a random assortment of items through the day…

What are people doing from last time that is working

- I notice, I wonder…
- Problem solving
- Using models
- Students talking
- Slowly opening up problems

Big ideas of mathematics: language of quantity, change, shape, dimension, chance

Goal: build students depth of understanding and comfort in these areas through discourse

Through: multiple representations

The 10% perspective

Pedagogical decision – when a student provides a response, how much do you want to push? How far will you continue to going along the path of their thoughts?

Book Title: The Problem with Math is English

Number Talks: 2 + 2 + 2 + 10 + 10 +10

- How did you work with the 10s? Did you add or group? Then, what did you do with the 2s?

**Domain: Operations & Algebraic Thinking**

**Cluster: Understanding addition and subtraction **

?How does this relate to number sense?

**Progression is by age, not grade.

What are the representations? How are we putting together and taking apart?

- preK – exploring addition and subtraction with fingers and objects. Decomposing quantity (less than or equal to 5, then to 10) into pairs in more than one way (using objects / drawings)
- Grade 1 – using objects, drawings and equations with a symbol for the unknown number
- add to / take from / put together

Focus on word problems – explaining! Use the practices.

1.OA.6 **First Grade!**

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. **Use strategies** such as

- counting on;
- making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
- decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9);
- using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and
- creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Progresses to 2.OA.2

Fluently add and subtract within 20 using mental strategies (*what’s the picture that you see?)*. By end of Grade 2, know from memory all sums of two one-digit numbers.

Where has the math been? fragmented, skill-driven, incoherent

Where are we going? fewer, deeper, examples & specificity (focus, rigor & clarity)

*Why would I subtract when I can add-on?*

Take home quote of the day – don’t stop pushing for student thought.

*“If a student answers in the way that you were thinking, it should not keep you from asking did anyone do it differently?”*

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