Grade 1: 1.NBT
1. Begin by reading pages 6 and 7 of the Math Progression Document and look for new understanding and/or important aspects of numbers and general Base-Ten methods for adding and subtracting
2. Watch the following video on standard 1.NBT from EngageNY Studio Talks located here: Click Here
3. Post One Comment about something new you learned, an important aspect of First Grade Numbers and Operations that other grade levels need to know and/or an instructional strategy/model that you would use to help with the understanding of Place Value and Properties of Operations to add and subtract . Try and relate your new learning in First Grade to what you learned about Kindergarten from the video and/or progression document.
4. Post one comment responding to another participant in order to add to their thinking, suggest additional ideas or engage in a meaningful educational conversation about First Grade and how it relates to the current grade that you teach.
When I read the document, it stated that first graders engage in mental calculation. I think this is great! I have many students who struggle with even simple mental calculation in 5th grade. The more these standards are implemented carefully, perhaps the better prepared students will be throughout each grade level. I noticed from the video that dot cards seem to be a valuable visual aid that are used consistently in kindergarten and first grade. I also learned that the greater than, less than, and equal symbols are introduced to prepare students to use number lines.
ReplyDeleteI also like the dot cards. The fact that they are utilized in both kindergarten and first grade maintains consistency. I am curious to find out at which grade level dot cards are phased out.
DeleteUsually the end of first graded but some 2nd grade teachers still use them :-)
DeleteStudents in first grade continue working with numbers, but increase the values to include numbers after 100. It is always important to use precision when saying numbers and use correct terminology for math processes. For example, 101 would be read “one hundred one”, NOT one hundred AND one. I still find that in fifth grade, students do not always say numbers precisely. Another interesting skill that is taught in 1st grade is counting by 10’s within a decade. I find that students in 5th grade still have difficulty with this skill. Most children are able to skip count by 10’s; however, when you start within the decade, such as at the number 24, students seem to struggle. Perhaps, now that we have had a few years to implement the modules, children will become more proficient with these skills when they reach the upper grades. One strategy I did like was how the instructor used color coded cards when he was comparing and contrasting numbers. It made it easier to identify the tens and ones places.
ReplyDeleteOops...I replied incorrectly. See comment below.
DeleteI can understand how students use the wrong terminology for numbers. In kindergarten, they are taught that numbers greater than ten are “ten ones and a number.” For instance, twelve is ten and two ones. In first grade they are taught that numbers greater than 100 are “one hundred and a number.” The number 101 is read “one hundred one.” Although based on the terminology, it would make sense that it would be read, “one hundred and one” since it is one hundred and a one. Because I have worked with decimals, I know one hundred and one to mean 100.1 but a first grader wouldn’t know that. The wording must be incredibly confusing for them. I’m confused even trying to write it!
DeleteIf teachers get to "see" how it evovled they really do get to see how amazing it all flows. But, the problem lies that they are still learning their own material and dont have time. I applaud you all for taking the time to see what is developing. Another problem is when they kids jump in at different years. They miss the most crucial part of number sense that we are learning about in this session.
DeleteI agree with you Kelly that students even in 5th grade have difficulty counting by tens within a decade. I think this all relates to math fluency, and as you said, teachers and students have had a few years to implement and learn from the modules and common core, so hopefully these foundation skills will improve.
ReplyDeleteI an not wait to see progression of skills as younger kids, ones growing up in "Common Core" will, possibly, be better problem solvers their predecessors. Obviously, it will take time to see the full extent of Changes being made, but I feel like we are moving in a positive direction.
DeleteAn important aspect I learned was the method to best build number sense and place value is to begin with concrete models then incorporate pictures and follow up with abstract examples. It shows how manipulatives and visuals are directly related to the written methods. This same concept of presenting new material was demonstrated in teaching the kindergarten standards and I imagine it will also be true when teaching second grade standards.
ReplyDeleteThat stood out to me as well, with the models. It is interesting to see how the number chart is used. Our students have one in their agenda, and I mention it when we practice skip counting, but I rarely see students use this as a method for skip counting. They also can't use it on tests, but it is a good tool to gain an understanding of how to arrive at a particular answer.
DeleteAt the conclusion of the video, the presenter stated that we are creating flexible thinkers and are teaching students through word problems, not teaching students work problems separately. This stood out to me and is so true. Word problems are used on the majority of the assessments, so it is nice to see they are incorporated right at the start of learning math concepts. I like how the young learners use concrete models regularly, then move into pictorial.
ReplyDeleteYes...math is starting to become very visual. The only thing I would like for the word problem designers to consider is not using difficult character names or words in the younger grades. This only adds more frustration to students with reading difficulties.
DeleteYes Julie! This is the message we are trying to get out to teachers and the public. Math is not learning steps it is learning conceptual understanding, applying and being able to explain
DeleteJessi, that is great to hear, but I have to be honest. I am teaching 9th and 10th graders function notation right now, and it seems like so much of it is process based. It may be that my students do not have a firm foundation because they were thrown right into the common core curriculum, but it is a struggle to get the students to truly understand the current topic.
DeleteThe first difference I noticed between kindergarten and first grade is the various manipulatives used. First grade continues to use egg crates but also includes 100 charts, partial 100 charts, base 10 blocks, graph paper, dot cards, bundles of 10 (straws), etc. All of these manipulatives are great and are necessary to create a visual attached to an abstract number. When using them in a full class it can be a little difficult for some students to experience the math benefit. I usually have to give my class about 10 minutes to "play" with them so the math connections can take place. I am excited to know that our K-2 building has jumped on board with the modules. Using the same terms and strategies will be beneficial.
ReplyDeleteInteresting note Mrs. DeFranco. I like hearing about your first hand experience as well. The use of the manipulatives and allowing them time to "play" so they can gain a full understanding of the math is a great tip.
DeleteAlthough I saw it before, the regrouping of ten ones to make a ten is something that was new to me. This was different from Kindergarten because now the 10 ones actually become a ten unit. I was surprised to see that students had to compare quantities. This is a difficult concept for secondary students, but I am happy to see that it is being incorporated at such a young age. An importance concept that other grades need to know is how smaller units can always be combined in groups of 10 to create a larger unit. I really like the variety of methods used for this concept: concrete manipulatives, dot diagrams, egg cartons, number cards, etc.
ReplyDeleteWatching the video, I couldn’t help but also think deeply about the process of regrouping and borrowing when adding and subtracting. At some point, the enthusiasm for using manipulatives fizzles out before kids hit junior high and high school age. Our kids are learning algebraic concepts and could really use a set of manipulatives when combining liker terms or using inverse operations. For some reason, middle and high school teachers do not embrace manipulatives quite as much as their elementary colleagues do. I’m interested in bridging that gap. Clearly, concrete – pictorial – abstract is a solid instruction approach.
DeleteOne thing I am noticing as I watch these videos, read the documents, and participate in training in my district is a significant emphasis on concrete to pictorial to abstract. I don’t know if it is simply because of my special education training or lack of math specialized training, but I don’t recall such this progression being emphasized quite so much. As I watch the videos, I continue to wonder at what phase the concrete manipulatives are phased out. So far, kindergarten and first grade instruction is grounded in the idea that kids learn best when they have their hands on materials and can physically trade 10 ones for a ten stick. Working with the manipulatives also develops a greater understanding in children of what it actually means to add and subtract, borrow and regroup. I think (hope) that this then translates into children growing up as better problem solvers. I was also surprised (pleasantly so) to hear that first graders are solving word problems. Again, developing the skills to reason through problems and develop perseverance in solving the real “thinkers” will serve these little ones well later in life.
ReplyDeleteI agree Kristin!! I love that they are introducing problem solving so early. And I kind of hope that the manipulatives are never completely phased out...I would love to see them still available for anyone that needs them at any time. I doubt many would still want them by high school but it would be such an easy accommodation for someone struggling.
DeleteI found a few things very interesting in this grade level. First of all, I love that the whole concrete-pictorial-abstract continues to be implemented. Also, the emphasis on no "and" between 100 and 1 for example for 101. Sometimes it's the little things we forget about. The building activities (such as groups of straws) were simple yet powerful. The visual of bundling groups of 10 straws and swapping out the groups of 10 1's for a 10 was great! I am a huge fan of manipulatives so of course I love it that it starts right away!
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