A Story of Units

1. A Story of Units Bridging the Gap: Coherence and Support for Grade 1 Learning

2. 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.

3. Agenda Examination of Coherence Links Addressing Students’ Gaps in Learning

4. 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?

5. Agenda Examination of Coherence Link Addressing Students’ Gaps in Learning

6. 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.

7. 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?

8. 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

9. 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.

10. 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.

11. 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?

12. 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

13. 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

14. 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?

16. A Story of Units Grade 1 – Module 5

17. 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.

18. Agenda Introduction to the Module Concept Development Module Review

19. Curriculum Overview of A Story of Units

20. 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

21. 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.”)

22. 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.

23. 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.

24. 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?

25. 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

26. 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

27. Topic A: Attributes of Shapes Open Shapes Closed Shapes Lesson 1, Concept Development

28. Topic A: Attributes of Shapes Lesson 1, Concept Development

29. 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?

30. 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?

31. Topic A: Attributes of Shapes Lesson 2, Concept Development • Teacher Quiz: • What are the defining attributes of each shape below? • triangle • rectangle • rhombus • square

32. 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.

33. 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?

34. Topic A: Attributes of Shapes Lesson 3, Concept Development • What are the defining attributes of each shape below: • Cube • Cylinder • Cone • Sphere • Rectangular prism

35. 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?

36. Topic B: Part-Whole Relationships within Composite Shapes Lesson 4, Concept Development

37. Topic B: Part-Whole Relationships within Composite Shapes Lesson 5, Concept Development

38. 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?

39. Topic B: Part-Whole Relationships within Composite Shapes Lesson 6, Concept Development

40. Topic C: Halves and Quarters Lesson 7, Concept Development

41. Topic C: Halves and Quarters Lesson 8, Concept Development

42. 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?

43. Topic D: Application of Halves to Tell Time Lesson 10, Concept Development

44. Topic D: Application of Halves to Tell Time Lesson 10, Concept Development

45. 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?

46. Topic D: Application of Halves to Tell Time Lesson 11, Concept Development

47. 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

48. 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

49. 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

50. 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.