Transcript Understand place value Numbers and Operations in Base Ten

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1st Grade Planning
December 3, 2014
12:15 – 3:00 pm
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Integrate PUSD Units and Math
Expressions
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Navigate Math Expressions:
"Flip" the instruction
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Build Math Content Knowledge
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Survey Results: Current Curriculum
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Finishing U2
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Unit 4
Unit 5
Teen Totals & Decade Numbers
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Ten Frames & Hundreds Chart
Place Value
Assessing Place Value Understanding
Guiding Questions
• Based on observations and assessment, what do your students understand
about place value and numbers and operations in the base ten system?
• What are the CCSS for place value and addition and subtraction within 100?
• How do students develop deep understanding of place value?
• What models and experiences do students need to be able to strategically and
accurately add and subtract within 100?
• What experiences does Math Expressions offer?
• What additional experiences are needed?
CC Number and Operations in Base Ten:
1st Grade: Understand place value
CCSS.Math.Content.1.NBT.B.2
Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
CCSS.Math.Content.1.NBT.B.2.a
10 can be thought of as a bundle of ten ones — called a "ten."
CCSS.Math.Content.1.NBT.B.2.b
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six,
seven, eight, or nine ones.
CCSS.Math.Content.1.NBT.B.2.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).
CCSS.Math.Content.1.NBT.B.3
Compare two two-digit numbers based on meanings of the tens and ones digits, recording
the results of comparisons with the symbols >, =, and <.
Numbers and Operations in Base Ten
Standard 1.4
Add within 100
25 + 9 = 24
36 + 10 = 46
Use:
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Add:
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concrete models or drawings
Strategies based on place value
Properties of operations
Relationship between addition and subtraction
Tens and Tens
Ones and Ones
Sometimes compose a ten.
36 + 40 = 76
Numbers and Operations in Base Ten
Standard 1.5
Given a 2-digit number, mentally find 10 more or 10 less than the
number without having to count. Explain the reasoning used.
10 less
26
10 more
36
46
What models and experiences do students need to strategically solve
problems like this?
Numbers and Operations in Base Ten
Standard 1.6
Subtract multiples of ten from multiples of ten:
60 – 20 = 40
Use:
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60 – 30 = 30
concrete models or drawings
Strategies based on place value
Properties of operations
Relationship between addition and subtraction
Relate the strategy to a written method and explain the reasoning used.
What models and experiences do students need to strategically solve problems
like this? How can we help students find structure within these problems?
What are important models for building place
value understanding?
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Fingers
Counters
Five Frames and Ten Frames
Base Ten Blocks . . . 10 Sticks and Circles
Place Value Mats
20 chart . . . 50 chart . . . 100 chart
“Secret Code Cards”
Models Offered in Math Expressions
TE pages 273T – 273JJ
Give yourself a brief tour of chapter 4.
• What do you notice?
• What experiences will students get? What models or experiences
should we add in?
• What opportunities do students have to engage in the
Mathematical Practices?
A Perspective on Textbooks:
An argument for professional decision making
(Phil Daro)
• Each lesson is written for 5 different teacher “types” or
perspectives.
• A lesson was never intended to be taught in its entirety.
• Publishers anticipate you will use what fits into your
perspective.
You know more than the publisher. Trust yourself to make
informed curriculum decisions.
A Progression of Understanding
Unitizing with Base Ten
Stars in One Minute
Yarn Shapes
Race to 20, 50, 100 . . .
• Ten Frames
• Unifix Cubes and a 10 x 10 Grid
• Beans and Cups with Place Value Board
• Base Ten Blocks (Cover the Flat)
• Drawings
• Numbers
How might some of these experiences enhance Math Expressions?
Using Appropriate Tools strategically:
Hundreds Charts
Look Quick!
Processing
• How do you think this routine would benefit
students?
• How does using the blank hundreds chart for
the image impact the strategies used?
• Why is it important to record students’ strategies
with equations?
Patterns on the Hundreds Chart
I noticed that every
number in a line
below 5 has a 5 in
the ones place and
the tens place gets
bigger.
Build the Hundreds Chart
Versions 1 and 2
Ten More, Ten Less
What number is ten more than ____? How did
you figure it out?
What number is ten less than ____? How did you
figure it out?
Number Talk
50 – 10 =
50 – 20 =
50 – 30 =
50 – 40 =
50 – 50 =
Hundreds Chart Riddles
My number is more than 30.
My number is less than 50.
My number is odd.
My number is the sum of 20 + 21.
Processing Hundreds Charts
• How might these hundreds chart experiences fit
into the Math Expressions unit?
Problem Solving
Letters in Our Names
Reflections