1. Transitioning to the Common Core State Standards – Mathematics 1 st Grade Session 4 Pam Hutchison pam.ucdmp@gmail.com

2. HAPPY PI DAY!

3. AGENDA Problem Solving/Word Problems Review Math Practice Standards Daily Math  Subitizing  Number Bonds Addition and Subtraction Geometry and Time

4. Two-Step Word Problems There are 5 students in the red van. There are 3 more students in the blue van than on the red van. How many students are in the blue van? How many students are in both vans?

5. Two-Step Word Problems Maria is playing with 8 cars and Pete is playing with 7 cars. How many cars do they have? Then they give Kris 5 cars to play with. How many blocks do they have now?

6. Practicing Tape Diagrams Emi had 13 friends over for dinner. Four more friends came over for cake. How many friends came over to Emi’s house?                          Dinner        Cake |

7. Tape Diagrams #4 I had 3 apples. My mom gave me some more. Then I had 10 apples. How many apples did my mom give me?

8. Tape Diagrams #5 Kate saw 8 cats playing in the grass. 3 went away to chase a mouse. How many cats remained in the grass?

9. Tape Diagram #6 Deb blows up 9 balloons. Some balloons popped. 3 balloons are left. How many balloons popped?

10. Tape Diagram #7 Six adults and 12 children were swimming in the lake. How many people were swimming in the lake?

11. Tape Diagram #8 There are 9 pieces of fruit in the bowl. 4 are apples. The rest are oranges. How many pieces of fruit are oranges?

12. Tape Diagrams #9 Susan grew 15 centimeters and Tyler grew 11 centimeters. How much more did Susan grow than Tyler?                                                   Susan Tyler

13. Tape Diagram #10 Kim cuts a piece of ribbon for her mom that is 14 centimeters long. Her mom says the ribbon is 8 centimeters too long. How long should the ribbon be?

14. Tape Diagram #11 Carrie has 4 daisies, 8 roses, and 6 tulips. How many flowers does she have?

15. CaCCSS What 1 st grade standard(s) are these word problem strategies and practice supporting?

16. CCSS Mathematical Practices REASONING AND EXPLAINING 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others MODELING AND USING TOOLS 4. Model with mathematics 5. Use appropriate tools strategically OVERARCHING HABITS OF MIND 1. Make sense of problems and perseveres in solving them 6. Attend to precision SEEING STRUCTURE AND GENERALIZING 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

17. Math Practice Standards Using the MP descriptions from the Kindergarten Flipbook, describe how you are developing each of these practices in your students. Be ready to share an example for each of the 8 Math Practices Standards. Which standard is the hardest to implement?

18. Daily Math

19. Ten Frames and Facts   

20.   

21.   

22.   

23.   

24. How many do you see? How many more to make ten? 

25.  

26.  

27. Ten Frames and Facts

30. Hundred’s Chart 43 44 42 53 33 43

31. Hundred’s Chart 43 50 7 40 3

32. CaCCSS What 1 st grade standard(s) are the subitizing activities supporting? What 1 st grade standard(s) are the hundred’s chart activities supporting?

33. Daily Math Routines Which of these are you doing…. On a daily basis? At least 1-2 times a week? Subitizing Number Bonds Counting Place Value 1,10 more/less Geometry Patterns Time Money Graphs

34. Use place value understanding and properties of operations to add and subtract. 4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

35. Use place value understanding and properties of operations to add and subtract. 5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

36. Addition and Subtraction 13 + 4

37. Addition and Subtraction Known Fact: 9 + 5 = 14

38. Addition and Subtraction 40 + 30 =

39. Addition and Subtraction 40 + 30 =

40. Addition and Subtraction 45 + 30 =

41. Engage NY Fluency Practice  Designed to promote automaticity of key concepts  Daily Math is another form of fluency practice Application Problem  Designed to help students understand how to choose and apply the correct mathematics concept to solve real world problems  Read-Draw-Write (RDW): Read the problem, draw and label, write a number sentence, and write a word sentence

42. Engage NY Concept Development  Major portion of instruction  Deliberate progression of material, from concrete to pictorial to abstract Student Debrief  Students analyze the learning that occurred  Help them make connections between parts of the lesson, concepts, strategies, and tools on their own

43. Engage NY Module 5: Identifying, Composing, and Partitioning Shapes Topic A: Attributes of Shapes Topic B: Part-Whole Relationships Within Composite Shapes Topic C: Halves and Quarters of Rectangles and Circles Topic D: Applications of Halves to Tell Time

44. A: Attributes of Shapes Lesson 1: Classify shapes based on defining attributes using examples, variants, and non- examples. Lesson 2: Find and name two-dimensional shapes including trapezoid, rhombus, and a square as a special rectangle, based on defining attributes of sides and corners. Lesson 3: Find and name three-dimensional shapes including cone and rectangular prism, based on defining attributes of faces and points.

45. Lesson 1 Names of shapes are intentionally omitted to encourage students to use precise language as they describe each shape.  For instance, rather than describing a shape as a triangle, students must describe it as having three sides and three corners. Students are introduced to the term attributes and continue to use this vocabulary throughout the rest of the lessons

46. Lesson 1 Students use straws cut at various lengths to create and classify shapes. A list of attributes common to the shapes is created. As students create new shapes with their straws, they decide if it has all the listed attributes.

47. Lesson 1 Fluency Practice Sprint Make It Equal  Students are given number cards, 2 “+” signs and 1 “=“ sign  Given 4 numbers: 9, 5, 5, 1  Create a number sentence: 9 + 1 = 5 + 5

48. Lesson 1 Application Problem Today, everyone will get 7 straw pieces to use in our lesson. Later, you will use your pieces and your partner’s pieces together. How many straw pieces will you have to use when you and your partner put them together?

49. Lesson 1 Concept Development Materials:  Straws  Corner tester  Ruler (to draw straight lines) Explore Open vs Closed

50. Closed Open

51. Lesson 1

54. Problem Set A.19-20  Student Debrief Questions A.7-8  Exit Ticket A.21 Homework A.22-23 Additional Resources  Open and Closed  Square Corner Tester

55. Lesson 2 Students connect defining attributes to the classification name.  From Kindergarten: circle, triangle, rectangle, and hexagon  New to 1 st Grade: trapezoid and rhombus.  Like in kindergarten, students see squares as special rectangles.

56. Lesson 2 Concept Development A.27 – Read the descriptions for the shapes This lesson is about naming the shapes based on the attributes identified in Lesson 1 Make the Shape game

57. Shape Description Cards

58. Lesson 2 Problem Set A.31-32  Student Debrief Questions A.29-30  Exit Ticket A.33 Homework A.34-35 Additional Resources  Shape Description Cards  Square Corner Tester

59. Lesson 3 Defining attributes of three-dimensional shapes are explored.  From kindergarten: sphere, cube, and cylinder  New to 1 st Grade: cone and rectangular prism. Students sort and classify models of three- dimensional shapes and real life examples based on their defining attributes.  Use of sentence frames to help to distinguish defining attributes from non-defining attributes.  For example: “A [can] is in the shape of the [cylinder]. It has circles at the ends just like all cylinders. This cylinder is made of metal but some cylinders are not.”

60. Lesson 3 Materials: (T) Set of three-dimensional shapes, (sphere, cone, cube, rectangular prism, and cylinder), three-dimensional shapes found around home or school, shape description cards, tape

61. Lesson 3 Another option: collect three-dimensional shapes as suggested below.  Spheres: balls (e.g., tennis balls) and marbles  Cylinders: paper towel and oatmeal containers  Cubes: small tissue boxes, gift boxes, and large dice  Rectangular prisms: large tissue boxes, crayon boxes, marker boxes, and pencil holders  Cones: ice cream cones and party hats

62. Lesson 3 Concept Development Examining 1 shape at a time – what are the attributes? Shape Search  Have a variety of shapes around the room  After talking about shape, have students “search” the room for additional examples of each shape

63. Lesson 3 Problem Set A.42-43  Student Debrief Questions A.40-41  Exit Ticket A.44 Homework A.45-46 Additional Resources  Shape Vocabulary Cards

64. B: Part–Whole Relationships Within Composite Shapes Lesson 4: Create composite shapes from two- dimensional shapes. Lesson 5: Compose a new shape from composite shapes. Lesson 6: Create a composite shape from three-dimensional shapes and describe the composite shape using shape names and positions.

65. Lesson 4 Create composite shapes (hexagons, rectangles, and trapezoids) from triangles, squares, and rectangles Recognize the same composite shape (whole) can be made from a variety of shapes (parts). Use square tiles to see a large rectangle can have many combinations of smaller rectangles in it

66. Lesson 4 Fluency Practice Shape Flash Concept Development Use pattern blocks to explore making shapes Use the square pieces or color tiles to create rectangles

67. Lesson 4 Problem Set B.9-10  Student Debrief Questions B.7-8  Exit Ticket B.11 Homework B.12-13 Additional Resources  2-D Shape Flash Cards

68. Lesson 5 Use tangram pieces to form new shapes in a variety of ways Fluency Practice Shape Flash

69. Lesson 5 Concept Development Tangram Sheet  1 for school and 1 for home Grandfather Tang’s Story (or tell students the origin of tangrams)

70. Lesson 5 Problem Set B.23-24  Student Debrief Questions B.22  Exit Ticket B.25 Homework B.26-27 Additional Resources  Tangram Template

71. Lesson 6 Extend exploration of parts and wholes to three-dimensional shapes  Create and hide composite shapes; then describe shape to partner using attributes and positional words  Partner listens and attempts to create the same composite shape  Focus on clear, precise language use

72. Lesson 6 Concept Development Recreating a 3-D shape based on verbal description Students have their own set of 3-D shapes I am going to build a three-dimensional structure but hide it behind this folder. Listen to my description and try to build the same shape at your desk.

73. Lesson 6 Problem Set B.34  Student Debrief Questions B.32-33  Exit Ticket B.35 Homework B.36

74. C: Halves and Quarters of Rectangles and Circles Lesson 7: Name and count shapes as parts of a whole, recognizing relative sizes of the parts. Lesson 8–9: Partition shapes and identify halves and quarters of circles and rectangles.

75. Lesson 7 Students explore composite shapes that have been made and sort them into two categories of shapes  those made from equal parts  those made from non-equal parts Students count the number of equal parts that form one whole  Focus is on equal parts, NOT naming fractions

76. Lesson 7 Concept Development Tangram pieces Review using smaller shapes to create larger shape Then look at those made using only equal pieces

77. Lesson 7 Concept Development Pattern blocks. Look at those made using only equal pieces

78. Lesson 7 Problem Set C.9-10  Student Debrief Questions C.7-8  Exit Ticket C.11 Homework C.12-13

79. Lesson 8 Introduces terms half and quarter, or fourths Introduces terms half-circle and quarter- circle as the names of shapes  Students recognize they are named for their relation to a whole circle  Models of rectangular and circular pizzas are used for discussions about equal parts of a whole

80. Lesson 8 Concept Development Circle and Rectangle Templates Last night, my brother and I bought a small pizza to share. We agreed we would each eat half of the pizza, or one out of two equal parts. My brother cut the pizza for us to share, and it looked like this.

81. Lesson 8

85. Problem Set C.20-21  Student Debrief Questions C.18-19  Exit Ticket C.22 Homework C.23-24 Additional Resources  Example Images  Circles and Rectangles Templates

86. Lesson 9 Students explore halves and fourths more deeply recognize that as they partition, or decompose the whole into more equal shares, they create smaller units

87. Lesson 9 Application Problem Emi cut a square brownie into fourths. Draw a picture of the brownie. Emi gave away 3 parts of the brownie. How many pieces does she have left?

88. Lesson 9 Concept Development Pairs of Shapes  Create halves and fourth  Compare number of pieces and size of pieces

89. Lesson 9 Problem Set C.32-33  Student Debrief Questions C.30-31  Exit Ticket C.34 Homework C.35-36 Additional Resources  Pairs of Shapes Template

90. D: Application of Halves to Tell Time Lesson 10: Construct a paper clock by partitioning a circle and tell time to the hour. Lessons 11–13: Recognize halves within a circular clock face and tell time to the half hour.

91. Lesson 10 Students count and color the parts on a partitioned circle, forming the base of a paper clock learn about the hour hand tell time on both analog and digital clocks

92. Lesson 10 Materials Teachers: Partitioned circle template, digital clock template Students: Partitioned circle template printed on cardstock, scissors, pencil, yellow crayon, orange crayon, brad fastener

93. Lesson 10

94. Concept Development 12 equal parts Number the parts Color Connect to clocks Add hands Time to the hour

95. Lesson 10 Problem Set D.8-9  Student Debrief Questions D.7  Exit Ticket D.10 Homework D.11-12 Additional Resources  Partitioned Circle Template  Digital Clock Template

96. Lesson 11 Students recognize the two half-circles on the clock face and connect this with the half hour see that there are two 30-minute parts that make 1 hour (connecting digital clock and analog clock) notice that the hour hand is halfway tell time to half hour on analog and digital clocks

97. Lesson 11 Concept Development Review time to the hour Move hand, connecting to hour Introduce time to half hour (connecting to half circle) Introduce 5 minutes and counting by 5

98. Lesson 11 Problem Set D.21-22  Student Debrief Questions D.19-20  Exit Ticket D.23 Homework D.24-25 Additional Resources  Additional Clock Template with Numbers

99. Lessons 12-13 Practice telling time to hour and half hour Lesson 12 Application Problem Shade the clock from the start of a new hour through half an hour. Explain why that is the same as 30 minutes.

100. Lesson 12 Concept Development Sequence A reinforces time to the hour. Sequence B reinforces discriminating between time to the hour and the half hour. Sequence C focuses on positioning the hour hand when telling time to the half hour.

101. Lesson 12 Concept Development Sequence D challenges students beyond the standard to apply their ability of telling time to the hour and half hour to story problems.  Kim’s dance class starts at 3 o’clock. The class lasts half an hour. What does the clock look like when the class ends? Use your paper clock and your personal board to show the time.

102. Lesson 12 Problem Set D.32-33  Student Debrief Questions D.31  Exit Ticket D.34 Homework D.35-36

103. Lesson 13 Concept Development

104. Lesson 13 Problem Set D.42-43  Student Debrief Questions D.40-41  Exit Ticket D.44 Homework D.45-46

105. Math Practice Standards Where did you see MP standards being emphasized?