common core mathematics implementation iii kindergarten september 2013
TRANSCRIPT
Common Core Mathematics
Implementation IIIKindergarten
September 2013
Opening Activity: Got DotsO Unit 2 (Pages 15-77)
O Dot Cards from 0 -10 (WHITE)O Unit 3 ( Pages 11-14)
O Dot Cards from 11-20 (GREEN)O Primary Standards Addressed:
O K.CC.3 – Write number names from 0 -20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
O K.CC.5 – Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
Opening Activity: Got Dots
O These tasks contain numerous activities where students engage in subitizing activities. O Subitizing introduces basic ideas of
cardinality – “how many”, ideas of “more” or “less”, ideas of parts and wholes and their relationships, beginning arithmetic, and, in general, ideas of quantity.
O Many of the tasks included throughout this unit involving subitizing and dot cards should be continued throughout the year.
Unit 1 Pages 14-15
Opening Activity: Got Dots
O Count ‘EmO Place card face down in a deckO Turn one card over face upO The first player to say the quantity of
dots on the cards keeps that card.O Partner must count the dots on the
card to verify. No assuming. (SMP 6, 7)
Opening Activity: Got DotsO Who has More/Less/Same?
O Two players turn over 1 card at the same time. O The first player to identify which card has
more/less/same keeps the 2 cards. (SMP 3)O Before and After?
O Cards are placed in a pile, face down. One player turns over the top card and the other player must state the number that comes after that number, the number that come before.
O If the student can correctly identify all 3 numbers they keep the card, if not it is placed at the bottom of the draw pile. (SMP 1, 3, 6, 8)
Opening Activity: Got Dots
O Line ‘Em UpO Give a student a set of cards and
have them line the cards up in a specific order. (least to greatest- forward counting sequence, greatest to least-backward counting sequence) (SMP 1, 3, 6, 7)
Opening Activity: Got DotsO Counting to Anchors (Using the Green Cards)
O Cards are placed in a pile face down. One player turns over the top card and states whether the number is closer to 10 to 20. The student must justify their reasoning. (Example: I have 16 and I know that 16 is closer to 20 because 15 is half-way to 20 and 16 is more than 15).
O Then, starting at the number card the student must count aloud to the nearest anchor. If the student is correct in their counting sequence they collect the number card.
O Students can use a 0-99 chart as an intervention to assist with the forward and backward counting sequence. (SMP 1, 3, 5, 6, 8)
10 15 20
Number Sense Trajectory – Putting it All Together
O Read through this resource and highlight key ideas
O Where do the Got Dots activities that we did fall? Why?
O What are the implications of this chart for you and your students?
Trimester 1 Focus StandardsO K.CC.3 – Write number names from 0 -20.
Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
O K.CC.5 – Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
O K.G.1 – Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside in front of, behind and next to.
ObjectivesO Teachers will….
O Engage in strategies and tasks to implement Common Core State Standards in Mathematics with all students, including English Learners this school year.
O Understand Depth of Knowledge (DOK) and be able to distinguish between DOK levels for the math tasks.
O Build a network of peer support and collaboration with grade alike teachers.
O Review and engage in unit math tasks.
AgendaOOpening Activity OWhy CCSSM?ODepth of Knowledge and
RigorONumber Talk OProblem Solving OUnits 1-3 Learning StationsOPlanning Time
The CCSS Requires Three Shifts in Mathematics
1. Focus: Focus strongly where the standards focus
2. Coherence: Think across grades, and link to major topics within grades
3. Rigor: In major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity.
13
Why Common Core State Standards in Mathematics?
The CCSS Requires Three Shifts in Mathematics
1. Focus: Focus strongly where the standards focus
2. Coherence: Think across grades, and link to major topics within grades
3. Rigor: In major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity.
Webb’s Depth of Knowledge Levels
(DOK)
Depth of Knowledge (DOK)
ONorman Webb’s researchOComplexity of cognitive processes
ONot the verb alone to assign DOK level
OWays in which students interact with content
Karin K. Hess, Ed.D www.nciea.org
Dr. Karin HessNational Center for the Improvement of Educational
Assessment
DOK Level 1Recall
ORecall of information (fact, definition, term, or property)
OUse of a procedureOApply an algorithm or formula
OThere is a correct answer
DOK 1 Kinder TaskListen and Do! Unit 1
Page 35
DOK Level 2Skills and Concepts
OInvolves more than one stepODemonstrating conceptual
understanding through models and explanations
OComparing and classifying information
OEstimatingOInterpreting data from a simple graphOResponses require students to make
some decisions
DOK 2 Kinder TaskTouch It, Count It, Chart
It! Unit 1 Page 51Number
of Corners
Number of Faces
Draw on face of
the solid shape
Everyday object
Cylinder
Cone
DOK Level 3 (Extended Thinking)
O Involves reasoning, planning and using evidence to solve a problem or algorithm.
OMake and test conjecturesO Interpret information from a complex
graphOSolve complex problemsOExplain conceptsOUse concepts to solve non-routine
problemsOProvide mathematical justifications when
more than one response or approach is possible
DOK 3 Kinder TaskGrouping Shapes Cards Pages
56-67O Categorize the shapes and explain
your reasoning to a peer and compare two shapes and justify reasoning.
DOK Level 4Extended Thinking
ORequires complex reasoning, planning and thinking generally over extended period of time (but not time spent only on repetitive tasks)
OStudents may be asked to relate to other content areas or to real-world applications in new situations
OWork is typically published
DOK 4 Kinder TaskPattern Block Pictures Pages 68
- 72O 2-3 Day TaskO Students create a total of 5 pictures by
combining pattern block shapesO Students count the number of each shape
they used to create their pictures and record itO Students cut out and paste at least one of
their pictures on construction paper to make a final product.
O Students create questions about their picture(s). Such as which shape do I have more of?
O Students share their picture with a small group and combine more pictures and count the number of shapes and make a graph representing the data.
O Students share their pictures, tally marks and questions with the class.
Which DOK Level is this task at and
why?
Opening Activity: Got Dots
O Count ‘EmO Place card face down in a deckO Turn one card over face upO The first player to say the quantity of
dots on the cards keeps that card.O Partner must count the dots on the
card to verify. No assuming. (SMP 6, 7)
Opening Activity: Got DotsO Who has More/Less/Same?
O Two players turn over 1 card at the same time. O The first player to identify which card has
more/less/same keeps the 2 cards. (SMP 3)O Before and After?
O Cards are placed in a pile, face down. One player turns over the top card and the other player must state the number that comes after that number, the number that come before.
O If the student can correctly identify all 3 numbers they keep the card, if not it is placed at the bottom of the draw pile. (SMP 1, 3, 6, 8)
Opening Activity: Got Dots
O Line ‘Em UpO Give a student a set of cards and
have them line the cards up in a specific order. (least to greatest- forward counting sequence, greatest to least-backward counting sequence) (SMP 1, 3, 6, 7)
Opening Activity: Got DotsO Counting to Anchors (Using the Green Cards)
O Cards are placed in a pile face down. One player turns over the top card and states whether the number is closer to 10 to 20. The student must justify their reasoning. (Example: I have 16 and I know that 16 is closer to 20 because 15 is half-way to 20 and 16 is more than 15).
O Then, starting at the number card the student must count aloud to the nearest anchor. If the student is correct in their counting sequence they collect the number card.
O Students can use a 0-99 chart as an intervention to assist with the forward and backward counting sequence. (SMP 1, 3, 5, 6, 8)
Number TalkOAs I show each card put your thumb
up when you can tell me how many dots you see and how you see them.
OProvide sentence frame to assist EL students:O I see _____dots because______________.O I know the answer is ____ because
________.
Video K.1 Ten-Frames and Dot Cards
O What questions does the teacher pose to build understanding?
O What strategies are the students using to build meaning of the numbers?
O What examples of subitizing, conserving number, and one-to-one correspondence do you notice?
O What opportunities are created for the students to begin building an understanding of ten?
Number Talk with Rekenreks
Video K.1 Ten-Frames and Dot Cards
O What instructional Strategies does the teacher us to engage the students in the mathematics?
O How does the teacher use rekenreks as a tool to build fluency with small numbers?
O What role does the game “Can You Guess My Way?” play in the number talk?
O How does the rekenrek provide opportunities for differentiation within number talk?
Children Who Enjoy Problem Solving
OGet into groups of 3 and number yourselves as 1, 2, and 3.
O#1: p. 539 - 540O#2: p. 540 - 542O#3: p. 542 - 544
Children Who Enjoy Problem Solving
ORead your assigned section from the article.
OShare key ideas with your group
OBe prepared to share out with the whole group.
Kindergarten Problem Solving
OThere are 5 penguins. 2 are swimming. How many are not swimming?
38
Five Practices for Orchestrating Productive Discussions
1. Anticipating student responses to challenging mathematical tasks;
2. Monitoring students’ work on and engagement with the tasks;
3. Selecting particular students to present their mathematical work;
4. Sequencing the student responses that will be displayed in a specific order and
5. Connecting different students’ responses and connecting the responses to key mathematical ideas
Reflecting and SharingWith a partner, discuss this question:OWhat Common Core Standards of Mathematical Practice did we use while we were engaging in solving the problem? Justify your thinking with evidence.
Trimester 1 Focus StandardsO K.CC.3 – Write number names from 0 -20.
Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
O K.CC.5 – Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
O K.G.1 – Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside in front of, behind and next to.
Units 1- 3 Learning Stations
Use the learning station reflection guidelines as you attend each station
Learning StationWhere’s Abe?
O Materials: O 1 penny and 25 countersO 2 Where’s Abe? Playing Boards
O Directions:O Each player is given a playing board.
Player 1 has the penny and places it in any square on the board and does not identify the square to player 2.
O Player 1 must ensure that his board remains out of sight from player 2. (Use an open folder)
O Player 2 asks questions to find out where player 2 has hidden Abe.
Learning StationWhere’s Abe?
O Directions, continuedO Example question might be, “Is Abe
above the pink square?”O With each question player 1 can only
respond with “Yes” or “No”. This forces player 2 to be more specific in their questioning.
O The only question that player 2 CANNOT ask is if Abe is in the same row/column as a shape.
O Once player 2 finds Abe the roles are switched.
Learning StationMore or Less
O MaterialsO Game Board (Numbers 0-8 or 2-11)O Recording SheetO Red/Yellow countersO 6 sided DieO More/less Spinner
O GroupingO Students play in pairs
Learning StationMore or Less
O ObjectiveO Be the first to get three in a row
O DirectionsO Each player takes turns rolling the die
and spinning the spinner.O One your turn, you may choose to
cover up a number that represents the dice and spinner, then record your thinking on the recording sheet
Learning StationNumbers-Pictures-Words
O MaterialsO Number, picture, word cards (Take out one
of the 3 to play memory)O Objective:
O Match the most pairs of cardsO Grouping:
O Play in groups of 2 or 3O Directions:
O Played like concentration or memory by matching the numeral, phrase and/or picture
O Modification:O Have students match the cards first
Learning StationThe Counting Cup
O Materials:O Cups with different amount counters
inside and labeled with a letterO Recording sheet
O Objective:O Count and record objects in a cup
O Grouping:O Partners
Learning StationThe Counting Cup
O Directions:O Model for students by pouring out the
contents of on of the labeled cups. O Have students make estimates as to how
many are in the cup and explain their strategy for making that estimate
O Then have students count the counters as they lie, without moving them. The counters may be touched but not moved or reorganized.
O Once they are counted a first time, they may then re-organize them into a ten frame or an array and count them again.
Learning StationThe Cardinal Cup
O Grouping:O Playing matO Numbered cardsO 20 objects for the cup and 20
counters to keep scoreO CupO Dice or spinner
O GroupingO Whole group and/or partners
Learning StationThe Cardinal Cup – Part IO Directions (Counting Forward)
O Place number cards face down in a pile.O Player 1 turns over the top card and
places that many cubes in the cup and counts out loud as each cube is placed into the cup.
O Once player 1 is finished counting, player 2 removes the contents from the cup by placing the counting on the counting mat.
O If the first player was correct in counting out the cubes they receive 1 chip to be placed on their ten-frame.
Learning StationThe Cardinal Cup – Part IIO Directions (Count forward and/or backward)
O Place number cards face down in a pile.O Player 1 turns over the top card and places
that many cubes in the cup and counts out loud as each cube is placed into the cup.
O Once player 1 has finished placing all the counters into the cup, they turn over the next card from the pile and add/remove cubes to/from the cup to match the second card.
O As player 1 adds/removes cubes from the cup they must count out loud forward or backward in sequence, with the starting number being the quantity in the cup.
Planning TimeO Continue reviewing upcoming tasks
with your peers.O Time to access Haiku in the TPCO Begin planning for the 3 focus
standards and the lesson study for those standards
O Explore a formative assessments for units 1 and 2. Unit 1 is on Pages 56 – 67 and unit 2 is in a handout
Reflecting and Sharing Cause Outcome Event
If we ____, _____, and _____, then we are successfully implementing CCSSM. As a result, our students will be _____, _____, and _____.
We aresuccessfully
implementing CCSSM