Download - Common Core
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Common Core
Professional Development DayDecember 20th
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Today we will…
Understand how the Common Core Changes our Instruction
Connect operations and place value
Construct viable arguments while attending to precision
Create a task for students
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The Common Core
Changing the way we think
about math tricks
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The Common Core in CMS
Getting to the core of mathematical understanding
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Agree/Disagree
I have 6 strips and 7 singles. What happens to the number of tens when you add5 more strips ?354 + 87 =
354+50+30+7
This is how to teach place value
847 The 4 is in the tens place
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Understanding our Place Value System
Begin with the end in mind
Look at 5.NBT15.NBT. 1. Recognize that in a multi-digit
number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
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Understanding our Place Value System
Read Handout #1A vertical look at the Common Core
Standards and our Place Value System
What do you notice about how place value understanding progresses to 5.NBT.1 ?
5.NBT. 1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
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Turn and Talk
What part does my grade level play in this progression?
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Let’s Solve a Problem
Ms. S. has 2,694 bunnies. Ms. C. has 186. How many more bunnies does Ms. S.
have than Ms. C?
How could you solve this problem using two different strategies?
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Let’s Solve a Problem
Ms. S. has 4,010 bunnies. Ms. C. has 999. How many more bunnies does Ms. S. have than Ms. C?
How could you solve this problem using two different strategies?
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Let’s Solve a ProblemMs. S. has 4,010 bunnies.
Ms. C. has 999. How many more bunnies does Ms. S. have than Ms. C?
Ms. S. has 2,694 bunnies. Ms. C. has 186. How many more bunnies does Ms. S. have than Ms. C?
Discuss at your table:-What strategies did you use to solve each of the problems?
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Let’s Solve a ProblemMs. S. has 4,010 bunnies.
Ms. C. has 999. How many more bunnies does Ms. S. have than Ms. C?
Ms. S. has 2,694 bunnies. Ms. C. has 186. How many more bunnies does Ms. S. have than Ms. C?
Did anyone solve these two problems differently? Ex. You used the algorithm on one but not on the other?
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How might a student solve these two problems?
Ms. S. has 2,694 bunnies. Ms. C. has 186. How many more bunnies
does Ms. S. have than Ms. C?
Ms. S. has 4,010 bunnies. Ms. C. has 999. How many more bunnies does Ms. S. have than Ms. C?
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Looking at Misha’s Work
Discuss with your partner. Make sure you both understand how Misha solved the problem.
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Looking at Misha’s Work
What did Misha do to solve this problem? Talk with your table-mates.
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What Do You Think?
Discuss at your table: Why might Misha have started with the thousands instead of the ones?Why might Misha have written 80-80 in her first
strategy?Why might Misha have used 110 in her second
strategy?
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What’s the Mathematics?Discuss at your table:
- What place-value understanding did Misha need to meaningfully use her strategies?
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Operations & Place Value
Read handout #2:Relationships between operations and
place value understanding in the Common Core
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Turn and Talk
How are operations and place value connected?
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Brain Break!
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Journal Entry
Tasha challenged Clyde in the Factor Game. Tasha is very competitive and wants to get lots of
points right away. She thinks her best first move would be to choose 30.
Convince her that this is NOT her best move.
In your math journal: Construct a viable argument and attend to precision when doing so.
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Share
As other’s share, listen for evidence of “constructing
viable arguments”
As other’s share, listen for evidence
of “attending to precision”
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A Closer Look
Read Practices 3 and 6 and the Unpacking at your grade level.
Is there anything you want to revise/change/delete from your journal entry?
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Working with Students1. Get into grade level groups
2. Look at the task/game/activity taken from Investigations at your grade level.
3. Consider how this activity provides an opportunity for children to demonstrate these two practices.
4. How can we make the opportunity for students to construct viable arguments and attend to precision explicit?
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Kindergarten: Unit 5- Ways to Make a Hexagon SAB 43- Double Compare (introduced in Unit 4)
1st Grade: Unit 4- Guess my Rule Game- Would You Rather Be an Eagle or
Whale? Student work from teacher book (pp. 63,65 and 66)
2nd Grade: Unit 4- Teacher book page 93- Today’s Number (Teacher book p.54)
3rd Grade: Unit 6- Franik’s Marbles SAB 43- Comparing Tovar, Winger, and Jorad
SAB 55
4th Grade: Unit 5- Solving an Addition Problem in two
Ways SAB 30- Close to 1,000 Game
5th Grade: Unit 4 - In Between Game- Which is Closer to One? SAB p.48
Grade Level Tasks to use to “construct a viable argument and attend to precision when doing so”
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Share Ideas
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Next Steps- change this slide to reflect expectations at your school
Ideas: Replace with slide for your school Share student work during team planning
What do students understand about “attending to precision?” What are their misconceptions?
What do students understand about “construct viable arguments?” What are their misconceptions?
What evidence do you see that your students understand the math concept? Where do they struggle?
Look at video of student work and discuss how or if students are demonstrating the practices.
Compare across grade levels Others?
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Why will the way we teach need to change?
With a team, create a product to address the question above.Address 1 of 5 audiences: students, parents,
teachers, administrators, community members.
Create a product:Posterwork of artSongvideo etc to communicate this message