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A Story of Units. Grade 1 – Module 6. Session Objectives. Examination of the development of mathematical understanding across the module using a focus on Concept Development within the lessons.

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A story of units

A Story of Units

Grade 1 – Module 6


Session objectives

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.

  • Consideration of scaffolding to provide multiple entry points for students at all levels.

    .


A story of units scaffolding mathematics instruction

A Story of UnitsScaffolding Mathematics Instruction

Key Points

  • Amplify Language

  • Move from Concrete to Representation to Abstract

  • Give Specific Guidelines for Speaking, Reading, Writing, or Listening


Amplify language

Amplify Language

  • Give clear mathematical definitions

  • Explain multiple meanings

  • Maintain consistency and point out interchangeable terminology


Move from concrete to representation to abstract

Move from Concrete to Representation to Abstract

  • Use familiar contexts

  • Visually organize thinking

  • Provide multiple representations


Give guidelines for speaking reading writing or listening

Give Guidelines for Speaking, Reading, Writing, or Listening

  • Provide structured opportunities to speak and write in English

  • Give explicit instructions in student-friendly language

  • Use visuals or examples in giving instructions.


Key points

Key Points

  • Amplify Language

  • Move from Concrete to Representation to Abstract

  • Give Guidelines for Speaking, Reading, Writing, or Listening


Agenda

Agenda

Introduction to the Module

Word Problem Types

Concept Development

Module Review


Curriculum overview of a story of units

Curriculum Overview of A Story of Units


Module overview

Module Overview

Module Overview

  • Read the Module Overview.

  • Consider the following questions:

  • What similarities do you see from Module 4?

  • What new learning stands out to you?


Module overview1

Module Overview

  • Module 6 extends the following learning from Module 4 to larger numbers:

  • Comparison symbols (Topic B)

  • Numbers in place value charts (Topic B)

  • 10 more/10 less (Topic B)

  • Addition two-digit numbers (Topic C and D)

  • Use of making ten strategy (Topic C and D)


Module overview2

Module Overview

  • Unique Module 6 learning includes:

  • Comparison word problems with double tape diagrams

  • Counting, reading and recording numbers to 120

  • Addition of numbers with sums from 41 through 100

  • Introduction of nickels and quarters


Turn and talk

Turn and Talk

  • What difficulties would you anticipate with student understanding of the mathematics in this section?

  • What scaffolds would be effective for addressing those difficulties?


Scaffolds provided in the story of units

Scaffolds provided in the Story of Units

  • Multiple Means of Representation

    Provide Options for Perception, Language and Symbols and Comprehension

  • Multiple Means for Action and Expression

    Provide Options for Physical Actions, Expressive Skills, Fluency and Executive Function

  • Multiple Means of Engagement

    Provide Options for recruiting interest, sustaining effort and persistence and self regulation


Module 6 topics

Module 6 Topics

Topic A: Comparison Word Problems

Topic B: Numbers to 120

Topic C: Addition to 100 Using Place Value Understanding

Topic D: Varied Place Value Strategies for Addition to 100

Topic E: Coins and their Values

Topic F: Varied Problem Types within 20

Topic G: Culminating Experiences


Agenda1

Agenda

Introduction to the Module

Word Problem Types

Concept Development

Module Review


Word problem types

Word Problem Types

Progressions Document, CC & OA K-5, p.9

  • Add To and

  • Take From Situations

  • Put Together and

  • Take Apart Situations

  • Compare Situations


Add to and take from situations

Add To and Take From Situations

Add to/Take From with Result Unknown

Progressions Document, CC & OA K-5, p.9


Add to and take from situations1

Add To and Take From Situations

Add to/Take From with Result Unknown

Progressions Document, CC & OA K-5, p.9


Add to and take from situations2

Add To and Take From Situations

Add To with Result Unknown

Take From with Result Unknown


Add to and take from situations3

Add To and Take From Situations

Add To/Take From with Change Unknown

Progressions Document, CC & OA K-5, p.9


Add to and take from situations4

Add To and Take From Situations

Add To with Change Unknown


Add to and take from situations5

Add To and Take From Situations

Take From with Change Unknown


Add to and take from situations6

Add To and Take From Situations

Add To/Take From with Start Unknown

  • Progressions Document CC & OA K-5, p.9


Add to and take from situations7

Add To and Take From Situations

Add To with Start Unknown


Add to and take from situations8

Add To and Take From Situations

Take From with Start Unknown


Put together and take apart situations

Put Together and Take Apart Situations

Progressions Document, CC & OA K-5, p.9


Put together and take apart situations1

Put Together and Take Apart Situations

Progressions Document, CC & OA K-5, p.9


Put together and take apart situations2

Put Together and Take Apart Situations

Put Togetherwith Total Unknown


Put together and take apart situations3

Put Together and Take Apart Situations

Put Together with Both Addends Unknown


Put together and take apart situations4

Put Together and Take Apart Situations

Progressions Document, CC & OA K-5, p.9


Put together and take apart situations5

Put Together and Take Apart Situations

Put Together/Take Apart with Addend Unknown


Compare situations

Compare Situations

Progressions Document, CC & OA K-5, p.9


Compare situations1

Compare Situations

Concretely Introduced in Module 3.

Introduced at pictorial and abstract levels in Module 6, Topic A through double tape diagrams.


Agenda2

Agenda

Introduction to the Module

Word Problem Types

Concept Development

Module Review


Topic a comparison word problems

Topic A: Comparison Word Problems

Lessons 1 and 2

Rose wrote 8 letters to her friends. Her goal is to write 12 letters. How many more letters does she need to write to meet her goal?


Topic a comparison word problems1

Topic A: Comparison Word Problems

Lessons 1 and 2

Rose wrote 8 letters. Nikil wrote 12 letters.

How many more letters did Nikil write than Rose?


Topic a comparison word problems2

Topic A: Comparison Word Problems

Lessons 1 and 2

How many fewer letters did Rose write than Nikil?

How do you know?


Topic a comparison word problems3

Topic A: Comparison Word Problems

Lessons 1 and 2

Try this with a partner:

Tamra collected 9 seashells on the beach. Julio collected 11 seashells.

a. How many more seashells did Julio collect?

b. How many fewer seashells did Tamra collect?

c. How many seashells did Tamra and Julio collect?


Topic a comparison word problems4

Topic A: Comparison Word Problems

Lessons 1 and 2

Tamra found 12 ladybugs.

Willie found 4 fewer ladybugs than Tamra.

How many ladybugs did Willie find?


Topic a comparison word problems5

Topic A: Comparison Word Problems

Lessons 1 and 2

Try this with a partner:

Shanika used 11 blocks to build a house. Julio used 5 more blocks than Shanika. How many blocks did Julio use?


Topic a comparison word problems6

Topic A: Comparison Word Problems

Lessons 1 and 2

Ben solved 6 math problems.

Robin solved 4 more problems than Ben.

How many problems did Robin solve?


Turn and talk1

Turn and Talk

  • How does this task align with the Universal Design for Learning (UDL) in providing multiple options for:

  • Representation: the “what of learning”

  • Action/Expression: the “how” of learning

  • Engagement: the “why” of learning


Review word problem types

Review: Word Problem Types

  • Work together to:

    • Read the addition or subtraction situation given to your table.

    • Write a new word problem for the situation presented.

    • Show different ways students might solve it using the RDW (Read, Draw, Write) Approach.

    • Discuss which types of students may

      choose each approach and modifications

      that may be needed to meet the needs of

      different learners.


Topic b numbers to 120

Topic B: Numbers to 120

Lessons 3-9

  • Conceptual understanding includes:

  • Place value (visualizing and organizing groups of tens and groups of ones)

  • Count and write within 120

  • Identify 10 more and 10 less

  • Comparison symbols to compare numbers


Topic b numbers to 1201

Topic B: Numbers to 120

Lessons 3-9


Topic b numbers to 1202

Topic B: Numbers to 120

Lessons 3-9


Topic b numbers to 1203

Topic B: Numbers to 120

Lessons 3-9


Topic b numbers to 1204

Topic B: Numbers to 120

Lessons 3-9


Topic c addition to 100 using place value understanding

Topic C: Addition to 100 Using Place Value Understanding

Lessons 10-17


Topic c addition to 100 using place value understanding1

Topic C: Addition to 100 Using Place Value Understanding

Lessons 10-17

15 + 15

What are some different ways these numbers can be added?


Topic c addition to 100 using place value understanding2

Topic C: Addition to 100 Using Place Value Understanding

Lessons 10-17

Try these:

45 + 45

26 + 14

66 + 34


Topic c addition to 100 using place value understanding3

Topic C: Addition to 100 Using Place Value Understanding

Lessons 10-17

Differentiated Practice


Topic c addition to 100 using place value understanding4

Topic C: Addition to 100 Using Place Value Understanding

Lessons 10-17


Topic c addition to 100 using place value understanding5

Topic C: Addition to 100 Using Place Value Understanding

Lessons 10-17

Try it:

46 + 28


Topic c addition to 100 using place value understanding6

Topic C: Addition to 100 Using Place Value Understanding

I added 20 to 64 first.

I made a ten first.

I added the 4 tens to 2 tens first.

Lessons 10-17

Try it:46 + 28


Topic c addition to 100 using place value understanding7

Topic C: Addition to 100 Using Place Value Understanding

Lessons 10-17

Try it:

59 + 34


Topic c addition to 100 using place value understanding8

Topic C: Addition to 100 Using Place Value Understanding

Lesson 15

Let’s use quick tens! We can line them up and add ones with ones and tens with tens.

59 + 34


Topic c addition to 100 using place value understanding9

Topic C: Addition to 100 Using Place Value Understanding

Lesson 16

Try it:

58 + 36


Topic c addition to 100 using place value understanding10

Topic C: Addition to 100 Using Place Value Understanding

Lessons 16-17

58 + 36


Topic c addition to 100 using place value understanding11

Topic C: Addition to 100 Using Place Value Understanding

Lessons 16 - 17

47 + 36


Topic d varied place value strategies for addition to 100

Topic D: Varied Place Value Strategies for Addition to 100

Lessons 18-19


Topic d varied place value strategies for addition to 1001

Topic D: Varied Place Value Strategies for Addition to 100

Lessons 18-19


Universal design for learning scaffolds

Universal Design for Learning Scaffolds

  • What scaffolds did you notice embedded in the lessons in this topic?

  • What other scaffolds may be necessary to help students be successful with the concepts in this topic?


Mid module assessment

Mid-Module Assessment

Topics A - D


Topic e coins and their values

Topic E: Coins and Their Values

Lessons 20-24


Topic e coins and their values1

Topic E: Coins and Their Values

Lessons 20-24


Topic f varied problem types within 20

Topic F: Varied Problem Types within 20

Lessons 25-27


Topic f varied problem types within 201

Topic F: Varied Problem Types within 20

Lessons 25-27

  • Compare with bigger or smaller unknown problem types with more or fewer suggesting the correct operation.

  • Ben played 9 songs on his banjo. Lee played 3 more songs than Ben. How many songs did Lee play?


Topic f varied problem types within 202

Topic F: Varied Problem Types within 20

Try this with a partner:

Nikil hopped on one leg 15 times in a row. Kim hopped 4 fewer times. How many times did Kim hop on one leg?

Lessons 25-27


Topic f varied problem types within 203

Topic F: Varied Problem Types within 20

Lesson 25-27

Compare with smaller unknown problem type with more suggesting the incorrect operation.

Shanika went down the slide 15 times. She

went down 3 more times than Fran. How

many times did Fran go down the slide?


Topic f varied problem types within 204

Topic F: Varied Problem Types within 20

Lesson 25-27

Try this with a partner:

Martha picked up 15 rocks on the beach.

She picked up 8 more than Peter.

How many rocks did Peter pick up at the

beach?


Topic f varied problem types within 205

Topic F: Varied Problem Types within 20

Lesson 25-27

Compare with bigger unknown problem type with fewer suggesting the incorrect operation.

Anton caught 10 fireflies. He caught 7

fewer fireflies than Julio. How many fireflies

did Julio catch?


Topic f varied problem types within 206

Topic F: Varied Problem Types within 20

Lesson 25-27

Try this with a partner:

Darnel has 13 baseball cards. He has

4 fewer than Willie. How many baseball

cards does Willie have?


Universal design for learning scaffolds1

Universal Design for Learning Scaffolds

  • What scaffolds did you notice embedded in the lessons in this topic?

  • What other scaffolds may be necessary to help students be successful with the concepts in this topic?


Topic g culminating experiences

Topic G: Culminating Experiences

Lessons 28-30


Topic g culminating experience

Topic G: Culminating Experience

Lesson 28-30

  • FLUENCY CENTERS

  • FOLDER COVERS

  • SUMMER WORK


Standards check fluency activities

Standards Check Fluency Activities

  • Choose a Standards Check fluency activity from Topics D-F to practice with your table.

  • Discuss additional scaffolds teachers may wish to try if a student has not yet mastered the grade-level standard.

  • What additional/alternate activities

  • might help this student?


Agenda3

Agenda

Introduction to the Module

Word Problem Types

Concept Development

Module Review


Module review

Module Review

What is the key learning from Module 6?

What concepts have previously been taught and now are being applied to more complex situations?

What new concepts are being introduced?


Module review1

Module Review

  • Key Learning

  • Add pairs of two-digit numbers

  • Add and subtract multiples of 10

  • Solving comparison word problems without concrete objects*

  • 10 more/10 less

  • Using comparative symbols

  • Count and write to 120*

  • Identifying coins*


Biggest takeaway

Biggest Takeaway

  • Turn and Talk:

  • What questions were answered for you?

  • What new questions have surfaced?


Key points1

Key Points

  • During Module 6, students use Level 3 strategies to add two-digit numbers within 100.

  • Students continue to strengthen their fluency with previous concepts.

  • Double tape diagrams are introduced.


Preparing for the 2014 15 school year

Preparing for the 2014/15 School Year

What did you feel went well this past school year?

What goals do you have to improve the math instruction in your classroom for the upcoming year?

What support is needed to meet your

Goal?


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