A Story of Units

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NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units

A Story of UnitsGrade 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

• Practice collecting evidence of effective instruction using a video of classroom instruction

• Discuss feedback strategies for supporting scaffolding and accommodation techniques for special populations



Session Objective




10 is a really important number!

• 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?

• GK-M5



Teen Number Words in Various Languages

• 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

• GK-M5



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.



Numbers in Chinese



Fluency Break!

• Counting the Say Ten Way with the Rekenrek

• GK-M5-Lesson 16



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.



Session Objectives




Making Shapes and Telling Us How

• 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.

• Lesson 1



Who’s On First?

• 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”

• Lesson 4



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



Session Objectives


I added 20 to 46 first.

I made a ten first. I added the 4 tens to 2 tens first.

Module 6 Topics

16

• 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

Connections to Previous Modules

17

Module 4 Module 6

Why separate Module 6 from Module 4?

18

•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.

Module 6 extends tape diagram work of Module 4 to comparison word problems using double tape diagrams.

Module Overview

19

•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

Word Problem Types

Topic A: Comparison Word Problems•How many fewer letters did Rose write than Nikil?

•How do you know?

• Lessons 1 and 2

Topic C: Addition to 100 Using Place Value Understanding

• Lessons 10-17


• Lessons 10-17

• 45 + 45• Try these:• 26 + 14

• 46 + 28


• 46 + 28• A few examples:

• Lessons 10-17

I added 20 to 46 first. I made a ten first. I added the 4 tens to

2 tens first.


• Lessons 15-17

•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


• 47 + 36

• Lessons 16-17

Note: Vertically aligned DRAWINGS highlight the value embedded in tens

and ones.

Topic D: Varied Place Value Strategies for Addition to 100

Lessons 18-19

Why spend time on peer strategies?



Session Objectives


• 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 techniques for special populations



CCSS INSTRUCTIONAL PRACTICE GUIDE



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?



Scaffolds provided in the Story of Units

• Multiple Means of RepresentationProvide Options for Perception, Language and Symbols and

Comprehension

• Multiple Means for Action and ExpressionProvide Options for Physical Actions, Expressive Skills, Fluency and Executive Function

• Multiple Means of EngagementProvide Options for recruiting interest, sustaining effort and persistence and self regulation



Example of Instruction

• http://www.engageny.org/resource/common-core-video-series



CCSS Instructional Practice GuideDiscussion: • 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?

A Story of Units

Documents

Transcript of A Story of Units