Do We Have Time for Time (& Money)? · 2016-06-01 · 2.MD.8 3.MD.9 Number and Operations in Base Ten K.NBT.1 Math Practice Standards 1. Make sense of problems and persevere in solving

Do We Have Time for Time (& Money)? LATRENDA KNIGHTEN LDOE TEACHER LEADER SUMMIT JUNE 2, 2016 ERNEST MORIAL CONVENTION CENTER, NEW ORLEANS, LA

Session Agenda Opening Activity

Introduction/Workshop Overview

New Standards - Money Money and the standards Money activities/reflection

Time Time and the standards Time activities/reflection

Making Connections

Vertical Alignment

Reflection/Questions

CAIN CENTER FOR STEM LITERACY, LOUISIANA STATE UNIVERSITY

Louisiana Student Standards Measurement and Data K.MD.4 1.MD.3 1.MD.5 2.MD.7 2.MD.8 3.MD.9

Number and Operations in Base Ten K.NBT.1

Math Practice Standards 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning.


Opening/Warm Up Activity


The Standards and Money Work with time and money Kindergarten:

– K.MD.4. Recognize pennies, nickels, dimes, and quarters by name and value. NEW STANDARD

First Grade: – 1.MD.5. Determine the value of a collection of coins up to 50 cents.

(Pennies, nickels, dimes, and quarters in isolation; not to include a combination of different coins.) NEW STANDARD

Second Grade: – 2.MD.8. Solve word problems involving dollar bills, quarters, dimes,

nickels, and pennies, using $ and ¢ symbols appropriately.

Third Grade: – 3.MD.9 Solve word problems involving pennies, nickels, dimes, quarters

and bills greater than one dollar using the dollar and cent symbol appropriately. NEW STANDARD CAIN CENTER FOR STEM LITERACY, LOUISIANA STATE UNIVERSITY

Think-Pair-Share •Which standards in the cluster are familiar? •What’s new or challenging in these standards? •Which standards in the cluster need unpacking or emphasis?

Protocol from Common Core Mathematics in a PLC at Work Grades K-2


Two types of Money Problems Problem 1: Dot has two quarters. Jim has three dimes. Hank has a nickel. How much money do they have altogether? Problem 2: I have six coins worth 42 cents. What coins do you think I have?

7 CAIN CENTER FOR STEM LITERACY, LOUISIANA STATE UNIVERSITY

Solve both problems. Then Turn and Talk to a partner and discuss the following: • Identify similarities and differences

between these two problem types • What prior knowledge or prerequisite

skills are needed to solve these problems successfully?

.42 vs. 42 cents


•While students in grades 1 -3 become more proficient with their understanding of place value by the end of third grade, it’s important to note that these students still do not have an understanding of decimal place values. Therefore, monetary amounts should be represented using the $ and ₵ signs or the words dollar and cents.

•“The decimal point is a convention that has been developed to indicate the units position. The position to the left of the decimal point marks the location of the units place.”

Van de Walle, Karp, Lovin, and Bay Williams (2014)

•Our monetary system can be described as a decimal system. For example in the amount $12.95, the decimal point designates the dollars position as the unit.

Why is it so difficult for children to understand the concept of money?

It is not that money is hard for children but rather that skip counting by different amounts is difficult. - Van de Walle (2001)


Money Skills usually required in Elementary grades: •Recognizing coins •Identifying and using the value of coins •Counting and comparing sets of coins •Creating equivalent coin collections (same amounts, different coins) •Selecting coins for a given amount •Making change •Solving word problems involving money

Van de Walle, Karp, Bay-Williams (2013)


Money Activities Make 25 cents Make $1 Money Match Primary Economics


Focus Questions

Answer the questions below after completing the money tasks: • Where’s the mathematics? (standards)

• How would you modify, extend, and/or differentiate the activity to address student needs (varying ability levels, grade levels, etc.)?

• What mathematical practices did you observe?

• What evidence will you note that shows a child is learning the mathematics in the activity?


The Standards and Time First Grade:

•Tell and write time. –1.MD.3. Tell and write time in hours and half-hours using analog and digital

clocks.

Second Grade:

•Work with time and money. –2.MD.7. Tell and write time from analog and digital clocks to the nearest five

minutes, using a.m. and p.m.


Think-Pair-Share •Which standards in the cluster are familiar? •What’s new or challenging in these standards? •Which standards in the cluster need unpacking or emphasis?

Protocol from Common Core Mathematics in a PLC at Work Grades K-2


It’s About Time Materials:

◦ Mini-clocks ◦ Book: Literature book about time Directions: ◦ Listen to the story and use your

clock to show the different times in the story.

CAIN CENTER FOR STEM LITERACY, LOUISIANA STATE UNIVERSITY 15

Suggestions To Help Students Understand And Read Analog Clocks

1. Begin with a one-handed clock and use approximate language (It’s about 7 o’clock, it’s a little past 9 o’clock)

2. Discuss what happens to the big hand as the little hand goes from one hour to the next

3. Use two real clocks, one with only an hour hand and one with two hands

4. Teach time after the hour in five minute intervals

5. Predict the reading on a digital clock when showing an analog clock and vice versa; Set an analog clock when showing a digital clock

6. Relate the time after the hour to the time before the next hour. - Van de Walle, Karp & Bay-Williams (2013)


Time Activities What Time Is It? Clock Matching Time Riddles


Focus Questions

Answer the questions below after completing the time tasks: •Where’s the mathematics? (standards)

•How would you modify, extend, and/or differentiate the activity to address student needs (varying ability levels, grade levels, etc.)?

•What mathematical practices did you observe?

•What evidence will you note that shows a child is learning the mathematics in the activity?


Making Connections Number and Operations in Base Ten

K.NBT.1. Gain understanding of place value. a. Understand that the numbers 11 -19 are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. b. Compose and decompose numbers 11 to 19 using place value (e.g., by using objects or drawings). c. Record each composition or decomposition using a drawing or equation (e.g., 18 is one ten and eight ones, 18 = 1 ten + 8 ones, 18 = 10 + 8).

Turn and Talk:

How can we use NBT concepts to increase student understanding of money concepts?

How can students use NBT strategies in the Make 25 ₵ and Make $1 activities?


Making Connections Activity Session Work with your table group to complete each activity.

As you complete each activity, answer the following questions:

Which standards are addressed? (Where is the math?) How does this activity help students use NBT strategies to reinforce money concepts?


Looking Forward to Third Grade TIME: 3.MD.1b. Calculate elapsed time greater than 60 minutes to the nearest quarter and half hour on a number line diagram. Elapsed time is new to third grade

MONEY: 3.MD.9. Solve word problems involving pennies, nickels, dimes, quarters, and bills greater than one dollar, using the dollar and cent symbols appropriately NEW STANDARD

Turn and Talk

Use the vertical alignment lens to answer the following: How can our work with students in K – 2 help students make connections and build a foundation that will facilitate their work in third grade in these areas?


3- 2- 1- Reflection To reinforce Time and Money concepts for students … 3 things I will start doing 2 things I want to learn more about 1 thing I will keep doing

Share your reflections with a partner.

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Documents

Do We Have Time for Time (& Money)? · 2016-06-01 · 2.MD.8 3.MD.9 Number and Operations in Base Ten K.NBT.1 Math Practice Standards 1. Make sense of problems and persevere in solving