CCSS Practices

Jeremy Centeno

Line Up• Take a Piece of notebook paper and fold it

into quarters• Label the corner 1, 2, 3, and 4• Answer the following questions on a scale of 1

(Being the least) and 10 (being the most)– I feel like I relaxed this summer– I have thought about math this summer– I have looked at the school wide data on math and

understand what it means– I know about Common Core

Stand Up, Hand Up Pair

• Signal word.• Stand up, Hand UP.• “High five.”• Greeting.• Wait quietly.• Topic given. • Begin: Partners interact using RallyRobin* or Timed Pair

Share*. • Gambit (praise) or celebration.• Closure (Good-bye).

CCSS Practice #1Practice: #1 Make Sense of problems and preserver in solving them

Three Main Points:Make a PlanSelf Monitor and ExplainDemonstrate understanding by corresponding

Example: Student Friendly Definition:I can make a plan, explain my answers, and show how I did it; then I can try another way

My Number Bond Name Tag

Jeremy Centeno 6 73 3 73 103 + 10 =

3 + 10 = 13

Practice: #2: Reason Abstractly and Quantitatively

Three Main Points:Makes sense of quantities and their relationship to the problemBring complementary abilities togetherUse reasoning that entails creating a coherent representation

Example: Student Friendly Definition:I can think about the math problem in my head first

Write a Numerical Expression

• How many tiles?

NOTE

• Not any expression that totals 16 makes sense—for example, it would seem hard to justify 2+14—but a child who writes, for example, 8+8 and explains it as “a sandwich”—the number of blocks in the middle two layers plus the number of blocks in the top and bottom—has taken an abstract idea and added contextual meaning to it.

Practice: #3: Construct viable arguments and critique the reasoning of others

Three Main Points:Understand and use stated assumptions and definitionsConstruct arguments using objects, drawings, and actionsListen, read, and critique to find out what makes sense

Example: Student Friendly Definition:I can make a plan.I can tell my partner how I did it and listen to how they did it too!Talk about it!

Partners take turns, One solving a problem while the other coaches.

100% Engagement! 0 % Engagement

Teacher Coach

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Practice: #4 Model with mathematics

Three Main Points:Reflect on whether the results make senseApply the math they know to solve problem in everyday lifeMap relationships using tools

Example: Student Friendly Definition:I can use symbols and numbers to solve problems

Peter Penguins Clues

• As a team use your mats to see who is person 1,2,3, or 4

• Person 1: Pass out clue cards• Person 2: Colors in Answer Sheet when done• Person 3: Checks all Answers• Person 4: Praises if correct• Turn board for next game

Practice: #5 Use appropriate tools strategically

Three Main Points:Be familiar with and consider all available toolsUse Technology tools to deepen understandingIdentify and Use other math resources

Example: Student Friendly Definition:I can use all available tools and technology appropriately when solving math problems

Fraction, Decimal, Percent Line Ups

• Take your Fraction cards and shuffle them• As a team put them in order on your poster

board• Take your decimal cards as a group place

them under their corresponding fraction• As a team write what the percent would look

like underneath each fraction and decimal pair• When done check to see if you are correct

Practice: #6 Attend to Precision

Three Main Points:Communicate precisely and use clear definitionsState the meaning of the symbolSpecify units of measure

Example: Student Friendly Definition:I can carefully explain to my partner how I came across my answer and why I think it is correct

Vocabulary Frayer ModelWord: Definition

Example

Non- Example

Re-Defined

Practice: #7 Look for and make use of structures

Three Main Points:Find a patternUse what you knowSolve the problem!!!

Example: Student Friendly Definition:I can use what I already know to solve a problem using patterns

Fruit Fly Problem• On day one Mr. Centeno noticed he had 2 fruit flies

flying around his bananas.• On day two Mr. Centeno had 4 fruit flies flying

around his bananas.• On day three Mr. Centeno had 8 fruit flies flying

around his bananas.• On day four Mr. Centeno had 16 fruit flies flying

around his bananas• How man fruit flies did Mr. Centeno have flying

around his bananas on day 10?

Practice: #8 Look for and express regularity in repeated reasoning

Three Main Points:Notice if calculations are repeated by looking for methodsAttend to detailOften evaluate results (check understanding)

Example: Student Friendly Definition:I can look for shortcuts, use steps to solve problems, and see if it makes sense

Repeated Pattern ActivityDirections. Multiply the middle number by itself.

Multiply the outer numbers to each other. Compare the products

5,6,73,4,56,7,8What conjecture can you come up with?What is 29x31 and why?What would the Algebraic formula look like?

Video

• http://www.youtube.com/watch?v=kZxNldBEU6o

Resource

• http://www.k-5mathteachingresources.com/1st-grade-number-activities.html