Lunch and

Learn:

A Collaborative Time for

North Carolina Teachers

Your Presenter Information

Thank You Burroughs Wellcome

Your lunch today was provided through a generous donation by Burroughs Wellcome

Goals for Lunch and Learn

• Network with teachers from across North Carolina to share resources for implementation of Common Core State Standards.

• Review important NCDPI resources.• Review latest assessment information.• Participate in grade level activities that support

deep understanding of standards.

New Friends

Introduce yourself to the teachers in the room by sharing the following information…

Name, School, CountyWhat is your favorite number?

Explain.

Major WorkFirst Grade

Major Clusters Supporting/Additional ClustersOperations and Algebraic Thinking Represent and solve problems involving

addition and subtraction. Understand and apply properties of

operations and the relationship between addition and subtraction.

Add and subtract within 20. Work with addition and subtraction

equations. 

Number and Operations in Base Ten Extend the counting sequence. Understand place value. Use place value understanding and

properties of operations to add and subtract. 

Measurement and Data Measure lengths indirectly and by iterating

length units. 

Measurement and Data Tell and write time. Represent and interpret data. 

Geometry Reason with shapes and their attributes. 

Resources • NCDPI wikispaces

http://maccss.ncdpi.wikispaces.net/Kindergarten• K-2 Assessment Tasks http://commoncoretasks.wikispaces.com/• Illustrative Mathematics http://www.illustrativemathematics.org/standards/k8• Inside Mathematics http://www.insidemathematics.org/• Turnonccmath.org- NCSU Collaborative with Jere

Confrey and colleagues• http://turnonccmath.net/

First Grade Assessment

NBT Task 1a  

Domain Number and Operations in Base Ten  Cluster Extend the counting sequence.

Understand place value.  

Standard(s) 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

 

Materials 19 cubes or counters, blank paper, pencil  Task Place 19 cubes on the table in a scattered arrangement. Say: I have a pile cubes.

How many do you think there are? Count and see.After the student counts, ask: “How many cubes are in the pile?Say: Write that number on this piece of paper.Then, circle the digit in the ones place (9). Say: Show me with your cubes this amount.After the student shows the cubes, point to the digit in the tens place (1) and say: “Show me with your cubes this amount.”If there are still cubes left over, point to the remaining cubes and ask: “Why do you think there are still cubes leftover?”

 

First Grade Assessment

Continuum of Understanding  

Developing Understanding

Counts the collection of cubes incorrectly. Incorrectly shows the amount of cubes in the ones

place. Incorrectly shows the amount of cubes in the tens

place. Has cubes leftover after showing both amounts. 

Shows 9 cubes to represent the digit “9”.

  Shows 10 cubes to

represent the digit “1”.  Shows 1 cube to

represent the digit “1”.   

 

Complete Understanding

Counts the collection of cubes correctly. Correctly shows the amount of cubes in the ones

place. Correctly shows the amount of cubes in the tens

place.   

First Grade Assessment

• Insert First Grade Assessment Activity here• Focus on examining the Continuum of

Understanding

First Grade Unit

• Exploring Two Digit Numbers• http://maccss.ncdpi.wikispaces.net/file/view/1stGr

adeUnit.pdf

First Grade UnitPhases of the lessons

Engage Explore Explain Elaborate Evaluate• Formative• Summative

First Grade UnitGoals of the Unit…• Represent a given number (0 – 19) on a ten-frame

(double ten-frame) and relate the representation to the written numeral

• Given a number between 0 and 9, tell how many more are needed to make a ten

• Given a number between 11 and 19, tell how many tens and ones (leftovers) there are

• Given a number (0 – 30 the second and third months, 0-50 the first half of the year, 0-100 the second half of the year), tell/show how much one more or one less is with mini-ten frames, unifix cubes/pop cubes and/or any types of groupable manipulatives

First Grade UnitGoals of the Unit…• Given a number between 0 and 99, tell how much

one more or one less is• Write the numbers in standard form if shown with

mini-ten frames, unifix cubes/pop cubes and/or any types of groupable manipulatives

• Understand and use the place value of tens and ones and the order of numbers

• Given a number, tell/show numbers that are greater than, less than or equal

First Grade Unit

First Grade UnitAdd whichever First Grade Unit you want for the Lunch and Learn participants to do.

Remember… the goal is to have participants ready to implement this unit.

Use your professional judgment as to which tasks you want the participants to do.

Goals for Lunch and Learn

• Network with teachers from across North Carolina to share resources for implementation of Common Core State Standards.

• Review important NCDPI resources.• Review latest assessment information.• Participate in grade level activities that support

deep understanding of standards.

Lunch and

Learn:

A Collaborative Time for

North Carolina Teachers

Your Presenter Information