This document provides a summary of a webinar about the first grade CCGPS mathematics unit on creating routines using data. The webinar focused on the big ideas, standards, and examples for the unit. It also discussed tools for developing number sense, examples for assessment, and a list of resources for teaching the CCGPS. The presenter emphasized developing a deep understanding of quantity, relationships among numbers, and representations of number.

1. CCGPS Mathematics
Unit-by-Unit Grade Level Webinar
First Grade
Unit 1: Creating Routines Using Data
May 3, 2012
Session will be begin at 3:15 pm
While you are waiting, please do the following:
Configure your microphone and speakers by going to:
Tools – Audio – Audio setup wizard
Document downloads:
When you are prompted to download a document, please choose or
create the folder to which the document should be saved, so that you
may retrieve it later.

2. Clearing up confusion
• This webinar focuses on CCGPS content specific to one grade level
and one unit within that grade.
• For information about CCGPS across a single grade span, please
access the list of recorded GPB sessions on Georgiastandards.org.
• For information about the Standards for Mathematical Practice,
please access the list of recorded Blackboard sessions from Fall
2011 on GeorgiaStandards.org.
• CCGPS is taught and assessed from 2012-2013 and beyond.
• A list of resources will be provided at the end of this webinar and
this list has also been included in your document downloads.

3. CCGPS Mathematics
Unit-by-Unit Grade Level Webinar
Grade One
Unit 1: Creating Routines Using Data
May 3, 2012
Turtle Gunn Toms– tgunn@doe.k12.ga.us
Elementary Mathematics Specialist
These materials are for nonprofit educational
purposes only. Any other use may constitute
copyright infringement.

4. Welcome!
• Thank you for taking the time to join us in this
discussion of Unit 1.
• At the end of today’s session you should have at least 3
takeaways:
 The big idea of Unit 1
 Something to think about… food for thought
 How might I prepare for the start of school next year?
 What is my conceptual understanding of the material in this unit?
 a list of resources and support available for CCGPS
mathematics

5. • Please provide feedback at the end of today’s session.
Feedback helps us all to become better teachers and
learners.
Feedback helps as we develop the remaining unit-by-unit
webinars.
Please visit http://ccgpsmathematicsK-5.wikispaces.com/
to share your feedback. This is our “baby”wiki!
• After reviewing the remaining units, please contact us
with content area focus/format suggestions for future
webinars. Wiki, anyone?
Turtle Gunn Toms– tgunn@doe.k12.ga.us
Elementary Mathematics Specialist

6. Welcome!
• For today’s session:
Did you read the First Grade mathematics CCGPS?
 Did you read First Grade Unit One?
 Make sure you download and save the documents
from this session.
Ask questions and share resources/ideas for the
common good.
Join the K-5 wiki. If you are wondering what a wiki
is, we’ll discuss this near the end of the session.

7. Remember, Turtle, give someone a fish
and they eat for a day.
Teach them to fish and
they’ll have no further use for you.

8. Activate your Brain
What numbers less than 100 make eight
when the digits are added together?
(example 17 is a solution because 1+7=8)
Write to help explain your best thinking
using words, numbers, or pictures.

9. What’s the big idea?
• Developing deep understanding of quantity,
relationships among numbers, and
representation of number.
(If you were in the K webinar yesterday, this
should look very familiar…)

10. Navigating a Unit
Overview
Standards
Number Sense Trajectory
Enduring Understandings
Essential Questions
Concepts and Skills to Maintain
Selected Terms and Symbols
Strategies for Teaching and Learning
Common Misconceptions
Evidence of Learning
Tasks

11. New to the Frameworks?
• Enduring Understandings
• Essential Questions
• Common Misconceptions
• Overview

12. Navigating a Unit
What’s Different/What’s the Same?
SMP’s (analyzing, estimating, reasoning, describing patterns,
defending, discussing, peer feedback, contentious discourse,
modeling, etc.)
Grade Level Overview
Collaborative skills (How collaborative are
your collaborative activities?)
Productive Struggle
Journaling/Notebook
Development of own understanding
(yours and students’)
The regular use of routines is important to the development of
students’ number sense, flexibility, fluency, collaborative skills and
communication.

13. Brand Spanking New!

15. Navigating a Unit
Classroom Routines and Rituals
http://www.edutopia.org/math-social-activity-
cooperative-learning-video
http://www.edutopia.org/math-social-activity-sel
http://www.youtube.com/user/responsiveclassroom/vi
deos
http://www.responsiveclassroom.org/category/categor
y/first-weeks-school

16. Navigating a Unit
Journaling/Math Workshop
http://mrsshannonsclass.weebly.com/guided-math.html
Sense making
http://www.youtube.com/user/mitcccnyorg?feature=watch

17. Navigating a Unit
Mathematical Community of Learners-
http://www.insidemathematics.org/index.php/video-tours-of-
inside-mathematics/classroom-teachers/157-teachers-reflect-
mathematics-teaching-practices

18. “Remember that we all climb the hills differently. We take
different paths, different steps, and different journeys. We
each reach landmarks in different ways and at different times.
If we push or pull children up the hill and make them practice
our steps, our ways, or, worse yet, drop them by helicopter at
points of the journey without the climb of getting there, we
may get them up the mountain - but they won’t own it. They
may reach the vista, but they won’t feel empowered by the
climb. They won’t take on the next hill in the journey. And
most important, they won’t have learned how to climb, how
to mathematize their own lived worlds. If, however, we
support their steps, work with them as young
mathematicians, the climbs and the vistas and the joys of the
journey will be theirs forever” C. Fosnot

19. What’s the big idea?
• Developing deep understanding of quantity,
relationships among numbers, and
representation of number.

20. Tools for Teaching Number Sense
• Subitization
• Comparison
• Counting
• One- to- one correspondence
• Cardinality
This is from Kindergarten Unit 1
• Hierarchical Inclusion
• Number Conservation  Dot Cards/TenFrames
 Number Cubes
• Spatial Relationship
 Dominoes
• One and Two More or Less  Cups
• Understanding Anchors  Collections
• Part/Part Whole Relationships

21. Developing Number Sense
How do you know what they know?
• First, do no harm:
http://www.youtube.com/watch?v=I9jaJREEAI&feature=channel
&list=UL
http://www.youtube.com/watch?v=nK63kRN5xPo&feature=rel
mfu
• Determine strategies:
http://www.youtube.com/watch?v=yYdjCjEsdSw&feature=chan
nel&list=UL
Thanks, Gatorgyrl82!
http://www.youtube.com/user/Gatorgyrl82?feature=watch

22. Coherence and Focus – Unit 1
What are students coming with?

23. Coherence and Focus – Unit 1
What foundation will have been built?
Where does this understanding lead incoming students?

24. Coherence and Focus – Unit 1
What foundation is being built?
Where does this understanding lead students?

25. Coherence and Focus – Unit 1
View across grade bands
• K-6th
Operations with whole numbers and fractions.
Numbers and their opposites.
• 8th-12th
Everything!

26. Coherence and Focus – Unit 1
What foundation is being built?
Where does this understanding lead students?
http://www.k-5mathteachingresources.com/2nd-grade-math-journals.html

27. Examples & Explanations
Downloads:
•Dot cards and ten frames packet
•Rekenrek packet
•http://gradekcommoncoremath.hcpss.wik
ispaces.net/Rekenreks

28. Examples & Explanations

29. Examples & Explanations
Journaling Revisited:

30. Examples & Explanations
Standards:
http://secc.sedl.org/common_core_videos/
Videos for teachers explaining standards- so far:
1.OA.6, with more to come.
Tools:
http://www.dpi.state.nc.us/docs/acre/standards/co
mmon-core-tools/unpacking/math/1st.pdf
Unpacked standards from NC

31. Assessment
How might it look?
Examples of how balanced assessments can be
assembled.
http://map.mathshell.org/materials/tests.php
The target audience for these sample assessments :
1. teachers who have already begun work with
mathematical practice standards
2. designers of future CCSSM-aligned assessments
http://map.mathshell.org/materials/pd.php
(while you are at it, have a look at their Professional Learning!)

32. Assessment
How could it look?
Downloaded document from
http://nzmaths.co.nz/
Charlotte, NC
mathematics- (gr1-tasks.pdf)
assessment

33. Resource List
The following list is provided as a sample of
available resources and is for informational
purposes only. It is your responsibility to
investigate them to determine their value and
appropriateness for your district. GaDOE does
not endorse or recommend the purchase of or
use of any particular resource.

34. What in the world is a wiki?
http://ccgpsmathematicsk-5.wikispaces.com/1st+Grade

35. Resources
• Common Core Resources
 SEDL videos - https://www.georgiastandards.org/Common-
Core/Pages/Math.aspx or http://secc.sedl.org/common_core_videos/
 Illustrative Mathematics - http://www.illustrativemathematics.org/
 Dana Center's CCSS Toolbox - http://www.ccsstoolbox.com/
 Arizona DOE - http://www.azed.gov/standards-practices/mathematics-
standards/
 Ohio DOE –http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEP
rimary.aspx?page=2&TopicRelationID=1704
Inside Mathematics- http://www.insidemathematics.org/
 Common Core Standards - http://www.corestandards.org/
 Tools for the Common Core Standards - http://commoncoretools.me/
 Phil Daro talks about the Common Core Mathematics Standards -
http://serpmedia.org/daro-talks/index.html

36. Resources
• Books
 Van De Walle and Lovin, Teaching Student-Centered
Mathematics, K-3
 Fosnot and Dolk, Young Mathematicians at Work
 Wright, et al, Teaching Number in the Classroom
 Wright, et al, Early Numeracy
 Parrish, Number Talks
 Clements and Sarama, Learning and Teaching Early Math
 Shumway, Number Sense Routines (preview!)
 Wedekind, Math Exchanges (preview!)

37. Resources
• Professional Learning Resources
 Inside Mathematics- http://www.insidemathematics.org/
 Edutopia – http://www.edutopia.org
 Teaching Channel - http://www.teachingchannel.org
Annenberg Learner - http://www.learner.org/resources/series32.html
• Assessment Resources
 MARS - http://www.nottingham.ac.uk/~ttzedweb/MARS/
 MAP - http://www.map.mathshell.org.uk/materials/index.php
 PARCC - http://www.parcconline.org/parcc-states
•Start of School- Parents
http://www.youtube.com/watch?v=Vvk4-evBS-8&feature=plcp
(how to support your school and teacher)

38. Phil Daro says:
it’s just the easy part to design and write something down.
The hard part comes… with putting them to work.
And the users have ultimate control over how they’re used.
So no matter how well designed the tool is – the user has control.
And there you see my granddaughter Sadie
using a well-designed crayon.
So , … if all people do, is take out their
old state standards, toss them out, and replace these
common core state standards into those old boxes
NOTHING IS REALLY GOING TO CHANGE
We designed these as a platform for new kinds of instructional systems
We didn’t design these to be thrown into the old boxes.
The old boxes in fact, are the infrastructure for making things a mile wide, inch
deep.

39. As you start your day tomorrow…
Who dares to teach must never cease to learn ~ John Cotton Dana
http://www.youtube.com/watch?v=JEa0xpWi7C4

40. Thank You!
Please visit http://ccgpsmathematicsK-5.wikispaces.com/ to provide us
with your feedback!
Join our listserve:
join-mathematics-k-5@list.doe.k12.ga.us
Turtle Gunn Toms
Program Specialist (K-5)
tgunn@doe.k12.ga.us
These materials are for nonprofit educational purposes
only. Any other use may constitute copyright infringement.
follow@turtletoms
(yep, I’m tweeting math resources in a very informal manner)