Math Unit 1 Webinar


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Math Unit 1 Webinar

  1. 1. CCGPS MathematicsUnit-by-Unit Grade Level Webinar Kindergarten Unit 1: Counting With Friends May 1, 2012 Session will be begin at 3:15 pm While you are waiting, please do the following: Configure your microphone and speakers by going to: Tools – Audio – Audio setup wizard Document downloads: When you are prompted to download a document, please choose or create the folder to which the document should be saved, so that you may retrieve it later.
  2. 2. Clearing up confusion• This webinar focuses on CCGPS content specific to one grade leveland one unit within that grade.• For information about CCGPS across a single grade span, pleaseaccess the list of recorded GPB sessions on• For information about the Standards for MathematicalPractice, please access the list of recorded Blackboard sessions fromFall 2011 on• CCGPS is taught and assessed from 2012-2013 and beyond. I donot have any information on any changes to GKIDS.• A list of resources will be provided at the end of this webinar andthis list has also been included in your document downloads.
  3. 3. CCGPS MathematicsUnit-by-Unit Grade Level Webinar Kindergarten Unit 1: Counting With Friends May 1, 2012 Turtle Gunn Toms– Elementary Mathematics Specialist These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.
  4. 4. Welcome!• Thank you for taking the time to join us in thisdiscussion of Unit 1.• At the end of today’s session you should have at least 3takeaways:  The big idea of Unit 1  Something to think about… food for thought  How might I prepare for the start of school next year?  What is my conceptual understanding of the material in this unit?  a list of resources and support available for CCGPS mathematics
  5. 5. • Please provide feedback at the end of today’s session. Feedback helps us all to become better teachers and learners. Feedback helps as we develop the remaining unit-by-unit webinars. Please visit to share your feedback. This is our “baby”wiki!• After reviewing the remaining units, please contact uswith content area focus/format suggestions for futurewebinars. Wiki, anyone? Turtle Gunn Toms– Elementary Mathematics Specialist
  6. 6. Welcome!• For today’s session: Did you read the Kindergarten mathematics CCGPS?  Did you read Kindergarten Unit One?  Make sure you download and save the documents from this session. Ask questions and share resources/ideas for the common good. Join the K-5 wiki.
  7. 7. Remember, Toms, give a man a fish and he eats for a day. Teach a man to fish and he’ll have no further use for you.
  8. 8. Activate your BrainWhen you think of 7, what do you see?When you think of 27, what do you see? How about 127? How about 1,027? How about 1,000,027? 1,000,000,027?
  9. 9. What’s the big idea?• Developing deep understanding ofquantity, relationships among numbers, andrepresentation of number.
  10. 10. Navigating a UnitOverviewStandardsNumber Sense TrajectoryEnduring UnderstandingsEssential QuestionsConcepts and Skills to MaintainSelected Terms and SymbolsStrategies for Teaching and LearningCommon MisconceptionsEvidence of LearningTasks
  11. 11. New to the Frameworks?• Enduring Understandings• Essential Questions• Common Misconceptions• Overview
  12. 12. Navigating a UnitWhat’s Different/What’s the Same?SMP’s (analyzing, estimating, reasoning, describingpatterns, defending, discussing, peer feedback, contentiousdiscourse,modeling, etc.)Grade Level OverviewCollaborative skills (How collaborative are your collaborativeactivities?)Productive StruggleJournaling/NotebookDevelopment of own understanding (yours and students’)The regular use of routines is important to the development ofstudents’ number sense, flexibility, fluency, collaborative skills andcommunication.
  13. 13. Navigating a UnitClassroom Routines and Rituals  cooperative-learning-video   deos  y/first-weeks-school
  14. 14. Navigating a UnitJournaling math-problemsolving-notebooks.htmlSense-making
  15. 15. Navigating a UnitMathematical Community of Learners- inside-mathematics/classroom-teachers/157-teachers-reflect- mathematics-teaching-practices
  16. 16. “Remember that we all climb the hills differently. We takedifferent paths, different steps, and different journeys. Weeach reach landmarks in different ways and at different times.If we push or pull children up the hill and make them practiceour steps, our ways, or, worse yet, drop them by helicopter atpoints of the journey without the climb of getting there, wemay get them up the mountain - but they won’t own it. Theymay reach the vista, but they won’t feel empowered by theclimb. They won’t take on the next hill in the journey. Andmost important, they won’t have learned how to climb, howto mathematize their own lived worlds. If, however, wesupport their steps, work with them as youngmathematicians, the climbs and the vistas and the joys of thejourney will be theirs forever” C. Fosnot
  17. 17. What’s the big idea?• Developing deep understanding ofquantity, relationships among numbers, andrepresentation of number.
  18. 18. Tools for Teaching Number Sense• Subitization• Comparison• Counting• One- to- one correspondence• Cardinality• Hierarchical Inclusion  Dot Cards• Number Conservation  Number• Spatial Relationship Cubes  Dominoes• One and Two More or Less  Cups• Understanding Anchors  Collections• Part/Part Whole Relationships
  19. 19. Developing Number Sense How do you know what they know?
  20. 20. Coherence and Focus – Unit 1 What are students coming with?
  21. 21. Coherence and Focus – Unit 1 What foundation is being built?Where does this understanding lead students?
  22. 22. Coherence and Focus – Unit 1 What foundation is being built? Where does this understanding lead students?
  23. 23. Coherence and Focus – Unit 1View across grade bands • K-6th Operations with whole numbers and fractions. Numbers and their opposites. • 8th-12th Everything!
  24. 24. Examples & ExplanationsDownloads:Dot cards and ten frames packet
  25. 25. Examples & Explanations
  26. 26. Assessment How might it look?Examples of how balanced assessments can beassembled. The target audience for these sample assessments : 1. teachers who have already begun work with mathematical practice standards 2. designers of future CCSSM-aligned assessments (while you are at it, have a look at their Professional Learning!)
  27. 27. Assessment How could it look? Kassessment-tasks.pdf (fromCharlotte, NC)
  28. 28. Resource ListThe following list is provided as a sample ofavailable resources and is for informationalpurposes only. It is your responsibility toinvestigate them to determine their value andappropriateness for your district. GaDOE doesnot endorse or recommend the purchase of oruse of any particular resource.
  29. 29. Resources• Common Core Resources  SEDL videos - Core/Pages/Math.aspx or  Illustrative Mathematics -  Dana Centers CCSS Toolbox -  Arizona DOE - standards/  Ohio DOE - ge=2&TopicRelationID=1704  Inside Mathematics-  Common Core Standards -  Tools for the Common Core Standards -  Phil Daro talks about the Common Core Mathematics Standards -
  30. 30. Resources• Books  Van De Walle and Lovin, Teaching Student-Centered Mathematics, K-3  Fosnot and Dolk, Young Mathematicians at Work  Wright, et al, Teaching Number in the Classroom  Wright, et al, Early Numeracy  Parrish, Number Talks  Clements and Sarama, Learning and Teaching Early Math  Shumway, Number Sense Routines (preview!)  Wedekind, Math Exchanges (preview!)
  31. 31. Resources• Professional Learning Resources  Inside Mathematics-  Edutopia –  Teaching Channel - Annenberg Learner -• Assessment Resources  MARS -  MAP -  PARCC -
  32. 32. Phil Daro says:it’s just the easy part to design and write something down.The hard part comes… with putting them to work.And the users have ultimate control over how they’re used.So no matter how well designed the tool is – the user has control.And there you see my granddaughter Sadieusing a well-designed crayon.So , … if all people do, is take out theirold state standards, toss them out, and replace thesecommon core state standards into those old boxesNOTHING IS REALLY GOING TO CHANGEWe designed these as a platform for new kinds of instructional systemsWe didn’t design these to be thrown into the old boxes.The old boxes in fact, are the infrastructure for making things a mile wide, inch deep.
  33. 33. As you start your day tomorrow…Who dares to teach must never cease to learn ~ John Cotton Dana
  34. 34. Thank You! Please visit to provide us with your feedback! Turtle Gunn Toms Program Specialist (K-5) These materials are for nonprofit educational purposesonly. Any other use may constitute copyright infringement.