TIPM3K-1

April 4, 2011

Number Lines

• Number lines are not appropriate for children before grade 2. Why? Explain the difference between number lines, number lists, and number paths.

• How do number paths and lists extend to measurement and data?

• 1st grade -pages 43- 45.• Kindergarten – pages 38-40

Multi-Digit Addition and Subtraction

• Why is seeing the patterns involved in adding tens and ones considered place-value work rather than part of operations core?

• What is the explanation given for students’ errors in 2 digit regrouping in addition and subtraction problems?

• What strategies are suggested for developing skills in addition and subtraction with 2-digit numbers?

• See Pages 45-53 (Focus 1st Grade)

Using the Secret Code Cards

• http://www-personal.umich.edu/~mlhartma/secretcode.wmv

• http://www-personal.umich.edu/~mlhartma/2digitadd.wmv

Investigating Boxes

• Collect boxes a week or two before the lesson.

• Include cylinders• Boxes should close or have lids• Bring extras. You need more than one per

child.

Comparing Boxes

• You will work with a partner to compare your box.

• Choose one and put it aside for later.

Comparing Boxes

• Teacher chooses two boxes from the remaining collection.

• Ask: What do you notice about the boxes?• Children share observations• Introduce terms face, edge, and vertex• Students compare their boxes with each

other

Sorting Boxes

• Teacher chooses six to eight boxes and sorts them into two groups.

• Ask children to guess how they are sorted.• Paraphrase ideas to use correct terminology.• In small groups of three or four, children sort

their own set of six or seven boxes.• Sort their boxes in as many ways as they can.• Record one of their ways on newsprint and

ask the rest of the class how they sorted.

Tracing Faces

• Before the lesson, choose on of your boxes and trace all the faces on newsprint.

• Ask students to guess which box you traced and explain.

• Children will trace all the faces of one of their boxes.

• Use just one sheet of newsprint.

Mathematical Practices

At your table, divide into two groups. • One group reads Part 1 (pages 47-51)• The other group reads Part 2 (pages 52 -56)• Look for examples of the teacher using

mathematical practices during their lesson• Be prepared to share examples in your

group.

Mathematical Practices

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning

of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.