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A Story of Units. Bridging the Gap: Coherence and Support for Grade 1 Learning. Session Objectives. Examination of the progression from Kindergarten, Module 4 into Grade 1 standards. Consideration of how to utilize curriculum materials to bridge learning gaps for students . Agenda.

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A story of units

A Story of Units

Bridging the Gap: Coherence and Support for Grade 1 Learning


Session objectives
Session Objectives

  • Examination of the progression from Kindergarten, Module 4 into Grade 1 standards.

  • Consideration of how to utilize curriculum materials to bridge learning gaps for students.


Agenda
Agenda

Examination of Coherence Links

Addressing Students’ Gaps in Learning


Coherence links
Coherence Links

  • Read the Grade 1 Focal Standards for Modules 1 and 2, with Grade K’s Module 4 in mind.

  • How does GK-M4 create a foundation for Grade 1 learning?

  • What specific strategies/skills does GK-M4 introduce that are critical for G1 learning?


Agenda1
Agenda

Examination of Coherence Link

Addressing Students’ Gaps in Learning


Sample of a student with gaps in learning
Sample of a Student with Gaps in Learning

  • Breccan’smath learning profile:

  • Counts all when counting

  • When using number bonds, he always adds the two numbers provided to complete third section, no matter which circle is empty

  • Based on the standards, he may need support with foundational skills.


Sample of a student with gaps in learning1
Sample of a Student with Gaps in Learning

  • In determining the best way to address gaps, I must consider:

  • What level of conceptual understanding does the student have: limited, concrete, pictorial, abstract?

  • Does he have difficulty with the entire concept or is there just an element of the concept that is tripping him up?

  • Does he understand conceptually but not apply or transfer the understanding?


Sample of a Student with Gaps in Learning

  • How might I bridge across Breccan’s gaps?

  • Consider:

  • Foundational Standards

  • Instructional work from those foundations

  • Grade 1 standards and objectives


Sample of a Student with Gaps in Learning

  • How might I bridge across Breccan’s gaps?

  • During Extra Help (or another resource time), utilize a part of an activity from Grade K, Module 4 objective that targets gap.

  • Pair the concrete or pictorial representation

  • with the Grade 1 work to support transfer.


Sample of a student with gaps in learning2
Sample of a Student with Gaps in Learning

  • Maria’s math learning profile:

  • Properly completes concrete tasks for Level 3 strategies

  • If reminded to make a math drawing, can accurately represent and solve task for Level 3 strategy

  • Uses counting all using her fingers when working independently.

  • Based on the standards, she may need support with foundational skills.


Sample of a student with gaps in learning3
Sample of a Student with Gaps in Learning

  • In determining the best way to address gaps, I must consider:

  • What level of conceptual understanding does the student have: limited, concrete, pictorial, abstract?

  • Does she have difficulty with the entire concept or is there just an element of the concept that is tripping her up?

  • Does she understand conceptually but not apply or transfer the understanding?


Sample of a Student with Gaps in Learning

  • How might I bridge across Maria’s gaps?

  • Consider:

  • Foundational Standards

  • Instructional work from those foundations

  • Grade 1 standards and objectives


Sample of a Student with Gaps in Learning

  • How might I bridge across Maria’s gaps?

  • Connecting concrete or representational activities with abstract activities

  • Use fluency work that strengthens the

  • fluency of individual components

  • within the concept.

  • Repeating a particular fluency experience for several days in a row


Exploring Ways to Bridge the Gaps

Using the learning profiles shared, the chart of objectives from the Foundational Modules (such as GK-M4) and your experiences with the Grade 1 Modules, create 2 specific possibilities for bridging the students’ gap in mathematical understanding.

What kinds of gaps in student learning are you seeing or hearing about with Grade 1 students?


A story of units1

A Story of Units

Grade 1 – Module 5


Session objectives1
Session Objectives

  • Examination of the development of mathematical understanding across the module using a focus on Concept Development within the lessons.

  • Introduction to mathematical models and instructional strategies to support implementation of A Story of Units.


Agenda2
Agenda

Introduction to the Module

Concept Development

Module Review


Curriculum overview of a story of units
Curriculum Overview of A Story of Units


Module 5 focal standards
Module 5 Focal Standards

Reason with shapes and their attributes.

1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess


Module 5 focal standards1
Module 5 Focal Standards

Reason with shapes and their attributes.

1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as “right rectangular prism.”)


Module 5 focal standards2
Module 5 Focal Standards

Reason with shapes and their attributes.

1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.


Module 5 focal standards3
Module 5 Focal Standards

Tell and write time.

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


The progressions document k 6 geometry
The Progressions Document, K-6 Geometry

Progressions Document: K-6 Geometry

  • Read pages 1-5 and pages 8-9.

  • What are some of the overarching goals of exploring and understanding geometry in the primary grades?

  • What stands out to you about the examples used in the Progressions?


Module topics
Module Topics

Topic A: Attributes of Shapes

Topic B: Part-Whole Relationships within Composite Shapes

Topic C: Halves and Quarters of

Rectangles and Circles

Topic D: Application of Halves to Tell Time


Topic a attributes of shapes
Topic A: Attributes of Shapes

Take two minutes to explore the pieces and see what you can make. Keep the straws flat on your table.

Lesson 1, Concept Development


Topic a attributes of shapes1
Topic A: Attributes of Shapes

Open Shapes

Closed Shapes

Lesson 1, Concept Development


Topic a attributes of shapes2
Topic A: Attributes of Shapes

Lesson 1, Concept Development


Topic a attributes of shapes3
Topic A: Attributes of Shapes

Lesson 1, Concept Development

What stands out as important experiences for your students from this lesson?

What challenges do you foresee that can be addressed through planning or preparation?


Mathematical practices
Mathematical Practices

Lesson 1, Concept Development

Now, combine your straws with your partner. Can you come up with other shapes with four corners and four straight sides that we did not record on our list?

Which mathematical practice are students using when they engage in this activity?


Topic a attributes of shapes4
Topic A: Attributes of Shapes

Lesson 2, Concept Development

  • Teacher Quiz:

  • What are the defining attributes of each shape below?

  • triangle

  • rectangle

  • rhombus

  • square


Topic a attributes of shapes5
Topic A: Attributes of Shapes

Lesson 2, Concept Development

On your own or with a partner. use only the description side of each card and place it by the appropriate shape on the sample charts.


Topic a attributes of shapes6
Topic A: Attributes of Shapes

Lesson 3, Concept Development

  • THREE-DIMENSIONAL SHAPES

  • What do you know about three-dimensional shapes?

  • What are some new vocabulary students will encounter in this lesson?


Topic a attributes of shapes7
Topic A: Attributes of Shapes

Lesson 3, Concept Development

  • What are the defining attributes of each shape below:

  • Cube

  • Cylinder

  • Cone

  • Sphere

  • Rectangular prism


Topic a attributes of shapes8
Topic A: Attributes of Shapes

Lesson 3 Concept Development

“Discuss the similarities and differences between each of the 3-dimensional shapes found on the chart papers.”

Which mathematical practice are

students using when they engage

in this activity?




Topic b part whole relationships within composite shapes2
Topic B: Part-Whole Relationships within Composite Shapes

Lesson 5, Concept Development

“Now use your tangram pieces to make the larger square.”

Which mathematical practice are

students using when they engage in

this activity?



Topic c halves and quarters
Topic C: Halves and Quarters

Lesson 7, Concept Development


Topic c halves and quarters1
Topic C: Halves and Quarters

Lesson 8, Concept Development


Topic c halves and quarters2
Topic C: Halves and Quarters

Lesson 9, Concept Development

Which is larger one half or one quarter?

Is this true for every shape?

What are some misconceptions students

could encounter during this lesson?


Topic d application of halves to tell time
Topic D: Application of Halves to Tell Time

Lesson 10, Concept Development


Topic d application of halves to tell time1
Topic D: Application of Halves to Tell Time

Lesson 10, Concept Development


Topic d application of halves to tell time2
Topic D: Application of Halves to Tell Time

  • Turn and Talk:

  • What specific learning do you see helping students to tell time to the hour?

  • What challenges do you students typically have in telling time to the hour?

  • What might help students

  • work through these challenges?


Topic d application of halves to tell time3
Topic D: Application of Halves to Tell Time

Lesson 11, Concept Development


Topic d application of halves to tell time4
Topic D: Application of Halves to Tell Time

  • Continuing Practice

  • Lesson 12

  • Sequence A- time to the hour.

  • Sequence B- discriminating between time to the hour and the half hour.

  • Sequence C- positioning the hour hand when telling time to the half hour.

  • Sequence D- beyond the standard to apply their ability of telling time to the hour and half hour to story problems.

Lesson 13

Lesson 13, Concept Development


Module topics1
Module Topics

How does the learning flow or build?

How is each bit of learning connected to another bit of learning?

Topic A: Attributes of Shapes

Topic B: Part-Whole Relationships

within Composite Shapes

Topic C: Halves and Quarters of

Rectangles and Circles

Topic D: Application of Halves to Tell Time


Fluency application problems
Fluency & Application Problems

Fluency Work & Application Problems related to Module 5

Fluency Work & Application Problems that reviews previous modules

Fluency Work that anticipates Module 6


Fluency activities
Fluency Activities

Grade 1 Core Fluency Sprints

choose for class

Grade 1 Core Fluency Differentiated Practice Sets

choose for individual students

Embedded opportunities for teacher

choice to meet the needs of his/her class

or individual students.


Agenda3
Agenda

Introduction to the Module

Concept Development

Module Review


Module overview
Module Overview

  • Read the Module Overview.

  • Look more closely at the assessment.

  • Turn and Talk:

  • What questions were answered for you?

  • What ideas have been sparked?

  • What new questions have surfaced?


Biggest takeaway
Biggest Takeaway

  • Turn and Talk:

  • What is your biggest takeaway?


Key points
Key Points

  • The Concept Development for Module 5 focuses on the standards that are considered additional clusters.

  • Fluency and many of the Application Problems for Module 5 focus on the standards that are major clusters.

  • Shapes can be described by their defining attributes.

  • Large nameable shapes can be composed of smaller nameable shapes.

  • When shapes are made of two equal parts, those parts are called halves.

  • When shapes are made of four equal parts, those parts are called fourths or quarters.

  • Students are expected to tell time to the hour and half hour on digital and analog clocks.


Working session
Working Session

What types of modifications have you or your colleagues been making to meet students needs? (e.g. fluency, assessments, application problems)

How have you or your colleagues been overcoming constraints such as

time, resources, or pacing?


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