1. Putting the K-2 Common Core Into Practice

2. Courtesy  Be on time  Cell phones on silent, vibrate, or off  Be mindful of side-bar conversations  Focus on the task at hand Norms Collaborative  Promote a sense of inquiry  Frame meaningful questions  Pay attention of self and others  Assume positive intentions  Be reflective

3.  Teachers will understand the 8 mathematical practices and how they apply to your grade level.  Teachers will understand the 12 problem types and how they can incorporate them into their teaching and most standards.  Teachers will be able to use and plan using the Year long Curriculum Map.  Teachers will be able to understand and use units developed over the summer.  Teachers will understand how Investigations will fit into their math instructions. Today’s Outcomes

4.  Video  8 mathematical practices  Problem Types  Lunch  Year long curriculum map  Breaking down a unit  Investigations  Questions Agenda

5. Are You a Math Person?

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

7.  Why are these the first thing included in the Unpacking document?  How do the Mathematical Practices change from one grade level to the next?  In groups analyze the practice assigned to your group?  How does the rigor change from each grade level? 8 Mathematical Practices

8.  K.OA.2- Solve additions and subtraction word problems, and add and subtract within 10  1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions- equations with a symbol for the unknown number to represent the problem  2.OA.1 Use addition and subtraction within 100 to solve one and two step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions What is the teacher’s role in developing problem solving in K-2 nd grade?

9.  I have seven apples and Carla has four apples. How many more apples do I have than Carla?  I had seven apples and ate four apples. How many apples do I have left?  Turn and talk How are these 2 problems different and how will students think about them differently?

10.  Which problem types do you most often see in a typical text book and how can you assure that all problem types are mastered?  Turn and talk. Problem Types

11.  Add to/Take From  Result unknown  Change unknown  Start unknown  Put together/Take apart  Total unknown  Addend unknown  Both addends unknown  Compare  Difference unknown  Bigger unknown  Smaller unknown 3 Types of problems:

12.  These involve actions that increase or decrease a quantity.  Change occurs over time. o Sam has 5 apples. Molly gave Sam 2 more apples. How many apples does Sam have? Add to/Take from or Join/Separate Problems

13.  These problems do not use action verbs- action neither occurs nor is implied  Involve a comparison of “parts” (subset) with the “whole” (set)  The language does not suggest joining/operation based on relationship of subsets to set o 15 chips are on the floor. 7 are red and the rest are yellow. How many chips are yellow? Put together/Take apart or Part-Part- Whole

14.  Involve a comparison of two distinct, unconnected sets  Do not involve action  Operation is based on the relationship between the two sets  Students need to understand more than, less than, difference o Taylor has fewer 8 fewer games than Walker. Taylor has 11 games. How many games does Walker have? Comparison Problems

15.  What is the problem describing?  How can you write it down?  How can you find the answer?  What other questions should we ask our students? Important questions to ask:

16.  Carlton had three model cars. His father gave him four more. How many model cars does Carlton have now?  Janice has three stickers on her lunch box and four stickers on her book bag. How many sticker does she have in all?  There are nine board games in Joyce’s room. Mariah has six fewer board games than Joyce. How many board games does Mariah have?  Eric weighed 200 pounds. During the summer, he lost some weight. Now he weighs 180 pounds. How many pounds did Eric lose?  Grace has four CDs. Faye has eight more CDs than Grace. How many CDs does Faye have? Identify the problem type for each problem and write an equation to solve it.

17. 1.Strategies based on direct modeling with fingers or physical objects. 2.Strategies based on counting sequences. 3.Strategies based on number sense. These strategies are hierarchical- but they may be a different levels for different problem types. 3 Types of Strategies for solving these problems:

18.  Carlton had three model cars. His father gave him four more. How many model cars does Carlton have now?  Janice has three stickers on her lunch box and four stickers on her book bag. How many sticker does she have in all?  There are nine board games in Joyce’s room. Mariah has six fewer board games than Joyce. How many board games does Mariah have?  Eric weighed 200 pounds. During the summer, he lost some weight. Now he weighs 180 pounds. How many pounds did Eric lose?  Grace has four CDs. Faye has eight more CDs than Grace. How many CDs does Faye have? Which of the 3 strategies would your students most often use to solve these same problems?

19.  Go to Cabarrus County site and look at year long curriculum map for your grade level.  Notice any changes or differences and where will problem types fit in this map.  Discuss with your group how this will work in your classroom. Year long Curriculum Map

20.  Kindergarten- Unit 1  First- Unit 2 for 1.OA.1  Second- Unit 1 for 2.OA.2 What do students need to know? Where do the 8 mathematical practices fit? What is stage 1, stage 2, stage 3 in the unit? How will you teach this unit? Where do the problem types fit into this unit? Breaking Down a Unit

21.  Have you used Investigations in the past?  Look at the Investigations Unit that matches your problem solving standard.  How are the lessons set up?  What parts of the program seem most helpful?  Does it fit with your understanding of math workshop?  How can you incorporate the games?  How does it fit with the other resources you currently use? Investigations-How does this fit? K-Unit 1, 1-Unit 3, 2-Unit 1 or 3

22. Questions