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A Story of Units

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A Story of Units

Grade 1 – Module 6

- 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.
.

Key Points

- Amplify Language
- Move from Concrete to Representation to Abstract
- Give Specific Guidelines for Speaking, Reading, Writing, or Listening

- Give clear mathematical definitions
- Explain multiple meanings
- Maintain consistency and point out interchangeable terminology

- Use familiar contexts
- Visually organize thinking
- Provide multiple representations

- Provide structured opportunities to speak and write in English
- Give explicit instructions in student-friendly language
- Use visuals or examples in giving instructions.

- Amplify Language
- Move from Concrete to Representation to Abstract
- Give Guidelines for Speaking, Reading, Writing, or Listening

Introduction to the Module

Word Problem Types

Concept Development

Module Review

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 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)

- 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

- What difficulties would you anticipate with student understanding of the mathematics in this section?
- What scaffolds would be effective for addressing those difficulties?

- 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

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

Introduction to the Module

Word Problem Types

Concept Development

Module Review

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

- Add To and
- Take From Situations
- Put Together and
- Take Apart Situations
- Compare Situations

Add to/Take From with Result Unknown

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

Add to/Take From with Result Unknown

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

Add To with Result Unknown

Take From with Result Unknown

Add To/Take From with Change Unknown

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

Add To with Change Unknown

Take From with Change Unknown

Add To/Take From with Start Unknown

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

Add To with Start Unknown

Take From with Start Unknown

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

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

Put Togetherwith Total Unknown

Put Together with Both Addends Unknown

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

Put Together/Take Apart with Addend Unknown

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

Concretely Introduced in Module 3.

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

Introduction to the Module

Word Problem Types

Concept Development

Module Review

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?

Lessons 1 and 2

Rose wrote 8 letters. Nikil wrote 12 letters.

How many more letters did Nikil write than Rose?

Lessons 1 and 2

How many fewer letters did Rose write than Nikil?

How do you know?

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?

Lessons 1 and 2

Tamra found 12 ladybugs.

Willie found 4 fewer ladybugs than Tamra.

How many ladybugs did Willie find?

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?

Lessons 1 and 2

Ben solved 6 math problems.

Robin solved 4 more problems than Ben.

How many problems did Robin solve?

- 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

- 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.

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

Lessons 3-9

Lessons 3-9

Lessons 3-9

Lessons 3-9

Lessons 10-17

Lessons 10-17

15 + 15

What are some different ways these numbers can be added?

Lessons 10-17

Try these:

45 + 45

26 + 14

66 + 34

Lessons 10-17

Differentiated Practice

Lessons 10-17

Lessons 10-17

Try it:

46 + 28

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

Lessons 10-17

Try it:

59 + 34

Lesson 15

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

59 + 34

Lesson 16

Try it:

58 + 36

Lessons 16-17

58 + 36

Lessons 16 - 17

47 + 36

Lessons 18-19

Lessons 18-19

- 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?

Topics A - D

Lessons 20-24

Lessons 20-24

Lessons 25-27

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?

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

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?

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?

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?

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?

- 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?

Lessons 28-30

Lesson 28-30

- FLUENCY CENTERS
- FOLDER COVERS
- SUMMER WORK

- 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?

Introduction to the Module

Word Problem Types

Concept Development

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?

- 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*

- Turn and Talk:
- What questions were answered for you?
- What new questions have surfaced?

- 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.

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?