Vacaville USD August 25, 2014. AGENDA Problem Solving and Patterns Math Practice...

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FIRST GRADESession 1

Vacaville USD

August 25, 2014

AGENDA• Problem Solving and Patterns• Math Practice Standards/Questioning• Review Word Problems• Review Fact Strategies• Sharing• Measurement• Counting

Expectations– We are each responsible for our own learning

and for the learning of the group.– We respect each others learning styles and

work together to make this time successful for everyone.

– We value the opinions and knowledge of all participants.

Regina’s Logo

How many tiles are needed to make a Size 5?

What about a Size 10? a Size 20? A Size 100?

Regina’s Logo

What is a strategy that will let you quickly and easily figure out how many tiles you will need for any given size?

Regina’s Logo

Recursive• Add 3 each time

SIZE # OF TILES

Regina’s Logo

3 times the Size + 2

3n + 2

Regina’s Logo

3 times the Size + 2

3n + 2

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2 times (Size + 1) + Size

2(n + 1) + n

Regina’s Logo

(2 times Size) + (Size + 2)

2n + (n + 2)

Regina’s Logo

3n + 2

Regina’s Logo

3n + 2

Regina’s Logo

2(n + 1) + n

Regina’s Logo

2n + (n + 2)

The Use of Effective Questions

• Questioning plays a critical role in the way

teachers – Guide the class

– Engage students in the content

– Encourage participation

– Foster understanding

CCSS Mathematical PracticesO

nREASONING AND EXPLAINING2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others

MODELING AND USING TOOLS4. Model with mathematics5. Use appropriate tools strategically

SEEING STRUCTURE AND GENERALIZING7. Look for and make use of structure8. Look for and express regularity in repeated

reasoning

SMP’s

• So how does the use of effective questioning relate to the Standards for Mathematical Practice?

SMP’s and Questions

• Your group will receive 16 cards– 8 SMP’s– 8 lists of questions related to the SMP’s

• Your job is to match each SMP with the questions designed to support that SMP.

Asking Effective Questions

Pick 2 colors...

1. Use one color to highlight questions that you are already asking.

2. Use the 2nd color to highlight questions that you would like to ask this year.

Additional Resources

• Effective Questions – PBS

Solving Word Problems

1. Read the entire problem out loud to students (or have a student read it). Ask students to tell you what the “story” is about ……

2. Including who and/or what the problem is about. These become the “labels” in your diagram.

3. Identify the question and write or state a sentence frame for the answer leaving a blank to fill in.

4. Chunk the problem– Kindergarten

• Beginning of the year, act it out and teacher record• Later in the year, children begin to make a simple

drawing

– First Grade• Beginning of the year, make a simple drawing to

reflect the information in the problem, and identify what you are trying to find.

• Later in the year, draw bars to reflect the information in the problem, and identify what you are trying to find.

5. Correctly compute and solve the problem (show all work!)

6. Write the answer in the sentence and make sure the answer makes sense.

Farmer John had 6 scarecrows.

His neighbor gave him 3 more scarecrows.

How many scarecrows does Farmer John

Add to – Result Unknown

4 scarecrows were playing in the field.

Some more scarecrows came to play in the

field. Now there are 6 scarecrows playing in

the field. How many more scarecrows came

to play in the field?

Add to – Change Unknown

8 scarecrows were playing in the barn. 2

scarecrows left and went home. How many

scarecrows are in the barn now?

Subtract from – Result Unknown

Lavon had 10 scarecrows. He gave

Terrence some of his scarecrows. Now

Lavon has 7 scarecrows. How many

scarecrows did Lavon give Terrence?

Subtract from – Change Unknown

2 green scarecrows and 7 orange

scarecrows are playing in the field. How

many scarecrows are playing in the field?

Put Together/Take Apart – Total Unknown

2 green scarecrows and 7 orange

scarecrows are playing in the field. How

many scarecrows are playing in the field?

Put Together/Take Apart – Total Unknown

There are 4 fields.

There are 3 scarecrows in each field.

How many scarecrows are there in all?

Multiplication – Equal Groups

Cara has 8 scarecrows.

If she puts 2 scarecrows in each field, how many fields will have scarecrows?

Division – Number of Groups Unknown

Learning Math Facts

Grade Level Standards

• What do 1st grade students need to know and understand about addition and subtraction facts?

• What do they need to “master”?

Progression

• Concrete• Pictorial or Visual or Representational• Abstract

– Invented and Alternative Algorithms– Automaticity

Fact Fluency• Fact fluency must be based on understanding

operations and thinking strategies.• Students must

– Connect facts to those they know– Use mathematics properties to make associations– Construct visual representations to develop

conceptual understanding.

Addition and Subtraction Facts

• Direct modeling / Counting all• Counting on / Counting back• Invented algorithms

– Composing / Decomposing– Mental strategies

• Automaticity

• Automaticity C – R – A

Sharing

• What strategies and activities did you try last year?

• What strategies and activities have you tried so far this year?

• What questions do you have?

Measurement

Measurement and Data

1.MD.1. Order three objects by length; compare the lengths of two objects indirectly by using a third object.

1.MD.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Stations

• Stations 1-8 support MD.1

• Stations 9-12 support MD.2

Stations

As you work the stations, consider• What are the essential understandings

that students need to have about measurement?

• How do the different stations address or raise different issues related to measurement?

Stations

As you work the stations, consider• What key questions can you pose that

help students identify these key issues rather than just telling them?

Counting and Place Value

• How do we teach students to count “efficiently”?

Counting and Place Value

1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:• a. 10 can be thought of as a bundle of ten ones

—called a “ten.”• b. The numbers from 11 to 19 are composed of

a ten and one, two, three, four, five, six, seven, eight, or nine ones.

• c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Counting Stations

Vacaville USD August 25, 2014. AGENDA Problem Solving and Patterns Math Practice...

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