PowerPoint K-2 - Walter Hill School

Report
CCSSM – K-2
Developing Number Sense
Strategies for teaching Addition/Subtraction
And MORE!
Common Core –
Mathematical Practices
 Make sense of problems and persevere in solving them.
 Reason abstractly and quantitatively.
 Construct viable arguments and critique the reasoning of
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others
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
http://www.corestandards.org/assets/CCSSI_Math%20Sta
ndards.pdf
Unlock the Puzzle
 Kindergarten take the green puzzle.
 First Grade take the yellow puzzle.
 Second Grade take the red puzzle.
 Put the pieces together and discover the
critical areas for your grade level.
 Now, take a minute to report your critical
areas to the group.
PARCC
• Fluency Lens
At each grade level in the standards, one or two
fluencies are expected: Table 1: Grade-Level
Fluency
Grade
Required Fluency
K
Add/subtract within 5
1
Add/subtract within 10
2
Add/subtract within 20
Add/subtract within 100 (pencil and paper)
3
Multiply/divide within 100
Add/subtract within 1,000
4
Add/subtract within 1,000,000
5
Multidigit multiplication
Number Sense
Cube
Trains
http://illuminations.nctm.org/
ActivityDetail.aspx?ID=74
Task
 I’m thinking of 2 different numbers.
When you add them together they
make 8. When I asked some people to
guess my secret numbers, four people
came up with four different answers.
Do you think that it is possible for 4
different answers to be correct?
Snap It!
Number Sense
 Number Bracelets
 Pipe cleaners
 6 beads
 Masking tape – 1 two-inch piece
 How many number bonds can you make?
 2 + 4 Flip the bracelet 4 + 2 (Property?)
 How many other bonds can you find?
Six-Dinner Sid
http://www.oswego.or
g/ocsdweb/games/SplatSqua
res/splatre100.html
Activities
 Primary – How many meals did Sid eat
in one school week? (5 days) Use tenframes to count.(Start with cubes)
 Second Grade – Ask them to figure out
how many meals in 10 days. Use tenframes followed by base ten blocks.
Common Core
 K – Decompose numbers less than or equal to 10 into
pairs in more than one way. 5 + 1, 4 + 2, 3 + 3
 1st – Add and subtract within 20, demonstrating
fluency for addition and subtraction within 10.
 1st – Understand the meaning of the equal sign, and
determine if equations involving addition and
subtraction are true or false. 6 = 6, 2 + 4 = 4 + 2,
1+5=4+2
 2nd – Fluency – Know all sums of 2 one-digit numbers.
Ten - Frame
 Flash Cards
 Adding with 10-Frames
 Web Connections
http://illuminations.nctm.org/ActivityDetail.as
px?ID=75
 Show center.– Do examples.
 http://www.k5mathteachingresources.com/mathresources.html
Tasks with 10 Frames
Mrs. Lasater is counting lunch
choices. 11 children want pizza, 9
students brought their lunch from
home, and the rest will eat
hamburgers. If she has 25 students,
how many will eat hamburgers?
More for 10
Ways to make 10 –
Assessment or activity
Racing Bears - Game
Turtle Splash!
Common Core
 K – Count to answer how many? Use as many as 20
things arranged in a line, rectangular array, or a circle.
 K – For any number 1 – 9, find the number that makes
ten when added to the given number.
 1st – Add and subtract within 20, demonstrating
fluency for addition and subtraction within ten.
 2nd – Use two ten frames to memorize all sums of two
one-digit numbers.
Common Core
 K- Understand addition as putting together and
adding to, and understand subtraction as taking apart
and taking from.
 1st – Use addition and subtraction within 20 to solve
word problems…Solve word problems that call for
addition of 3 whole numbers whose sum is less than
20.
 2nd – Determine whether a group of objects (up to 20)
has an odd or even number or even number of
members.
Compensation for Addition
 How is compensation for addition similar to and
different from compensation for subtraction?
 K-1st – 11 + 19 = ? Anna says that we could take 1
away from both numbers before we add and get
the same answer. Then she rethinks and decides
that we need to take away 1 from 11 and add 1 to 19
to get the same sum.
 Which is correct and why?
 2nd – 199 + 23
Mathematical Reasoning
 1st Grade – Students debate how to use
the strategy of compensation to
compute 11 – 9. Sam says they will get
the same answer if they add 1 to 9 and
take away 1 from 11. Molly says that
you should add 1 to both numbers.
Who do you think is correct?
 2nd grade use 121-89.
2.OA.1
2.OA.2
2.NBT.5
2.NBT.7
2.NBT.8
2.NBT.9
2.MD.6
1.OA.1
1.OA.3
1.OA.4
1.OA.6
1.OA.7
1.OA.8
1.NBT.6
http://akidsheart.com/a
nimals/bear/cntpanda.ht
ml
Kindergarten –
Count the
Pandas!!
Subtraction
3.OA.8
3.NBT.2
Table 1 in CCSSM –
Addition and
Subtraction for 1st – 3rd.
Read the book
See an
additional
task on the
hand-out.
Skip Counting
 http://www.havefunteaching.com/songs-
for-kids/math
 Jessica Shumway http://www.youtube.com/watch?v=bKtBXO2gNA
 Counting Circles
Literature Connection
http://resources.o
swego.org/games/
SplatSquares/spla
tsq100.html
Splat
Counting by
5’s on clocks
Hundreds Chart
 http://nlvm.usu.edu/en/nav/frames_asid_337_g_1_t_1.
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html?from=topic_t_1.html
Splat http://www.oswego.org/ocsdweb/games/SplatSquares/splatsq100.html
L’s on the 100’s Chart – Place the L. Write the problem.
Make a L on 65,75,85, 86, 87,88
Write the problem.
Make new problems and share.
 100’s chart – Game +10, -10, +1, -1
Splat to Make L’s
Build Bean Sticks
 http://illuminations.nctm.org/lessons/count20/Count
20-TS-BeanSticks.pdf
Base 10 Blocks Addition
 http://nlvm.usu.edu/en/nav/frames_asid_154_g_1_t_1.
html?from=category_g_1_t_1.html
 Cows
http://illuminations.nctm.org/ActivityDetail.aspx?ID=
218
 K – Make your initial.
 1st – 2nd – Make your name with base 10 blocks.
Race to 100
Task
 The king and queen and their 17 friends
want to journey to the festival. They
plan to ride horses, which can carry 2
people, and elephants, which can carry
5 people. How many animals shall they
take? Is there more than one answer? If
so, what could help them decide?
If the little sister
had continued to
eat items in the
same pattern, how
many more
“things” would she
have to eat before
she reaches 100?
Use drawings and
words to support
your answer.
Find the
10’s. How
could we
use the
addition
chart with
our task?
Base 10 Blocks Subtraction
 http://nlvm.usu.edu/en/nav/frames_asid_155_g_1_t_1.
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html?from=category_g_1_t_1.html
Use base 10 blocks to subtract.
Elevator Magic
Shark Swimathon
Turtle Splash
Centers
 Trading Inches, Trading Feet
 Make a Meter
 Ten-Frames (Visited earlier)
 Race to 8:00
 Money Rules
 Picture Pie
 Ready-made – Place value and Pattern
Blocks
Assessment
 Rich Tasks with constructed response
 Look at the work
 Games
 NCTM Assessment Book
 Art
 Post-it Notes
Differentiation
 Assessing and Advancing Questions
 Marion Small’s Open Ended Questions
and Parallel Tasks
 Rich Tasks
Resources
 MC2 guest on portaportal.com
 http://guest.portaportal.com/mc2
 Model Lessons in your classroom
 E-mail me with questions – I will be trained on the
constructed response grading.
 NCTM Teaching Children Mathematics
 Navigations by NCTM
 Professional Books
Task
My friend has cows and
chickens. How many of each
does she have if there are 10 legs
altogether? Is there another
answer?
Problem Solving
Salute
Pattern Block Game
Cats and Leaves
Make and Take
Go to www.portaportal.com
mc2
Math Pickle is under Teacher
Resources.

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