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CCGPS MathematicsUnit-by-Unit Grade Level Webinar
Kindergarten GradeUnit 6: Further Investigation of Addition and
SubtractionJanuary 15, 2013
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What’s Unit 6 all about? • Organizing thinking• Quantity representation• Quantity comparison• Decomposition of number• Types of addition and subtraction problems• Modeling problem solving• Multiple solution paths
What should students bring from before?
• Foundational number and operations understanding• Foundational quantity understanding (to 20)• Foundational ability to decompose quantities• Benchmarking (5 and 10) • Rote counting ability (to 20)• Foundational organizational ability• Use of the 8 Standards for Mathematical Practice
Here’s the skinny-• The short version is happening right now. • The long version is here: http://commoncoretools.me/wp-content/uploads/2011/05/ccss_progression_cc_oa_k5_2011_05_302.pdf
What’s Unit 6 all about? • Organizing thinking
What’s Unit 6 all about? • Quantity
representation
• Quantity representationWhat’s Unit 6 all about?
What’s Unit 6 all about?• Quantity representation
What’s Unit 6 all about?
• Quantity comparison
What’s Unit 6 all about?• Decomposition of number
What about Fluency? • Page 3• The kindergarten fluency expectation:
Fluently add and subtract within 5
• Games are a great way to build fluency.• Students need a mental image to support
quick retrieval. This provides “back-up” memory and aids flexible thinking.
What about Fluency? • Bill McCallum says:April 2, 2012 at 4:25 pmFluent means “fast and accurate” and mental means “in your head”. A fluent calculation is not necessarily mental; a student could be fluent with a paper and pencil algorithm, for example. And a mental calculation is not necessarily fluent, although I think in all of the instances where this phrase is used in the standards fluency is expected as well. But it might be a valuable exercise for a student to mentally add 2 two-digit numbers, even if the calculus is not very fast.
Bill McCallum and Jason Zimba (common core authors) http://www.youtube.com/watch?v=ZFUAV00bTwA
What’s Unit 6 all about? • Types of addition and subtraction problems
A quick word about Key Words: • http://
mathcoachscorner.blogspot.com/2012/05/another-case-against-key-words.html
What’s Unit 6 all about? • Modeling problem solving
What’s Unit 6 all about? • Modeling problem solving
What’s Unit 6 all about? • Modeling problem solving
http://www.k-5mathteachingresources.com/kindergarten-math-journals.html
What’s Unit 6 all about? • Multiple solution paths
What about teaching? A teacher asks: How do you envision how math class would be taught with the Common CoreStandards? I think many teachers teach math in a fairly “traditional” way – instructing students on how to do (whatever) and then assign problems to be completed. How is our “mode of business,” if you will, going to change?Bill McCallum says:Dear Teacher, I don’t see the standards as dictating any particular teaching method, but rather setting goals for student understanding. Different people have different ideas about what is the best method for achieving that understanding. That said, I think it’s pretty clear that classrooms implementing the standards should have some way of fostering understanding and reasoning, and classrooms where students are just sitting and listening are unlikely to achieve that.
One of the strongest results in recent research is that the most important feature in effective
teaching is giving students "opportunity to learn". Teachers can set expectations, time,
kinds of tasks, questions, acceptable answers, and type of discussions that will influence
students' opportunity to learn. This must involve both skill efficiency and conceptual
understanding.
Hiebert, James; Grouws, Douglas The Effects of Classroom Mathematics Teaching on Students' Learning 2007
Horizontal and vertical connections
• Strategies apply everywhere, in multiple contexts• Integration of content areas ensures connections
and relational thinking• Multiple steps builds understanding and deeper
thinking• Work the culminating task collaboratively with
colleagues so you know where your kids need to go, and what they might have difficulty with
Resources• http://maccss.ncdpi.wikispaces.net/Kindergarten• http://www.k-5mathteachingresources.com/• https://
www.teachingchannel.org/videos/common-core-state-standards-elementary-school?fd=1
Culmination of the unit, not the culmination of kindergarten.
As part of the continuing implementation of CCGPS in the year 2013 - 2014, the current GADOE mathematics frameworks and units are being reviewed, revised, and augmented. We are offering an opportunity for educators to assist in this critical process.
The challenge: Create a career-based mathematics task using guidelines provided to supplement and/or address gaps in the existing CCGPS frameworks units.
If your task is selected for addition to a unit, you will receive a $200 honorarium per task. All work is to be original using support structures provided by the Georgia Department of Education Mathematics Team.
If you are interested in participating in this challenge, please view the task creation guidelines at http://ccgps-task-submission-guidelines.wikispaces.com/, and get started! Task submission period begins now and closes May 1, 2013. We look forward to seeing your tasks.
Career-Based Mathematics Task Challenge
As part of the continuing implementation of CCGPS, the current CCGPS mathematics frameworks and units are being reviewed, revised, and augmented. The Georgia Department of Education is seeking qualified math educators to become part of the 2013 CCGPS Mathematics Resource Revision Team which will assist in this critical process.
The scope of the CCGPS Mathematics Resource Revision Team work will include, but is not limited to:• evaluating newly submitted tasks • assessing the need for additional tasks• assessing the order of current units and tasks• editing of current units and tasks • creating additional tasks to address gaps, if necessary
2013 Resource Revision Team
All work will be completed collaboratively with support structures provided by the Georgia Department of Education Mathematics Team.
All work is to be completed at the Georgia Department of Education, June 3rd-June 6, and June 10-13, 2013.
Team members will be compensated for contracted work in the amount of $2000 and travel expenses will be reimbursed.
If you are interested in becoming a part of the CCGPS Mathematics Resource Revision Team, please respond to the appropriate Georgia Department of Education contact below by March 1, 2013. In your response, please indicate grade level interest, why you would like to be part of this team, related experience, and the contact information for two references.
2013 Resource Revision Team
Grades K-5Turtle Toms tgunn@doe.k12.ga.usMathematics Program Elementary Specialist
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Turtle Gunn TomsProgram Specialist (K-5)tgunn@doe.k12.ga.us
These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.
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