Transitioning to the Common Core State Standards – Mathematics 1 st Grade Session 4 Pam Hutchison [email protected].

Transitioning to the Common Core State

Standards – Mathematics

1st Grade Session 4Pam Hutchison

[email protected]

HAPPY PI DAY!

AGENDA

Problem Solving/Word Problems Review Math Practice Standards Daily Math

Subitizing Number Bonds

Addition and Subtraction Geometry and Time

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?

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?

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

| |

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?

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?

Tape Diagram #6

Deb blows up 9 balloons. Some balloons

popped. 3 balloons are left. How many

balloons popped?

Tape Diagram #7

Six adults and 12 children were

swimming in the lake. How many people

were swimming in the lake?

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?

Tape Diagrams #9

Susan grew 15 centimeters and Tyler

grew 11 centimeters. How much more

did Susan grow than Tyler?

Susan

Tyler

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?

Tape Diagram #11

Carrie has 4 daisies, 8 roses, and 6

tulips. How many flowers does she

have?

CaCCSS

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

CCSS Mathematical Practices

REASONING AND EXPLAINING2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of others

MODELING AND USING TOOLS4. Model with mathematics5. Use appropriate tools strategically

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SEEING STRUCTURE AND GENERALIZING7. Look for and make use of structure8. Look for and express regularity in repeated reasoning

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?

Daily Math

Ten Frames and Facts





How many do you see?How many more to make ten?






Hundred’s Chart

43 4442

53

33

43

Hundred’s Chart

43 50

7403

CaCCSS

What 1st grade standard(s) are the subitizing activities supporting?

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

Daily Math RoutinesWhich 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

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.

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.

Addition and Subtraction

13 + 4


Known Fact: 9 + 5 = 14


40 + 30 =


40 + 30 =


45 + 30 =

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

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

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

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.

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

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.

Lesson 1Fluency 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

Lesson 1Application ProblemToday, 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?

Lesson 1Concept Development Materials:

Straws Corner tester Ruler (to draw straight lines)

Explore Open vs Closed

Closed Open

Lesson 1

Lesson 1

Lesson 1

Lesson 1

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

Lesson 2

Students connect defining attributes to the classification name. From Kindergarten: circle, triangle,

rectangle, and hexagon New to 1st Grade: trapezoid and rhombus. Like in kindergarten, students see squares

as special rectangles.

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

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Lesson 2



Shape Description Cards Square Corner Tester

Lesson 3 Defining attributes of three-dimensional

shapes are explored. From kindergarten: sphere, cube, and cylinder New to 1st 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.”

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

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

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

Lesson 3



Shape Vocabulary Cards

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.

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

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

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

Lesson 5

Use tangram pieces to form new shapes in a variety of ways

Fluency Practice Shape Flash

Lesson 5

Concept Development Tangram Sheet

1 for school and 1 for home Grandfather Tang’s Story (or tell

students the origin of tangrams)

Lesson 5

Problem Set B.23-24 Student Debrief Questions B.22 Exit Ticket B.25

Homework B.26-27 Additional Resources

Tangram Template

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

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.

Lesson 6

Problem Set B.34 Student Debrief Questions B.32-33 Exit Ticket B.35

Homework B.36

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.

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

Lesson 7

Concept Development Tangram pieces Review using

smaller shapes to create larger shape

Then look at those made using only equal pieces

Lesson 7

Concept Development Pattern blocks. Look at those made

using only equal pieces

Lesson 7

Problem Set C.9-10 Student Debrief Questions C.7-8 Exit Ticket C.11

Homework C.12-13

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

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.

Lesson 8

Lesson 8

Lesson 8

Lesson 8

Lesson 8


Homework C.23-24 Additional Resources

Example Images Circles and Rectangles Templates

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

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?

Lesson 9

Concept Development Pairs of Shapes

Create halves and fourth

Compare number of pieces and size of pieces

Lesson 9


Homework C.35-36 Additional Resources

Pairs of Shapes Template

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.

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

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

Lesson 10

Lesson 10

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

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

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

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

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

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.

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.

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.

Lesson 12

Problem Set D.32-33 Student Debrief Questions D.31 Exit Ticket D.34

Homework D.35-36

Lesson 13Concept Development

Lesson 13

Problem Set D.42-43 Student Debrief Questions D.40-41 Exit Ticket D.44

Homework D.45-46

Math Practice Standards

Where did you see MP standards being emphasized?

Transitioning to the Common Core State Standards – Mathematics 1 st Grade Session 4 Pam Hutchison [email protected].

Documents

factsten frames

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tape diagramsemi

daily mathten frames

dinner cake tape diagrams

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facts hundreds chart

blue van