2. Can you find the value of the missing letters?

3. Approaches to finding the values?

4. Quick Images

5. Watch the box! Keep your eyes on the box…

6. Watch the box! How many dots did you see?

7. Ten and “some more”

8. Quick Images

10. Number Sense… What do those two words mean to you ? What concepts do your students struggle with? How has the Common Core influenced what “number sense” means compared to before?

11. Math Games Close to 15 (addition)….Take 3 cards and get as close to 15. Your score is your distance from 15… lowest score wins. Add and Compare….Take 3 cards. Make a 2-digit number and 1-digit number and get the largest possible sum Close to 100 (addition)… make 2 2-digit numbers that add up to as close to 100 as possible Close to 19 (subtraction)… make 2 2-digit numbers whose difference is as close to 19 as possible

12. Task analysis… For each task solve it Use an equation and one other representation when you solve it

13. Task Sort Table Complete the table

14. Task Sort What do you notice about all/most of the tasks? Difficult tasks? Easy tasks? What makes a task difficult/easy? Algebra??? Really… where ?

15. Standards for Mathematical Practice What are these? Why do these matter?

16. Tasks  Mathematical Practices Think about the tasks we explored How could we help students to… Make sense and persevere while doing these? Model with an equation or representation? Attend to precision through communicating about strategies and mathematical ideas? Construct a viable argument or critique the reasoning of others?

17. Details of Mathematical Tasks Does the type of numbers that we choose matter? Let’s start with 25 Add 20 Add 12 Add 28

18. Details of Mathematical Tasks Does the type of numbers that we choose matter? start with 83 Subtract 40 Subtract 12 Subtract 19

19. Number sense/algebra Talking about the math during game Breaking numbers apart, putting them back together Wild card…holding number in their head Benchmark numbers Fluency with combinations, facts Place value

20. Mathematical Practices How do we incorporate these more frequently into our classrooms? Pose cognitively-demanding tasks Talking with your students about the MPs (kid- friendly language) Talking with your colleagues about the MPs Incorporating these into assessment

21. Writing Tasks Choose a CCSSM from your grade level- try to focus on OA or NBT Domains Write a few tasks that have some rigor and create the possibility of incorporating the Standards for Mathematical Practices. Doing Mathematics- tasks that require students to pick a strategy to solve a real-world problem and then explain what they did

22. Examples A carpet is split into smaller sections that has 5 columns and 4 rows. If 2 of the sections have crates in them and the rest are empty, how many sections are empty? There are 125 children in the cafeteria. 176 more children arrive. Five minutes later, 89 of the children are in line and the rest are sitting down. How many children are sitting down?

23. Sharing Tasks

24. Resources…. DPI Math wiki Unpacking document Standards for Math Practice explanation Formative assessment tasks 1 unit on number sense per grade level Lessons for Learning (being revised this summer)

25. Unpacking- MPs Unpacked

26. Show Me Demo http://www.showme.com/sh/?h=0hl4iem

27. Drew Polly- Drew.polly@uncc.edu Alexis Piciano- alexis.piciano@cms.k12.nc.us http://elemath.pbworks.com

28. Watch the box! Keep your eyes on the box…

29. Watch the box! How many dots did you see?

30. Ten and “some more”

31. Fishing Situations You go fishing every day for a week. Each day you catch 2 more fish than the day before. Scenario 1: If you catch 1 fish on Day 1, how many fish will you catch each day? After 7 days how many fish will you have caught?

32. Fishing Situations Approaches?

33. Fishing Situations You go fishing every day for a week. Each day you catch 2 more fish than the day before. Scenario 2: After 7 days you have caught 63 fish. How many fish did you catch each day?

34. Fishing Situations Approaches?

35. Fishing Situations How would your students do with these types of tasks? What modifications would you need to make?