This document provides an overview of a workshop on integrating the 8 Mathematical Practices from the Common Core State Standards into K-2 mathematics teaching. It includes an introduction, pre-workshop survey, activities on writing story problems, teaching kindergarten all day, the 8 practices, and resources. Participants worked in groups to remodel story problems using the practices, and presented their work. Norms for classroom discussion were discussed. The goal was for teachers to learn to use the practices to develop deeper mathematical understanding in students.

1. KDG Problem Solving with
8 Mathematical Practices
Laura Chambless
St. Clair RESA Consultant
www.protopage.com/lchambess

2. Pre & Post Teacher Survey
Complete the left side
“Before Attending
Mathematical Practices
Workshop”

3. Write Your Own Story
Problem
1. Think of a story problem you
would use with your students.
2. Write it down on a 3x5 card.
3. Place the card under your name
tag.

4. Teaching KDG All Day
1. Make group with at least one
member being a teacher that has
taught all day K last year.
Three Step Interview
2. Questions about teaching all day &
Questions about teaching Math
Expressions
3. Report out on the most important
thing you heard in your group.

5. Teaching KDG All Day
Review
1. Time Standards for Elementary
Instruction
2. New Math Pacing Guide
3. Emphases in CCSS (where to spend
your time)

6. Learning Target
I can integrate the Mathematical
Practices in my teaching to
develop deeper mathematical
knowledge within my students.

7. 8 Mathematical Practices
CCSS for Mathematical
Student-friendly Language
Practice
Make sense and persevere in I don’t mind trying many times to understand and
solving problems. solve a math problem.
Reason abstractly and I can think about the math problem in my head,
quantitatively. first.
Construct viable arguments and I can make a plan, called a strategy, to solve the
critique the reasoning of others. problem and discuss other students’ strategies too.
I can use pictures, objects, math symbols, and
Model with mathematics.
numbers to show how to solve a problem.
Use appropriate tools I can choose the best math tool like calculators,
strategically. rulers, pictures, or objects to solve the problem.
I can check to see if my strategy and calculations are
Attend to precision.
correct. I use clear mathematical language.
Look for and make use of I can use what I already know about math to solve
structure. the problem.
Look for and express regularity I can use different strategies or find a pattern from a
in repeated reasoning. similar problem to solve a new math problem.
Revised from: Teaching Children Mathematics, March 2012, Getting Started in K – Grade 2, pg.
440-445.
www.protopage.com/lchambless

8. 8 Mathematical Practices
Posters
http://departments.jordandistrict.org/curriculum/mathematics/elementary/CCSSM6/SM
Pposters.pdf

9. Solve and Discuss Structure
• Some children go to board and solve
a problem
• Other children solve the problem at
their desk.
• Teacher asks two children at the
board to explain their method.

10. Solve and Discuss Structure
The explaining student:
• Relates solution to a math drawing
• Asks if there are any questions
• Responds to the questions
The listening student:
• Asks questions
• Suggests edits to the explanation or
solution

11. Solve and Discuss Structure
• The Solve and Discuss Structure is
actually a Solve, Explain, Question,
and Justify structure
• Aspire to make your classroom a
place where all children listen to
understand each other, not just being
quiet while someone else is talking.

12. Content Focus
Operations and Algebraic Thinking
K.OA.1 – K.OA.5
Cluster Statement:
Understand addition as putting
together and adding to, and
understand subtraction as taking
apart and taking from.

13. How Does MP Look in Action
Your Story Problem
6 girls were riding their bikes. Some girls go
home for lunch. How many girls were left
riding bikes?
1. How many different answers can we find?
Find 2 different strategies to solve the
problem.
2 min. by yourself
15 min. with a small group (2 or 3)
Report out 2 min per group

14. Mathematical Practice
Rubric
3 min. Review Rubric
(from: Institute for Advanced Study)
http://www.ocf.berkeley.edu/~mimiyang/misc/rubric.pdf
Pair Share
1. Look at Math Practice #1 and #2
2. Discuss where your story problem fell
on the rubric.
3. Group Discussion

15. Remodeling Tasks
Original Problem (pg.261 MX book)
8 girls jump rope. 6 girls go home. How
many girls are jumping rope now?
How did I make it more
intellectually challenging?
**** Review the Remodeling Tasks in
Mathematics Classrooms Handout

16. Analysis of My Task
Part 1: Selecting and Setting up a Mathematical Task
Goals: K.OA Cluster Statement:
Understand addition as putting together and adding to, and
understand subtraction as taking apart and taking from.
All Task Answers: 6-1=5, 6-2=4, 6-3=3, 6-4=2, 6-5=1,6-6=0
Representations Used: inch titles, counters, circle drawings, act
out, ten frames, number titles, cm cubes, other objects
Record and Report work:
Independently- 3 min. using whiteboard
Small Group– 5 to 10 min. - adding to each students whiteboard
Whole Group Report: 2 min.

17. Analysis of My Task
Part 2: Supporting Students’ Exploration of the Task
Questions to help get started:
1. Can you tell me what is happening in the story?
2. Are we going to add or subtract? How do you know?
3. Can you come up with another equation that could be
right?
4. What other ways can we show the solution?
5. How do you know you can’t take any more away?
6. Can you draw it another way?
7. Are you taking apart or taking from?
8. Did you touch all the circles as you counted?
Look at Common Errors pg. 372 to help think of questions.

18. Analysis of My Task
Part 3: Sharing and Discussing the Task
What solution paths do you want shared during class
discussion?
*take one away, *take two away, *take three away, *take four
away, *take five away, *take six away – everyone is home
Looking for different strategies and representations with number
titles correctly naming equations.
Mathematical ideas: subtraction- largest number first. Addition
bonds, should your numbers be bigger than 6
Expand on debate, and question the solutions being shared
Solve and Discuss (Solve-Explain-Question-Justify it)
Questions to build mathematical ideas
Why did you start where you did?
Can anyone retell what that group just said?
How are _____’s pictures same/different than ____’s pitcutes?

19. Your Story Problem
1. Get into groups of 4.
2. Everyone reads their story problem
they wrote at beginning of session.
3. The group chooses one to remodel.
4. Each person fills in the Remodeling
a Mathematical Task sheet while
group is collaborating.
5. Groups will give a 2 min. report to
class.

20. 2 Minute Report
Requirements
• Original Problem
• Remodeled Problem
• Mathematical Practice- refer to rubric
• Part 1: Setting up the mathematical
task
• Part 2: Questions to supporting
students’ during task
• Part 3: Questions to use during class
discussion

21. Setting Up Norms
What Norms do we need to have in
place?

22. Ten Frame Video
How to use Mathematical Practices
when introducing numbers.
Watch Number Talks video with Ten
Frames
Let’s discuss how to use Mathematical
Practices when you are introducing
numbers.

23. Other Resources
Check out my Protopage for content
websites. How will you use the 8
Mathematical Practices with them?
www.protopage.com/lchambless

24. Learning Target
I can integrate the Mathematical
Practices in my teaching to
develop deeper mathematical
knowledge within my students.

25. Exit Ticket
On the back of your name tent write:
What is your take-away
from today’s session?

26. Pre & Post Teacher Survey
Complete the right side
“After Attending Mathematical
Practices Workshop”
&
Post Event Questions

27. Thanks for another great session
Laura