single-digit addition fluency grades k-2
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This material was developed for use by participants in the Common Core Leadership in Mathematics (CCLM^2) project through the University of Wisconsin-Milwaukee. - PowerPoint PPT PresentationTRANSCRIPT
Single-Digit Addition Fluency Grades K-2
Common Core Leadership for MathematicsJune 26, 2012
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
This material was developed for use by participants in the Common Core Leadership in Mathematics (CCLM^2) project through the University of Wisconsin-Milwaukee. Use by school district personnel to support learning of its teachers and staff is permitted provided appropriate acknowledgement of its source. Use by others is prohibited except by prior written permission.
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
K 1 2 3 4 5 6 7 8
Counting & Cardinality
Ratios & Proportional Relationships
Operations & Algebraic Thinking Expressions & Equations
Number & Operations in Base Ten The Number System
Number & Operations - Fractions
Functions
Measurement & Data Statistics & Probability
Geometry
Learning Intentions & Success Criteria
We are learning to…• Understand how fluency with single-digit addition &
subtraction develops and progresses in CCSSM.• Read & interpret the cluster of CCSSM standards
related to adding and subtracting within 20.
We will know we are successful when we can…• Understand the strategies students use for solving
single-digit addition and subtraction problems.
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
Strategy vs. Algorithm
Getting started…
• Mentally compute the answer to the following…
1005 – 998
54 + 48
No pencil or paper please!
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
Turn and share your reasoning.
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
DiscussReread your reflection about algorithm versus
strategy completed for homework.
Reflecting on your summary, did you use a strategy or an algorithm?
What do you understand about number relationships that allow you to mentally compute answers?
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
CCSS Glossary
Computation strategy
Purposeful manipulations that may be chosen for specific problems, may not have a fixed order, and may be aimed at converting one problem into another.
Computation algorithm
A set of predefined steps applicable to a class of problems that gives the correct result in every case when the steps are carried out correctly.
Computation strategy
Purposeful manipulations that may be chosen for specific problems, may not have a fixed order, and may be aimed at converting one problem into another.
Computation algorithm
A set of predefined steps applicable to a class of problems that gives the correct result in every case when the steps are carried out correctly.
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
In Grades K-8, how many standards reference using “strategies”?
26 standards
Grade K: CC
Grade 1: OA, NBT
Grade 2: OA, NBT
Grade 3: OA, NBT
Grade 4: NBT, NF
Grade 5: NBT
Grade 7: NS, EE
11% of K-8 standards
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
K-2 Content Standards Progression
A Content Standards ProgressionGrade 1
Page 15 of the CCSSM.
Read the OA domain for Grade 1:“Operations and Algebraic Thinking” 1.OA.1-8
As you read, mark the following:
familiar ideas: ✓surprising ideas: !
confusing ideas: ?Then turn and share a ✓ or ! and a ?
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
A Content Standards ProgressionGrade 2
Page 19 of the CCSSM.Read the 2.OA.1 and 2.OA.2
In what ways do the grade 2 standards build from the grade 1 standards?
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
A Content Standards ProgressionGrade K
Read pages 11-12 of CCSSM:K.CC.4a-c, K.OA.3, K.OA.4, and K.NBT.
In what ways do these standards in kindergarten lay the foundation for learning single-digit addition and subtraction problems?
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
Using Models
Ten Frames
Ten frames show relationships of small numbers to five and ten, in particular, drawing attention to the role of 10.
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
How many dots?How did you see it?
How many dots?How did you see it?
How many dots?How did you see it?
Laying a foundation for understanding
Morgan, Dot Plates, & Ten Frames
Enjoy!
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
Through the Lens of the Math Content
What does Morgan understandabout number?
K.OA.3: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings…
K.OA.4: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings...
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
Through the Lens of the Math Content
• What is the difference between K.OA.3 and K.OA.4 in the classroom?
• What value does this foundation have for our middle and high school students?
K.OA.3: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., use objects or drawings…
K.OA.4: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., using objects or drawings...
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012
Learning Intentions & Success Criteria
We are learning to…• Understand how fluency with single-digit addition &
subtraction develops and progresses in CCSSM.• Read & interpret the cluster of CCSSM standards
related to adding and subtracting within 20.
We will know we are successful when we can…• Understand the strategies students use for solving
single-digit addition and subtraction problems.