No Series: Dot Talks in 1st Grade (Uncut)

Math.Practice.MP4

Common core State Standards

  • Math:  Math
  • Practice:  Mathematical Practice Standards
  • MP4:  Model with mathematics.

    Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Download Common Core State Standards (PDF 1.2 MB)

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Math.1.OA.C.5

Common core State Standards

  • Math:  Math
  • 1:  Grade 1
  • OA:  Operations & Algebraic Thinking
  • C:  Add and subtract within 20
  • 5: 
    Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Download Common Core State Standards (PDF 1.2 MB)

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Math.1.OA.C.6

Common core State Standards

  • Math:  Math
  • 1:  Grade 1
  • OA:  Operations & Algebraic Thinking
  • C:  Add and subtract within 20
  • 6: 
    **Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12
    • 1 = 13).**

    Download Common Core State Standards (PDF 1.2 MB)

Dot Talks in 1st Grade (Uncut)

Lesson Objective: This is 28 minutes of authentic teaching, unedited, and without teacher narration.
Grade 1 / Math / ELL
28 MIN
Math.Practice.MP4 | Math.1.OA.C.5 | Math.1.OA.C.6

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Discussion and Supporting Materials

Thought starters

  1. Silent signals Dot images Addition strategies Open-ended questions Academic langauge?

1 Comment

  • Private message to Paula Pleasant

The dot pictures are great for a visual image to help them to show how they are thinking.  The word partner used to explain grouping. I do think that it was kind of neat, but I would use more acctual academic vocabulary in the lesson, I did hear the teacher use the word equation , but not groups or addition or plus. I do think that they need to use the language of math more.  I was a very good video !!

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