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A Story of Units

A Story of Units. Grade K – Module 5. Session Objectives. Understand the mathematical concepts developed within GK- M5, GK-M6 and G1- M6 Introduction to mathematical models and instructional strategies to support implementation of A Story of Units

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A Story of Units

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  1. A Story of Units Grade K – Module 5

  2. Session Objectives • Understand the mathematical concepts developed within GK-M5, GK-M6 and G1- M6 • Introduction to mathematical models and instructional strategies to support implementation of A Story of Units • Practice collecting evidence of effective instruction using a video of classroom instruction • Discuss feedback strategies for supporting scaffolding and accommodation techniquesfor special populations

  3. Session Objective • Understand the mathematical concepts developed within GK-M5, GK-M6 and G1- M6

  4. 10 is a really important number! GK-M5 • What models or representations have students used throughout the year that would indicate that 10 is a significant number? • How will knowledge of the Base Ten system support them in the future?

  5. Teen Number Words in Various Languages GK-M5 • Can you count to 20 in another language? • Does the counting sequence from 11-19 resemble the number names for 1-9? • Clearly , somewhat, or not at all • Do the number names give any indication of place value

  6. Teen Number Names in Spanish • Numbers 11-15 (once, doce, trece, catorce, quince) do not indicate the base-ten structure, and only slightly resemble the number names for 1-9. • The translation of the number names for 16-19 do, however. • The name for 16, dieciseis, sounds like diez y seis meaning 10 and 6. • The names for 17-19 follow the same pattern.

  7. Numbers in Chinese

  8. Fluency Break! GK-M5-Lesson 16 Counting the Say Ten Way with the Rekenrek

  9. Key Points • Students look for and make use of structure in the counting sequence. • Writing teen numbers is not taught in isolation, but rather in conjunction with the composition of teen numbers, through the support of “Hide Zero” or place value cards. • To compare teen numbers, students decompose them as 10 and some ones, and then compare the ones 1-9. • Students extend their work with Number Bonds represent teen numbers as addition sentences. • Students gain foundations in Place Value.

  10. Session Objectives • Understand the mathematical concepts developed within GK-M5, GK-M6 and G1- M6

  11. Making Shapes and Telling Us How Lesson 1 • Ordinal numbers through “third” are introduced through movement • Students construct equilateral shapes with concrete materials • Practicing precision, the students construct • shapes with a ruler on their papers • Students describe their work using the ordinal • words introduced in the lesson • Try it! Make a square with your materials. Create • some other equilateral shapes, too.

  12. Who’s On First? Lesson 4 • Students focus on precision and practice with fine motor skills through cutting out a variety of shapes • Expanding on their knowledge of ordinal • numbers, students arrange their shapes • in rows and columns and identify their • relative positions • The students then solidify this understanding through a game of “Simon Says”

  13. Key Points of Module 6 • Ordinal numbers describe the relative position of an object or action • 2D shapes serve as the faces of 3D shapes and can serve as the starting point for 3D models • Smaller shapes can be systematically combined to create larger shapes • All shapes can be decomposed into smaller geometric components

  14. Session Objectives I made a ten first. I added 20 to 46 first. I added the 4 tens to 2 tens first. • Understand the mathematical concepts developed within GK-M5, GK-M6 and G1- M6

  15. 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

  16. Connections to Previous Modules Module 4 Module 6

  17. Why separate Module 6 from Module 4? Module 6 extends tape diagram work of Module 4 to comparison word problems using double tape diagrams. In Module 4, students focus on concepts- groups of tens are limited to 0 through 4 tens so students can visualize amounts and target In Module 6, students apply concept to quantities that are harder to visualize.

  18. Module Overview • Unique Module 6 learning includes: • Double tape diagrams for comparison word problems • Counting sequence to 120 (including 110 as 11 tens and 120 as 12 tens) • Addition of numbers with sums from 41 through 100 • Introduction of nickels and quarters

  19. Word Problem Types

  20. Topic A: Comparison Word Problems • Lessons 1 and 2 How many fewer letters did Rose write than Nikil? How do you know?

  21. Lessons 10-17 Topic C: Addition to 100 Using Place Value Understanding

  22. Lessons 10-17 Topic C: Addition to 100 Using Place Value Understanding 45 + 45 Try these: 26 + 14 46 + 28

  23. Lessons 10-17 Topic C: Addition to 100 Using Place Value Understanding I added 20 to 46 first. I made a ten first. I added the 4 tens to 2 tens first. 46 + 28 A few examples:

  24. Lessons 15-17 Topic C: Addition to 100 Using Place Value Understanding INTRODUCTION to Vertical Alignment Let’s use quick tens! We can line them up and add ones with ones and tens with tens. 59 + 34

  25. Lessons 16-17 Topic C: Addition to 100 Using Place Value Understanding Note: Vertically aligned DRAWINGS highlight the value embedded in tens and ones. 47 + 36

  26. Topic D: Varied Place Value Strategies for Addition to 100 Why spend time on peer strategies? Lessons 18-19

  27. Session Objectives • Understand the mathematical concepts developed within GK-M5, GK-M6 and G1- M6 • Introduction to mathematical models and instructional strategies to support implementation of A Story of Units • Practice collecting evidence of effective instruction using a video of classroom instruction • Discuss feedback strategies for supporting scaffolding and accommodation techniquesfor special populations

  28. CCSS INSTRUCTIONAL PRACTICE GUIDE

  29. CCSS INSTRUCTIONAL PRACTICE GUIDE CORE ACTION 1: Ensure the work of the lesson reflects the shifts required by the CCSS for Mathematics. CORE ACTION 2: Employ instructional practices that allow all students to master the content of the lesson. CORE ACTION 3: Provide all students with opportunities to exhibit mathematical practices in connection with the content of the lesson. Which indicators would be the most important to look at when focusing on meeting the needs of students with disabilities?

  30. 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

  31. Example of Instruction http://www.engageny.org/resource/common-core-video-series

  32. CCSS Instructional Practice Guide Discussion: Using both the Instructional Practice Guide and the Universal Design for Learning Scaffolds, what evidence from the video provided support for students with disabilities? Were there missed opportunities to provide scaffolds for students with disabilities? What recommendations would you make to the teacher to help meet the needs of students with disabilities?

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