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A Story of Units

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  1. A Story of Units Grade 1 – Module 6

  2. 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. .

  3. 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

  4. Amplify Language • Give clear mathematical definitions • Explain multiple meanings • Maintain consistency and point out interchangeable terminology

  5. Move from Concrete to Representation to Abstract • Use familiar contexts • Visually organize thinking • Provide multiple representations

  6. 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.

  7. Key Points • Amplify Language • Move from Concrete to Representation to Abstract • Give Guidelines for Speaking, Reading, Writing, or Listening

  8. Agenda Introduction to the Module Word Problem Types Concept Development Module Review

  9. Curriculum Overview of A Story of Units

  10. 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?

  11. 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)

  12. 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

  13. 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?

  14. 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

  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. Agenda Introduction to the Module Word Problem Types Concept Development Module Review

  17. 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

  18. Add To and Take From Situations Add to/Take From with Result Unknown Progressions Document, CC & OA K-5, p.9

  19. Add To and Take From Situations Add to/Take From with Result Unknown Progressions Document, CC & OA K-5, p.9

  20. Add To and Take From Situations Add To with Result Unknown Take From with Result Unknown

  21. Add To and Take From Situations Add To/Take From with Change Unknown Progressions Document, CC & OA K-5, p.9

  22. Add To and Take From Situations Add To with Change Unknown

  23. Add To and Take From Situations Take From with Change Unknown

  24. Add To and Take From Situations Add To/Take From with Start Unknown • Progressions Document CC & OA K-5, p.9

  25. Add To and Take From Situations Add To with Start Unknown

  26. Add To and Take From Situations Take From with Start Unknown

  27. Put Together and Take Apart Situations Progressions Document, CC & OA K-5, p.9

  28. Put Together and Take Apart Situations Progressions Document, CC & OA K-5, p.9

  29. Put Together and Take Apart Situations Put Togetherwith Total Unknown

  30. Put Together and Take Apart Situations Put Together with Both Addends Unknown

  31. Put Together and Take Apart Situations Progressions Document, CC & OA K-5, p.9

  32. Put Together and Take Apart Situations Put Together/Take Apart with Addend Unknown

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

  34. Compare Situations Concretely Introduced in Module 3. Introduced at pictorial and abstract levels in Module 6, Topic A through double tape diagrams.

  35. Agenda Introduction to the Module Word Problem Types Concept Development Module Review

  36. 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?

  37. 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?

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

  39. 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?

  40. 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?

  41. 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?

  42. 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?

  43. 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

  44. 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.

  45. 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

  46. Topic B: Numbers to 120 Lessons 3-9

  47. Topic B: Numbers to 120 Lessons 3-9

  48. Topic B: Numbers to 120 Lessons 3-9

  49. Topic B: Numbers to 120 Lessons 3-9

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