BUILDING RIGOROUS &

RELEVANT INSTRUCTION FOR

COLLEGE & CAREER
READINESS
Pedagogical Content Knowledge in Elementary Math

OBJECTIVES
You should be able to decode an unfamiliar number
system. Using skills in decoding, you will be able to
explain what the digits in our number system really
mean.
You will be able to give precise definitions to six
fundamental terms that are used to describe
components of the number system.
You will see the importance of the ideas of composition,
decomposition, representation, relationship, and
context as they apply to the development of our number
system.
You will be equipped to make instructional decisions
about tools and techniques to help children learn the
important concepts of the number system.

CCSS STANDARDS

In your PLC, review Learning Progression for

Number and Operations.

NUMBERS
What is counting?
What are numbers?
How do we represent numbers?
What is a number system?
How have number systems developed in the past?

NUMBERS
The idea of Base
Basic Digits and Place Value

THE MOST POWERFUL IDEA

Composition

DEFINITIONS
Number: A common property many sets have, when they can be matched
in pairs (one-to-one matching) that tells how many objects are in a set.
Numeral: A symbol for a number: Note that a number has many
symbols or names.
Basic Digit: The symbols for the smallest whole numbers before we
group in a positional numeration system, smaller than the base amount.
Note that basic digits are basic because (1) they are used to build
numerals for all the other numbers and (2) whenever we compute, using
any numbers, however large, we compute using only basic digits in pairs.
Base: The number in terms of which we must always group (in a
positional numeration system).
Place Value: The base amount groupings (including ones in the full
decimal system).
Positional Notation: The writing side by side of basic digits to tell us how
many of each place value we have.
? 3 are abstract concepts; 3 are representations of concepts.

OBJECTIVES ARITHMETIC
Gain PCK about addition, subtraction,
multiplication, & division.
Understand be able to explain the relationship
between addition & subtraction using powerful
ideas.
Model multiplication problems between real world &
an abstract representation.
Create different types of word problems within the
categories of subtraction, multiplication, & division
Know which kinds of subtraction, multiplication, &
division problems should be used to introduce the
operations & which ones should be used in later
steps of instruction

OBJECTIVES ARITHMETIC
Be able to identify four different interpretations
of division remainders that you can select the
best ones for a given instructional situation.
Be able to model and explain complicated steps of
the multiplication & division algorithms
See the importance of the ideas of composition,
decomposition, representation, relationship, &
context as they apply to the arithmetic
operations.

CCSS

Discuss Learning Progression

ADDITION AND SUBTRACTION

Part-Whole concept

DIFFERENT TYPES OF
SUBTRACTION
Take-away
Comparison
Amount of increase
Minus

MULTIPLICATION
Repeated addition/additive mental construct
Multiplicative mental construct
Multiplication is commutative
Different situations
Cross products of sets meaning; Combination
meaning
Mathematical sentence (1st number = sets/groups;
2nd number = objects)
Higher Multiplication

DIVISION
Equal Sharing
Measurement Division (aka Grouping Division)
Partitive Division (aka Sharing Division)
The Division Algorithm (divide, multiply,
subtract, bring down)

DIVISION AND THE PROBLEM WITH

REMAINDERS
Extra
Exact
Dispose
Leftover

MULTIPLICATION AND
SUBTRACTION AND EVEN
ADDITION

LAB 3

Create or Review word problems in your lessons