# MSIS #2 – Day 1

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

?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.

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?”