- The webinar focused on the CCGPS for kindergarten mathematics unit 1 on counting with friends. - The big idea of unit 1 is developing a deep understanding of quantity, relationships among numbers, and representation of number. - Resources and tools for teaching number sense such as dot cards, number cubes, and collections were discussed.

1. CCGPS Mathematics
Unit-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. Clearing up confusion
• This webinar focuses on CCGPS content specific to one grade level
and one unit within that grade.
• For information about CCGPS across a single grade span, please
access the list of recorded GPB sessions on Georgiastandards.org.
• For information about the Standards for Mathematical
Practice, please access the list of recorded Blackboard sessions from
Fall 2011 on GeorgiaStandards.org.
• CCGPS is taught and assessed from 2012-2013 and beyond. I do
not have any information on any changes to GKIDS.
• A list of resources will be provided at the end of this webinar and
this list has also been included in your document downloads.

3. CCGPS Mathematics
Unit-by-Unit Grade Level Webinar
Kindergarten
Unit 1: Counting With Friends
May 1, 2012
Turtle Gunn Toms– tgunn@doe.k12.ga.us
Elementary Mathematics Specialist
These materials are for nonprofit educational
purposes only. Any other use may constitute
copyright infringement.

4. Welcome!
• Thank you for taking the time to join us in this
discussion of Unit 1.
• At the end of today’s session you should have at least 3
takeaways:
 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. • 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 http://ccgpsmathematicsK-5.wikispaces.com/
to share your feedback. This is our “baby”wiki!
• After reviewing the remaining units, please contact us
with content area focus/format suggestions for future
webinars. Wiki, anyone?
Turtle Gunn Toms– tgunn@doe.k12.ga.us
Elementary Mathematics Specialist

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. 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. Activate your Brain
When 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. What’s the big idea?
• Developing deep understanding of
quantity, relationships among numbers, and
representation of number.

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. New to the Frameworks?
• Enduring Understandings
• Essential Questions
• Common Misconceptions
• Overview

12. Navigating a Unit
What’s Different/What’s the Same?
SMP’s (analyzing, estimating, reasoning, describing
patterns, defending, discussing, peer feedback, contentious
discourse,
modeling, etc.)
Grade Level Overview
Collaborative skills (How collaborative are your collaborative
activities?)
Productive Struggle
Journaling/Notebook
Development of own understanding (yours and students’)
The regular use of routines is important to the development of
students’ number sense, flexibility, fluency, collaborative skills and
communication.

13. Navigating a Unit
Classroom Routines and Rituals
http://www.edutopia.org/math-social-activity-
cooperative-learning-video
http://www.edutopia.org/math-social-activity-sel
http://www.youtube.com/user/responsiveclassroom/vi
deos
http://www.responsiveclassroom.org/category/categor
y/first-weeks-school

14. Navigating a Unit
Journaling
http://www.kindergartenkindergarten.com/2010/07/setting-up-
math-problemsolving-notebooks.html
Sense-making
http://www.youtube.com/user/mitcccnyorg?feature=watch

15. Navigating a Unit
Mathematical Community of Learners-
http://www.insidemathematics.org/index.php/video-tours-of-
inside-mathematics/classroom-teachers/157-teachers-reflect-
mathematics-teaching-practices

16. “Remember that we all climb the hills differently. We take
different paths, different steps, and different journeys. We
each reach landmarks in different ways and at different times.
If we push or pull children up the hill and make them practice
our steps, our ways, or, worse yet, drop them by helicopter at
points of the journey without the climb of getting there, we
may get them up the mountain - but they won’t own it. They
may reach the vista, but they won’t feel empowered by the
climb. They won’t take on the next hill in the journey. And
most important, they won’t have learned how to climb, how
to mathematize their own lived worlds. If, however, we
support their steps, work with them as young
mathematicians, the climbs and the vistas and the joys of the
journey will be theirs forever” C. Fosnot

18. What’s the big idea?
• Developing deep understanding of
quantity, relationships among numbers, and
representation of number.

19. 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

20. Developing Number Sense
How do you know what they know?
http://www.youtube.com/watch?v=-bKtBXO2gNA&feature=plcp
http://www.youtube.com/watch?v=HZdH6t7thfU&feature=plcp

21. Coherence and Focus – Unit 1
What are students coming with?

22. Coherence and Focus – Unit 1
What foundation is being built?
Where does this understanding lead students?

23. Coherence and Focus – Unit 1
What foundation is being built?
Where does this understanding lead students?

24. Coherence and Focus – Unit 1
View across grade bands
• K-6th
Operations with whole numbers and fractions.
Numbers and their opposites.
• 8th-12th
Everything!

25. Examples & Explanations
Downloads:
Dot cards and ten frames packet

26. Examples & Explanations
http://secc.sedl.org/common_core_videos/
http://gradekcommoncoremath.hcpss.wikispaces.net
/Rekenreks

27. Assessment
How might it look?
Examples of how balanced assessments can be
assembled.
http://map.mathshell.org/materials/tests.php
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
http://map.mathshell.org/materials/pd.php
(while you are at it, have a look at their Professional Learning!)

28. Assessment
How could it look?
http://nzmaths.co.nz/mathematics-assessment
Downloaded: Kassessment-tasks.pdf (from
Charlotte, NC)

29. Resource List
The following list is provided as a sample of
available resources and is for informational
purposes only. It is your responsibility to
investigate them to determine their value and
appropriateness for your district. GaDOE does
not endorse or recommend the purchase of or
use of any particular resource.

30. Resources
• Common Core Resources
 SEDL videos - https://www.georgiastandards.org/Common-
Core/Pages/Math.aspx or http://secc.sedl.org/common_core_videos/
 Illustrative Mathematics - http://www.illustrativemathematics.org/
 Dana Center's CCSS Toolbox - http://www.ccsstoolbox.com/
 Arizona DOE - http://www.azed.gov/standards-practices/mathematics-
standards/
 Ohio DOE -
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?pa
ge=2&TopicRelationID=1704
 Inside Mathematics- http://www.insidemathematics.org/
 Common Core Standards - http://www.corestandards.org/
 Tools for the Common Core Standards - http://commoncoretools.me/
 Phil Daro talks about the Common Core Mathematics Standards -
http://serpmedia.org/daro-talks/index.html

31. 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!)

32. Resources
• Professional Learning Resources
 Inside Mathematics- http://www.insidemathematics.org/
 Edutopia – http://www.edutopia.org
 Teaching Channel - http://www.teachingchannel.org
Annenberg Learner - http://www.learner.org/resources/series32.html
• Assessment Resources
 MARS - http://www.nottingham.ac.uk/~ttzedweb/MARS/
 MAP - http://www.map.mathshell.org.uk/materials/index.php
 PARCC - http://www.parcconline.org/parcc-states

33. 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 Sadie
using a well-designed crayon.
So , … if all people do, is take out their
old state standards, toss them out, and replace these
common core state standards into those old boxes
NOTHING IS REALLY GOING TO CHANGE
We designed these as a platform for new kinds of instructional systems
We 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.

34. As you start your day tomorrow…
Who dares to teach must never cease to learn ~ John Cotton Dana
http://www.youtube.com/watch?v=JEa0xpWi7C4

35. Thank You!
Please visit http://ccgpsmathematicsK-5.wikispaces.com/ to provide us
with your feedback!
Turtle Gunn Toms
Program Specialist (K-5)
tgunn@doe.k12.ga.us
These materials are for nonprofit educational purposes
only. Any other use may constitute copyright infringement.