Common Core Mathematics Standards Grade 1 Zlands Numbering

Common Core Mathematics Standards: Grade 1

Z-land’s Numbering System �A society of people living in Z-land use the symbols O, A, B, C, and D, in their number system to represent quantitites. How would they represent 1 through 13? How would they represent 25? 130? 132? How would they solve: AB+ AB ? AB + AD? CB + CD?

� 0= 0, a=1, b=2, c=3, d=4 �AO = 5, 1 group of 5 and 0 ones �AA= 6, 1 group of 5 and 1 ones

�Roman Numerals � 1=0, 2=a, 3=b, 4=c, 5=d, 6=do �Roman numerals �A=1, b=5, c=10, d=50, o=100 �Little a = 1, big a= 2, little o = 9, big 0 = 10 �Base 13 �Representations of 1 to 13

Z-land �What were the math concepts that we were working with? �What should our take aways be as teachers?

About our students… �What would your students struggle with in these types of tasks?

Modifying this for your students?

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?

Math Games � Make 10 … use two cards �Add and Compare…. “War with 2 cards” �Close to 20 (addition)… make 1 2 -digit numbers and a 1 digit number that add up to as close to 20 as possible �Close to 5 (subtraction)… make a 2 -digit number and 1 digit number whose difference is as close to 5 as possible

Ten Plus �Draw Two Number Cards, build them with cubes on your ten frame �If your sum is greater than 10 rewrite the equation as 10 + __. For example if your number cards are 7+5 you would write 7+5 = 10+2 �Keep your sums organized… like… �Sums to 11 �Sums to 12 �Sums to 13, etc.

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

Task Sort Table �Complete the table

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 ?

Standards for Mathematical Practice �What are these? �Why do these matter?

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?

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

Details of Mathematical Tasks �Does the type of numbers that we choose matter? �Let’s do some mental math �Let’s start with 25 �Add 20 �Add 12 �Add 28

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

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

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

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?

Sharing Tasks

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)

Unpacking- MPs Unpacked

Assessment �Show Me on the i. Pad �http: //www. showme. com/sh/? h=0 hl 4 iem �AMC Anywhere/Kathy Richardson Number Sense assessments

Sharing Tasks

�Drew Polly- Drew. polly@uncc. edu �Alexis Piciano- alexis. piciano@cms. k 12. nc. us �http: //elemath. pbworks. com

Watch the box! Keep your eyes on the box…

Watch the box! How many dots did you see?

Ten and “some more”

Can you find the value of the missing letters?

Approaches to finding the values?

Can you find the value of the missing letters?

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?

Fishing Situations �Approaches?

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?

Fishing Situations �Approaches?

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