K-3 Elementary School
Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | |
Focus | Module 1:
Counting is foundational to understanding number |
Module 3:
Connect counting to addition and subtraction Presenter Note 97-147(L) |
Module 5:
Place value understanding Presenter Notes 179-216 (L) |
Module 7:
Subtracting beyond 10 Presenter Notes 251-278(L) |
Module 9:
Mathematical Practices Presenter Notes 303-315 (L) |
8:00-12:00 | * Overview of institute* Literature (P)(L)Subitizing (P)(L)(A)* 10 Black Dots (P)(L)* Games: early number (P)(L)* Hiding assessment (A) |
* Properties (C)
* Levels of methods (C)(A) * Literature (P) * Kindergarten problem types (P)(R)(A) * Choosing literature for math lesson (R)(C) |
* Comparing 2 games (P)(L)
* Workbook * Counting in base 5 * Race to 400 base 5 * Mental math (P)(L)(A) |
* Blueprint for lesson plan (L)
* Band-aids (P)(L) * Criteria for your lesson (C) * Write own lesson (L) * Multi-step problems (P) |
* Adult mathematics
* Mathematical Practices (L) * Share your lessons (L) |
12:00-12:45 | Lunch | Lunch | Lunch | Lunch | Lunch |
Focus | Module 2:
How children Internalize number Presenter Notes 63-96(L) |
Module 4:
Word problem types and fluencyPresenter Notes 148-178 (L) |
Module 6:
Computing with numbers greater than 10 Presenter Notes 217-250(L) |
Module 8: Multi-step addition and subtraction problemsPresenter Notes 279-302(L) PowerPoint |
Module 10:
Assessment system Presenter Notes 316-337(L) |
12:45-3:00 | * Number talks (P)(L)
* Internalizing numbers * Fluency (R)(C) * Organizers (L)(C) |
* ‘Teen numbers (P)(L)
* Routines (P)(L) * 1st grade problem types (P)(L)(R) * Write and critique problems (P)(L) * Comparison language (L) |
* Game (P)(L)
* Revisit 10 Black Dots (L) * Classroom lesson (L) * 100s and beyond (P)(L) * Problem types 2nd (P)(R) * Language (C) |
* Subtraction magician (L)
* Use of blackboard (L)(C) * Across representations (L) (C) * Your lesson (L) * Games: Race to $1.00 (L) |
* Got your number (P)
* Smarter Balanced (C) * MARS tasks (P)(A) * Using results (P)(L) * Preparing students (L) * Reflection & next steps |