1. Vacaville USD March 24, 2015

2. AGENDA Problem Solving and Patterns Using a Number Line Subtraction Facts Addition Subtraction Introducing Fractions (Geometry)

3. Norms We are each responsible for our own learning and for the learning of the group. We respect each others learning styles and work together to make this time successful for everyone. We value the opinions and knowledge of all participants.

8. Another Strategy

9. Snail in a Well – First Grade A snail is at the bottom of a well that is 10 feet deep. What’s a snail?

10. Snail in a Well – First Grade What’s a well?

11. Snail in a Well – First Grade A snail is at the bottom of a well that is 10 feet deep. Each day he crawls up 1 foot. How many days will it take him to get to the top of the well?

12. Snail in a Well – First Grade A snail is at the bottom of a well that is 10 feet deep. Each day he crawls up 2 feet. How many days will it take him to get to the top of the well?

13. Snail in a Well – First Grade A snail is at the bottom of a well that is 10 feet deep. Each day he crawls up 2 feet BUT each night he slides back 1 foot. How many days will it take him to get to the top of the well?

14. Snail in a Well – First Grade Act It Out

15. Snail in a Well – First Grade Act It Out

17. Estimation How many cheeseballs are in the vase? 183

18. Developing Number Sense Estimate How many cotton balls will it take to cover the Easter Bunny’s tail?

19. Developing Number Sense Estimate How many small eggs will it take to cover the Easter Bunny’s egg?

20. Developing Number Sense Estimate How many Easter eggs will it take to fill the small vase? 53

21. Developing Number Sense Estimate How many goldfish are in my “pond”? 46

22. How many green mallows are needed to complete the 4-leaf clover?

25. Using a Number Line Find 6 on the number line –How many steps does it take to get from 0 to 6?

26. Using a Number Line Find 16 on a number line. –How many steps does it take to get from 0 to 16?

27. Using a Number Line Find 16 on a number line. –How many steps does it take to get from 10 to 16?

28. Using a Number Line Start at 5 –How many steps does it take to get from 5 to 9?

29. Using a Number Line Start at 7 –How many steps does it take to get from 7 to 11?

30. Using a Number Line Find 43 on the number line. –What “tens numbers” is it between? –How is it from 40? How do you know? –How far is it from 50? How do you know?

31. Using a Number Line Connect to the Hundred’s Chart –Same questions

33. Using a Number Line Find 68 on the number line. –What “tens numbers” is it between? –How is it from 60? How do you know? –How far is it from 70? How do you know?

34. Adding on a Number Line 6 + 3 = Walking on a number line Moving on a number line Drawing on a number line

35. Subtracting on a Number Line 7 – 3 = Walking on a number line Moving on a number line Drawing on a number line

36. What’s My Number Sentence I started at 4 and walked until I got to 7. How far did I walk? –What the answer? –How did you solve the problem? –What number sentence could I use to solve the problem?

37. What’s My Number Sentence I have 8 cookies. I gave 2 of them to my brother. How many cookies do I have now? –What the answer? –How did you solve the problem? –What number sentence could I use to solve the problem?

39. Multiple Representations Build/Act It Out (Concrete) Draw (Representational) Ten Frame (Concrete or Representational) Number Bond (Abstract/Symbolic) Number Line (Concrete/Representational)

40. What’s My Number Sentence –What the missing number? –How did you solve the problem? –What number sentence could I use to solve the problem? 11 4

41. Subtraction Facts

42. Matt has 5 of the Reptarland Toys from Burger King. He wants to collect all 8 to complete the set. How many more toys does he need to get? Add To/Change Unknown

43. Jeri and her mom are blowing up balloons for her little sister’s birthday party. Each package had 10 balloons in it. Jeri noticed that her package had 3 balloons left in it. How many balloons has she blown up? Taken From/Change Unknown

44. Maria and Jorge are decorating Easter Eggs. Maria has decorated 9 eggs and Jorge has decorated 7 eggs. How many more eggs has Maria decorated? Compare/Difference Unknown

45. Subtraction Facts 6 – 4 =

46. Subtraction Facts 6 9

47.  Related Addition Fact

49. Multi-Digit Computation Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. What are some strategies and activities you use to develop this standards?

50. Sample Assessment Item 1 Show the student 14 cubes. Say: There are 14 cubes here. What if we added ten more cubes? How many would we have? How did you figure that out? Pause. Then, say: Let’s pretend we have 24 cubes. What if we added ten more cubes? How many would we have? What if we added ten more cubes? How many would we have?

51. Sample Assessment Item 1 Pause. Then, say: Let’s pretend we have 89 cubes and we took ten away. How many would we have? What if we took away ten more cubes? How many would we have?

52. Sample Assessment Item 2 Say: I’m going to show you a number. I want you to tell me the number, and then tell me what 10 more than that number is quickly, without counting if you can. Let’s practice with this card. Show card #1 (20). Say: What is this number? Once the student responds say: What is ten more than this number?

53. Sample Assessment Item 2 Then say: Now I’m going to show you a number. I want you to tell me the number, and then tell me what 10 LESS than that number is quickly, without counting if you can. Let’s practice with this card. Show card #6 (30). Say: What is this number? Once the student responds say: What is ten less than this number?

54. Multi-Digit Addition 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.

55. Tools Ten Frames Ten Sticks Hundred’s Chart (120’s Chart) Number Line Extension of Basic Facts

56. Explore Tools 2-Digit + 1-Digit 43 + 5 37 + 5 –Ten Frames –Ten Sticks –Hundred’s Chart (120’s Chart) –Number Line –Extension of Basic Facts

57. Sample Assessment Item Provide materials to the student. Read the problem to the student: –Santiago collected 36 pennies. Malik gave him 8 more pennies. How many pennies does Santiago have now? –Show your thinking with pictures, numbers, or words.

58. Sample Assessment Item Provide materials to the student. Read the problem to the student: –67 ants crawled on the picnic table. 30 more ants came. How many ants are on the picnic table now? –Show your thinking with pictures, numbers, or words.

59. Sample Assessment Item Provide materials to the student. Read the problem to the student: –Solve each problem. Show your thinking with pictures, numbers, or words. –21 + 8 = ☐ – ☐ = 45 + 7 – ☐ = 32 + 40 –84 + 9 = ☐ –63 + 20 = ☐ –Show your thinking with pictures, numbers, or words.

60. Multi-Digit Subtraction 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.

61. Explore Tools 2-Digit – Multiple of 10 43 – 10 –Ten Frames –Ten Sticks –Hundred’s Chart (120’s Chart) –Number Line –Extension of Basic Facts

62. Sample Assessment Item Provide materials to the student. Read the problem to the student: –The clown had 70 balloons. He gave away 30 balloons. How many balloons does the clown have now? –Show your thinking with pictures, numbers, or words.

63. Sample Assessment Item Show 9 ten frames. Ask: How many do we have? Take one ten frame away. Ask: How many do we have now? Take one more ten frame away. Ask: How many do we have now?

64. Sample Assessment Item Show 5 ten frames. Ask: How many do we have? Add one ten frame. Ask: How many do we have now? Add one more ten frame. Ask: How many do we have now?

66. Geometry Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

67. Geometry Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

68. Definition of Fraction: Start with a unit, 1, and split it into ___ equal pieces. Each piece represent 1/___ of the unit. When we name the fraction __/__, we are talking about ___ of those pieces.

69. Definition of Fraction: Look at the shape. It is split into 2 equal pieces. Each of those pieces is of the shape.

70. Definition of Fraction: Look at the shape. It is split into 2 equal pieces. Each of those pieces is of the shape.

71. Definition of Fraction: Look at the shape. It is split into 2 equal pieces. Each of those pieces is of the shape.

72. Definition of Fraction: Look at the shape. It is split into 2 equal pieces. Each of those pieces is of the shape. How many s are in my shape?

73. Definition of Fraction: Look at the shape. It is split into 4 equal pieces. Each of those pieces is of the shape.

74. Definition of Fraction: Look at the shape. It is split into 4 equal pieces. Each of those pieces is of the shape.

75. Definition of Fraction: Look at the shape. It is split into 4 equal pieces. Each of those pieces is of the shape.

76. Definition of Fraction: Look at the shape. It is split into 4 equal pieces. Each of those pieces is of the shape.

77. Definition of Fraction: Look at the shape. It is split into 4 equal pieces. Each of those pieces is of the shape.

78. Definition of Fraction: Look at the shape. It is split into 4 equal pieces. Each of those pieces is of the shape. How many s are in my shape?

79. Sample Assessment Items Identify fourths Drawing Fractions

80. Mario wants to cut the pizza into equal pieces and give his sister a fourth of the pizza to eat. Color the piece of pizza that Mario would give his sister.

81. Christopher wants to give half of his candy bar to his brother. Color the piece of the candy bar that Christopher would give his brother.