teaching the standards with everyday math
DESCRIPTION
Teaching the standards with everyday Math. Presented by Diane Rinehard and jennie finke. Kindergarten and First Grade Edition. Kindergarten. In kindergarten, instructional time should focus on two critical areas: representing and comparing whole numbers, initially with sets of objects; - PowerPoint PPT PresentationTRANSCRIPT
TEACHING THE
STANDARDS WITH
EVERYDAY
MATH
P R E S E N T E D BY D
I AN E R
I NE H A R D A
N D J EN N I E
F I NK E Kindergarten and First Grade Edition
KINDERGARTEN
In kindergarten, instructional time should focus on two critical areas:
(1)representing and comparing whole numbers, initially with sets of objects;
(2) describing shapes and space.
More learning time in kindergarten should be devoted to number than to other topics.
REPRESENTING AND COMPARING WHOLE NUMBERS
Missing Parts
Memory
Ten Frames
Five Frames
REPRESENTING AND COMPARING WHOLE NUMBERS
Let’s Count to 10, 20…
How Many Letters Are in Your Name?
Empty the Bowl / Shake and Spill
Graphing Ideas
DESCRIBING SHAPES AND SPACE
The Last Block
Ways to Make the Triangle
Building a Hexagon
Pattern Block Puzzles
DESCRIBING SHAPES AND SPACE
Investigating Shapes (Triangles)
Investigating Shapes (Triangles)on the Geoboard
FIRST GRADEWHAT DOES MY CLASSROOM LOOK LIKE?
• I teach all lessons in Everyday Math- even the ones that don’t “fit” at first glance. • If a lesson meets the Standards, I stick closely to Everyday Math’s layout and suggestions.• If a lesson doesn’t seem to fit with the Common Core Standards, I try to view it from a different perspective. Let me show you what I mean:
MONEY• Money is not mentioned at all in the CCS for First Grade. • Everyday Math spends several lessons on this topic
throughout the year.• I introduce the Everyday Math lesson and objective so that
the students have exposure to the curriculum (They’ll need it next year!).
• I use the money lessons to teach addition word problems:Marcy has 3 dimes. Nicole has 4 dimes.How many dimes do they have altogether?
The students are seeing the coins, calling them by their correct names, and also meeting the standards.
There are many other ways- graphing money found in a paper bag, practicing skip-counting, etc.
IT’S ALL IN HOW YOU LOOK AT IT…• No textbook will ever meet every standard, nor will it always
meets the needs of every student.• Thinking about ways to align with the CCS sometimes
requires looking at Everyday Math from different perspectives.
• You view your students in the same way- What else can I try? Why is he behaving in that way? How else can I help her?
• It’s about perspective.
NOW FOR TH
E FUN
PART!!!
GAMES
QUICK SHOTS• I supplement Everyday Math with games that allow students
to practice the Standards.• Many of the Everyday Math Games can be adapted- they’re
really good!• These are some of the games I use to spice up the routine
and target exactly what I need them to practice- sometimes “Top-It” doesn’t work for the angle of the standard I need to address.
OPERATIONS AND ALGEBRAIC THINKING
Fifteen
OPERATIONS AND ALGEBRAIC THINKING
How Many Reds?
NUMBER AND OPERATIONS IN BASE TEN
Tens and Ones Go Fish!
NUMBER AND OPERATIONS IN BASE TEN
Dice Plus Ten Games
MEASUREMENT AND DATA
Time Match
GEOMETRY
Project Based Learning
MEASUREMENT PROJECT:
FIRST G
RADE
1 . MD
. 1
1 . MD
. 2
GROUP 1 TASK
Measure the length of our classroom carpet with paper clips. Our classroom carpet is ____ paper clips long.Measure the length of our classroom carpet with new, unsharpened pencils.Our classroom carpet is ____ pencils long.
Did you use the same amount of paper clips and pencils? Yes or NoIf you used a different amount, which one used the larger amount?
___________________________________________________Why do you think this is true?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Learning Targets:•I can report the length of an object as the total number of shorter objects it takes to span the longer object without gaps and overlaps.•I can represent the length of an object with a whole number.
GROUP 1 TASK: CONTINUEDDesign a poster that shows measurement in the real world.
How is it used? Why is it useful? Why is it important to use the same type of measurement as
everyone else? Use the following rubric to design your poster:
Learning Target:I can identify ways that measurement is used in our world.
•I drew three correct ways that measurement is used in the real world.•My illustration fills the entire poster.•My work is neat.•I can explain my work.
•I drew two correct ways that measurement is used in the real world.•My illustration fills most of the poster.•My work is a little hard to understand.•I can explain some of my work.
•I drew incorrect ways that measurement is used in the real world.•My illustration is very small.•My work is a not able to be understood.•I cannot explain my work.
GROUP 2 TASK
Measure the length of our hallway with yardsticks. Our hallway is ____ yardsticks long.Measure the length of our hallway with rulers.Our hallway is ____ rulers long.
Did you use the same amount of yardsticks and rulers? Yes or NoIf you used a different amount, which one used the larger amount?
___________________________________________________Why do you think this is true?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Learning Targets:•I can report the length of an object as the total number of shorter objects it takes to span the longer object without gaps and overlaps.•I can represent the length of an object with a whole number.
GROUP 2 TASK: CONTINUEDDesign a poster that shows measurement in the real world.
How is it used? Why is it useful? Why is it important to use the same type of measurement as
everyone else? Use the following rubric to design your poster:
Learning Target:I can identify ways that measurement is used in our world.
•I drew three correct ways that measurement is used in the real world.•My illustration fills the entire poster.•My work is neat.•I can explain my work.
•I drew two correct ways that measurement is used in the real world.•My illustration fills most of the poster.•My work is a little hard to understand.•I can explain some of my work.
•I drew incorrect ways that measurement is used in the real world.•My illustration is very small.•My work is a not able to be understood.•I cannot explain my work.
GROUP 3 TASK
Measure the length of 3 bookcases in inches. Our bookcases are ____ inches long.Measure the length of 3 bookcases in centimeters.Our bookcases are ____ centimeters long.
Are inches and centimeters the same size? Yes or NoWhich one is larger?
___________________________________________________When would centimeters be a better choice?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Learning Targets:•I can report the length of an object as the total number of shorter objects it takes to span the longer object without gaps and overlaps.•I can represent the length of an object with a whole number.
GROUP 3 TASK: CONTINUEDDesign a poster that shows measurement in the real world.
How is it used? Why is it useful? Why is it important to use the same type of measurement as
everyone else? Use the following rubric to design your poster:
Learning Target:I can identify ways that measurement is used in our world.
•I drew three correct ways that measurement is used in the real world.•My illustration fills the entire poster.•My work is neat.•I can explain my work.
•I drew two correct ways that measurement is used in the real world.•My illustration fills most of the poster.•My work is a little hard to understand.•I can explain some of my work.
•I drew incorrect ways that measurement is used in the real world.•My illustration is very small.•My work is a not able to be understood.•I cannot explain my work.
GROUP 4 TASK
Choose 5 objects.Put the objects in order from smallest to largest.
Are all of your objects the same size? Yes or NoWhich one is largest?
___________________________________________________How did you know how to put the objects in order?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Learning Targets:•I can recognize when an object is longer or shorter than another object.•I can compare the lengths of two objects by using a third object.
GROUP 4 TASK: CONTINUEDDesign a poster that shows measurement in the real world.
How is it used? Why is it useful? Why is it important to use the same type of measurement as
everyone else? Use the following rubric to design your poster:
Learning Target:•I can identify ways that measurement is used in our world.
•I drew three correct ways that measurement is used in the real world.•My illustration fills the entire poster.•My work is neat.•I can explain my work.
•I drew two correct ways that measurement is used in the real world.•My illustration fills most of the poster.•My work is a little hard to understand.•I can explain some of my work.
•I drew incorrect ways that measurement is used in the real world.•My illustration is very small.•My work is a not able to be understood.•I cannot explain my work.