Kathy RichardsonDay 1

Presented by:

Today’s Agenda9:00-10:30

Icebreaker/Tribal Counting/Overview10:35-10:45 Break

10:45-11:30 How Children Learn Concepts/I Have, Who Has/Videos11:30-12:30 Lunch

12:30-2:00 Videos Continued2:00-2:10 Break

2:10-2:50 Practice Assessments 2:50-3:00 Sharing Resources

How Children Learn Number Concepts

Read the Article

I Have, Who Has???

Watch Isaiah

Watch Harper

Combination Trains AssessmentLearning Number Combinations

• Children need to see the basic facts as a set of interrelated concepts.

• Children need to be able to look for relationships

between the facts they know and other larger, more complex numbers or problems.

• Emphasis needs to be on learning number composition and decomposition and number relationships – not just on getting the right answers.

Common Core Alignment: 1.OA.3; 1.OA.5; 1.OA.6

AMC Anywherewww.amcanywhere.com

Log in informationDistrict ID: demoTeacher ID: demoPassword: demo

Instructional Levels N Needs Prerequisite (The child is not yet

able to learn this concept. Something else is needed first)

I Needs Instruction (The child has a

beginning understanding of this but needs support)

P Needs Practice (The child is developing insight and competence and needs to work at this level longer)

A Ready to Apply (The child has facility with the idea and needs to apply it and move on to other concepts)

©Math Perspectives Teacher Development Center, Bellingham, WA www.mathperspectives.com

Take a StandListen to the statement. Then, decide if you agree or

disagree with the statement and move to the corresponding side of the room. Be prepared to

defend your stance.

Agree Disagree

Assessment Practice1. Find a Partner2. Arrange the three combination trains

Go to Start AssessmentPractice Combinations Trains with partnerThis assessment in on pg. 105-106 in blue book

Activities1-12 Find a Match

2-4 Bulldozer

2-21 Number Shapes using spinners

3-36 Roll And Double

Kathy RichardsonDay 2

Presented by:

Today’s Agenda9:00- 9:30 Let’s Do Some Math9:30-10:35 Article and Discussion

10:35-10:45 Break10:45-11:30 Hiding Assessment

11:30- 12:30 Lunch12:30- 1:00 Ten Frames Video/ Discussion1:00-2:30 Ten Frames Assessments

2:00- 2:10 Break2:10- 3:00 Activities

LET’S START WITH SOME MATH!!!……..Die Hard: Water Jug Riddle

Using only a 5 gallon and a 3 gallon bucket, pour exactly 4 gallons of water into one of the jugs.

5 minutes….GO!!!

“If the standards for mathematical practices are not in place, well then, you are not really using the common core.”-Phil Daro, Common Core author- Mathematics

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3.Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Types of Subtraction SituationsRead Investigations Teacher Notes

Act out the Squirrel ProblemWhich Mathematical Practices are evident?

Team 2- will you find other times for teachers to apply the practices and move to the posters hanging in the room over the next 2 days????

Hiding AssessmentLearning to Decompose Numbers

• To subtract children need to know the parts of numbers and see the relationship between composition and decomposition.

• Children must recognize that one number is

contained within another number.

• Children must understand that the number stays the same even when it is broken apart and recombined in various ways.Common Core Alignment: 1.OA.3, 1.OA.4,

1.OA.5, 1.OA.6

Hiding Assessment

Libby

Part 1 – Hiding with Counters

Part 2 – Hiding without Counters

Note: Go to Part 2 after you have finished Part 1. Assess only the numbers the student knew (Ready to Apply); this is confirm student can identify parts of numbers mentally and are flexible in their thinking about numbers.

Take a StandListen to the statement. Then, decide if you agree or

disagree with the statement and move to the corresponding side of the room. Be prepared to

defend your stance.

Agree Disagree

Let’s Do Some Math!!!6 piles of marbles are arranged in a triangle

pattern. Each side of the triangle has total of 9 marbles. Add 1 more marble to one of the piles, so that the total number of marbles on each side remains 9. You are allowed to move the marbles but not take any out.                                   

Ten Frames AssessmentLearning about Numbers as One

Ten and Some More• Understanding that numbers are made up of “ten

and some ones” is a foundational skill students must learn to work with larger numbers.

• To solve more challenging problems student must move beyond counting on strategies and be able to solve problems by using relationships and understanding the underlying structure of numbers to 20.

Common Core Alignment: 1.OA.3 & 1.NBT.2

Take a StandListen to the statement. Then, decide if you agree or

disagree with the statement and move to the corresponding side of the room. Be prepared to

defend your stance.

Agree Disagree

Activities

How Many Am I Hiding?

Ten Plus

Working With Ten Shapes

A Ten-Shape and More: Subtraction

Grab Bag: Subtraction

Kathy RichardsonDay 3

Presented by:

Today’s Agenda9:00- 9:30 Let’s Do Some Math9:30-10:35 Plus-One and Minus-One

Game/Article10:35-10:45 Break

10:45-11:30 Grouping Tens Assessment11:30- 12:30 Lunch

12:30- 2:00 Looking At Data/Explore1:50- 2:00 Break

2:00- 3:00 Closing, Team Time

Let’s Do Some Math:A man buys a horse for 50 dollars. Decides he

wants to sell his horse later and gets 60 dollars. He then decides to buy it back again and paid 70 dollars. However, he could no longer keep it and he sold it for 80 dollars.

Did he make money? lose money? or break even? Explain why.

Understanding Regrouping: The Process and the Patterns

Team 2- Please create discussion questions for this article.

Take a StandListen to the statement. Then, decide if you agree or

disagree with the statement and move to the corresponding side of the room. Be prepared to

defend your stance.

Agree Disagree

Plus-One and Minus OneTeam 2- please create discussion questions for this game

•Children need to learn that numbers to 100 are composed of groups of tens and ones.

•Children must do more than label the digits in a number – they must understand that numbers are organized into groups of tens and ones.

•Children must recognize that a ten is both one ten and ten ones. This level of thinking is difficult for young children.

CC Alignment: 1. NBT.2; 1. NBT.4; 1. NBT.5; 1. NBT.6

Grouping Tens Assessment

Learning about Numbers as Tens and Ones

Looking at DataTeam 2- please plan what is needed

for teachers to understand how to access and use the data as well as other Kathy Richardson resources

Take a StandListen to the statement. Then, decide if you agree or

disagree with the statement and move to the corresponding side of the room. Be prepared to

defend your stance.

Agree Disagree