-digit numbers.  Read and write two digit numbers using expanded form, word form, and standard form.  Identify the position of a digit in a two- digit number and name its value

33. Review Teaching for Depth at the Beginning of Each Chapter

34. It also gives you strategies to teach the content in the lesson.

35. Have the students make circles around two counters. If there are no counters left, the number is EVEN. If there is one counter left alone, it is ODD.

36. MANIPULATIVES, MANIPULATIVES, MANIPULATIVES!

37.  Apply place value concepts to find equivalent representations of numbers.  Apply place-value concepts to write 2-digit numbers that are represented by pictorial models.  Solve problems by finding different combinations of tens and ones to represent 2- digit numbers using the strategy find a pattern.  Extend counting sequences within 100, counting by 1’s, 5’s, and 10’s.  Extend counting sequences within 1,000, counting by 1’s, 5’s, 10’s, and 100’s.

38. 5 2

39.  ALWAYS teach vocabulary and USE IT during your instruction.  Students also should be using this vocabulary in their verbal explanations and writing.  Place vocabulary on a Math Word Wall, so students can refer to it for the spelling. 28 = twenty-eight, 100 = hundred, 68= sixty-eight, 1,000 = thousand

41. Students will be required to count by 1s, 5, 10s, and 100s up to 1000. Be sure to use charts that go up to 1000.

42. Collaborative Strategy- Numbered Heads 1. Each individual will receive a popsicle stick with a number. 2. Everyone with the same number will group as a pair to work on an a computation problem and a word problem. 3. At this time choose who will be the: A. Teacher B. Student 4. Teachers please explicitly teach the concept and incorporate the following in your lesson: A. Problem Solving Strategy B. Address Common Errors

43. #1 #2

44. 84 8 4 84 80 4

45. TOPIC II : Number Sense in Place Value and Number Patterns with 3-Digit Numbers New Edition Common Core Textbook MACC.2.NBT.1.1a; MACC.2.NBT.1.1b; MACC.2.NBT.1.3; MACC.2.NBT.1.4; MACC.2.NBT.2.8

46. MP 7 : Look for and make use of structure Mathematically proficient students can… look closely to determine possible patterns and structure (properties) within a problem analyze patterns and apply them in appropriate mathematical context

47. MP 8 : Look for and express regularity in repeated reasoning Mathematically proficient students can… notice repeating calculations and look for efficient methods/ representations to solve a problem evaluate the reasonableness of their results throughout the problem solving process.

48. A. Developing Understanding of Place Value and the Numeration System of Numbers to 1000: 1. Naming numbers in verbal and written form 2. Representing numbers using concrete models 3. Writing numbers a. expanded form b. standard form c. word form 4. Identifying how tens are grouped as hundreds  a. 100 can be thought of as a bundle of ten tens- called a ‘hundred”  b. The numbers 100, 200, 300, 500, 600, 700, 800, 900, refer to one, two, three, four, five, six, seven, eight, or nine hundred ( and 0 tens and 0 ones) B. Developing an Understanding of Problem Solving Involving Number Patterns: 1. Counting forward and backward by 10s and 100s 2. Using a variety of units to skip count  Using logical reasoning to solve problems.

49.  Understand that 10 rods (tens) are equivalent to 1 hundred (flat).  Write 3-digit numbers that are represented by groups of tens.  Use concrete and pictorial models to represent 3-digit numbers.  Apply place value concepts to write 3-digit numbers represented by pictorial models.  Use place value to describe the value of digits in numbers to 1,000.

50.  Read and write 3-digit numbers in word form (number name), expanded form and standard form.  Identify 10 more, 10 less, 100 more, or 100 less than any given number.  Compare three-digit numbers using the symbols (>, <, and =).  Apply place value concepts to find equivalent representation of numbers.  Extend number patterns by counting on by tens or hundreds.  Solve problems involving number comparisons by using the strategy make a model.

53.  Use Base ten blocks for concrete understanding  Place Value Chart

55.  Place Value- CC.M.2.NBT.1 MACC.2.NBT.1.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

57.  Move from concrete to pictorial.  Show the students how to QUICKLY draw the base-ten blocks. = 256

58.  Correlate using expanded form, base- ten blocks and a place value chart together.

59.  Always have students draw the place value chart  When writing in expanded form, add the zeros after the place value

60.  Cross out to count back  Draw more to add on

61. Collaborative Strategy- Numbered Heads 1. Each individual will receive a popsicle stick with a number. 2. Everyone with the same number will group as a pair to work on an a computation problem and a word problem. 3. At this time choose who will be the: A. Teacher B. Student 4. Teachers please explicitly teach the concept and incorporate the following in your lesson: A. Problem Solving Strategy B. Address Common Errors

63. TOPIC III : Addition and Subtraction; Facts and Relationships New Edition Common Core Textbook MACC.2.OA.1.1; MACC.2.OA.2.2; MACC.2.OA.3.4

64. MP 3:Construct viable arguments and critique the reasoning of others Mathematically proficient students can… make a mathematical statement (conjecture) and justify it listen, compare, and critique conjectures and statements

65. MP 8 : Look for and express regularity in repeated reasoning Mathematically proficient students can… notice repeating calculations and look for efficient methods/ representations to solve a problem evaluate the reasonableness of their results throughout the problem solving process.

66. A. Fluency with Basic Addition and Subtraction facts Using Numbers Within Twenty 1. Reviewing subtracting basic facts 2. Fact family (order property) 3. Identifying missing addends in addition and subtraction B. Solving problems that Involve Repeated Addition 1. Modeling equal groups and use repeated addition sentences to find how many in all 2. Providing real-world situations and have students find a pattern to solve problems and explain reasoning (ex. 6 students = how many pairs of shoes? Why?

67.  Use doubles facts as a strategy for finding sums for near double facts.  Recall sums for basic facts using properties and strategies.  Recall sums for addition facts using make a ten strategy.  Find sums of three addends by applying the Commutative and Associative Properties of Addition.  Use the inverse relationship of addition and subtraction to recall basic facts.

68.  Recall differences for basic facts using mental strategies.  Find differences on a number line to develop the mental strategy of decomposing to simplify facts.  Use bar models to represent a variety of addition and subtraction situations.  Write equations to represent and solve a variety of addition and subtraction situations.  Solve problems involving equal groups using the strategy act it out.  Write equations using repeated addition to find the total number of objects in arrays.

72.  Break apart to make a ten

73.  This begins to show students the inverse operation and fact families.

75. The number line ends at 17. Circle the numbers from 10 to the end of the number line. The equation will start with the number where the blue line ends ( 17). Count how many numbers from that number to ten ( 7). 17 -10 = 7 or 17 – 7 = 10

76. Teach the students to break apart the subtrahend ( the second or bottom number) into a compatible number that can be subtracted to make 10.

78. ????

80. Collaborative Strategy- Numbered Heads 1. Each individual will receive a popsicle stick with a number. 2. Everyone with the same number will group as a pair to work on an a computation problem and a word problem. 3. At this time choose who will be the: A. Teacher B. Student 4. Teachers please explicitly teach the concept and incorporate the following in your lesson: A. Problem Solving Strategy B. Address Common Errors

82. How can exploring the math content and resources help me to be a more effective teacher?

84. Build, Sustain, Accelerate You can find this presentation in addition to all curricular resources on our very own ETO Collaboration Website Please visit us at: http://www.eto.dadeschools.net