Using the Relationship Between Addition and 使用关系的加法和.pptVIP

* All come up one by one * * Participants make a flow chart showing how these standards are connected. Each table creates their table on chart paper. * Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012 Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2012 Using the Relationship Between Addition and Subtraction to Build Fluency Common Core Leadership in Mathematics (CCLM)Thursday June 28, 2012 This material was developed for use by participants in the Common Core Leadership in Mathematics (CCLM^2) project through the University of Wisconsin-Milwaukee. Use by school district personnel to support learning of its teachers and staff is permitted provided appropriate acknowledgement of its source. Use by others is prohibited except by prior written permission. Our Motto “Learning is a messy business, and constructing understanding is hard work.” -Fosnot Dolk, Young Mathematicians At Work p.38. Learning Intention and Success Criteria We are learning to… Recognize the role unknown addend situations and equations play in developing fluency with single-digit problems. Understand “decompose a number leading to a ten” and “think addition to subtract” and explore how to build that understanding in students. We will be successful when we... Understand how to use addition and subtraction word problems to support students’ ability to reason fluently. Fluency “Fluency” in the CCSSM Revisit the discussion of fluencypp.18-19 OA Progression document (Starts with the last paragraph.) Table groups: Discuss and chart a group response to your designated prompt. Fluency Summarize what it means to be fluent and what kinds of thinking fluency involves for single digit addition and subtraction. What are the CCSSM expectations for fluency in your assigned grade and what are some examples of what students will be expected to demonstrate? How does this work on fluency link