1. Common Core Mathematics Implementation Kindergarten January 6, 2014

2. Opening Activity: Part I Building Trains (Unit 5, pp. 18-22 and 23-26) Directions: Each one of you will have five connecting cubes as your train. You will break the train of cubes in parts when you hear “BREAK”. Share different way to break your train with partners. What pattern did you notice during this activity?

3. Opening Activity: Part II Five-Tower Game (Unit 5, pp. 18-22) Roll 2 dice, add the numbers that come up and build a tower with that many connecting cubes. Record your numbers on the Building Trains (Addition) task sheet. Each partner repeats the process until five towers are made. Once the towers are made, the two students compare the number of cubes each person has. How do they know who has more? Less?

4. Opening Activity: Part III Five-Tower Game (Unit 5, pp. 18-22) With a partner, answer following questions: What is the greatest amount of cubes you could earn from Part II activity? What is the smallest amount of cubes you could earn from Part II activity? What is the difference in two towers? Can you use all your cubes and make 2 equal towers? Can you justify your thinking?

5. Objectives Teachers will…. ▫Analyze the three stages to develop students’ mathematical understanding. ▫Implement strategies and tasks with all students, including English Learners focused on the common core state standards in mathematics this school year. ▫Build a network of peer support and collaboration with grade alike teachers. ▫Review and engage in unit 5 tasks.

6. Agenda Opening Activity Classroom Discussions: Seeing Math Discourse in Action Number Talks Problem Solving/Three Stages to Develop Mathematical Understanding Learning Stations (unit 5) Planning time

7. Classroom Discussions: Seeing Math Discourse in Action (Kindergarten) Introduction to Classroom Discussions Using the Words More and Less K.MD.2: Directly compare two objects with a measurable attribute in common, to see which objects has “more of”/ “less of” the attribute, and describe the difference. In this clip, students compare the heights of towers made from linking cubes.

8. Classroom Discussions: Seeing Math Discourse in Action (Kindergarten) With a partner, engage in a Think-Write-Pair-Share around the following questions after watching the video: What made this vocabulary difficult for students? How does the teacher respond to Miamouna’s explanation? What is revealed about this student’s understanding as a result of her response? What else might the teacher have done? What are the benefits of having more than one student respond to a relational question?

9. Number Talks As I flash each card, remember the task and be ready to explain how you know the answer. Ask students, “How many dots do you see? How do you see them?” Provide sentence frame to assist EL students: ▫I see _____dots because_____________. ▫I know the answer is ____ because ______.

28. Problem-Solving: Focus of Math Instruction

29. Developing Mathematical Understanding

30. Typical Instructional Sequence model with concrete objects representing problem situations with number sentences or equations ? What’s missing from this sequence? Source: Common Core Leadership in Mathematics, University of Wisconsin Concrete Abstract

31. Concrete Representational Abstract Read the description for the three stages (Concrete, Representational, and Abstract) as well as the suggested questions on the handout. Highlight the phrases/questions that differentiate these 3 stages. How will you use this in your math classroom? Share your thoughts with partners.

32. Kindergarten Problem Solving 11 children are taking a minibus to the zoo. They will have to sit either 2 or 3 to a seat. The bus has 5 seats. How many children will have to sit 3 to a seat and how many can sit 2 to a seat? What can we do to ensure all students; especially ELLs, can perform these tasks successfully?

33. Unit 5 Problem Solving Review the problem solving suggestions for this unit. Discuss and answer the following: ▫How will you address the needs of your English Learners?

34. Georgia Math Instructional Units Learning Stations (Unit 5) Use the learning station reflection guidelines as you attend each station

35. Going Bananas (Unit 5, pp. 27-33) Directions: Use the pictures of banana to complete “Going Bananas” Task I and Task II. Are you sure that you have found all the combinations for both tasks? How do you know? Did you develop a shortcut to find your answers? Did you identify any patterns or rules? Can you explain them?

36. The Bike Shop (Unit 5, pp. 63-68) Directions: Using the pictures to complete the task sheet for the total of “5 wheels”. Explain and justify your thinking. Do the same for the “10 wheels and 6 seats” task sheet. Did you develop a strategy to find your answer? Are you sure that you have found them all? Why do you think so? Did you identify any patterns or rules? Are there any paired combinations to 5/10 that you were unable to model? If so, share your thinking.

37. Calling Out Reds! (Unit 5, pp. 69-72) Directions: Player A will mix the cards and deal them out, face down so both player A and player B will have 10 cards. Each player will count the number of red cards they have and write it on their recording sheet. Both players will predict how many red cards their partners has so that they can make ten by writing addition sentence.

38. Calling Out Reds! (Unit 5, pp. 69-72) Directions: (Continued) After each partner has written down the number of red cards they have and the number of red cards they predict their partner has to equal ten, they will check their work by each revealing the number of red cards they have Did you identify any patterns or rules? Did you develop a shortcut to find your answers?

39. Old Farmer McDonald (Unit 5, pp. 82-84) Directions: Part I: Answer following questions: “I was driving on the weekend and saw 6 feet, but I couldn’t see the animals’ upper body because they were behind the tractor. If I saw 6 feet, what animals could I have seen?”

40. Old Farmer McDonald (Unit 5, pp. 82-84) Directions: Part II: Complete the “Old Farmer McDonald” task sheet. Part III: Play “What’s On My Farm” by creating your own farm story. Example: The combination of animals on my farm is one goat and a chicken so I would tell my partner “I have 6 legs and 4 eyes on my farm. What do I have on my farm?”

41. Four Sums in a Row (Unit 5, pp. 86-90) Directions: Player A places the 2 clothespins or paperclips at the bottom of the game board as two addends. Then he/she combines the addends and places a chip or marker on the sum. Player B moves only one of the clothespins to a new addend and covers the sum with a different color of chip or marker. Both clothespins can cover the same addend.

42. Four Sums in a Row (Unit 5, pp. 86-90) Directions: (Continued) You may use Four Sums in a Row recording sheet to assist you. Play continues with pairs alternating turns, moving one clothespin each turn until one player has four markers in a row (horizontally, vertically, or diagonally) What strategies did you use to get four sums in a row?

43. 3-2-1 Reflection With a partner… ▫Share 3 new ideas that you will use with your students as a result of today’s professional learning. ▫Describe 2 ways you modified the activities to the meet the needs of your English Language Learners. ▫Create 1 essential question to summarize the main concepts in unit 5.

44. Planning Time Work with partners to plan lessons for the next 2 weeks.