© 2012 common core, inc. all rights reserved. commoncore.org nys common core mathematics curriculum...
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© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
A Story of UnitsGrade K – Module 5
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
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
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
Session Objective
• Understand the mathematical concepts developed within GK-M5, GK-M6 and G1- M6
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
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
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
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
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
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.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
Numbers in Chinese
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
Fluency Break!
• Counting the Say Ten Way with the Rekenrek
• GK-M5-Lesson 16
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
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.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
Session Objectives
• Understand the mathematical concepts developed within GK-M5, GK-M6 and G1- M6
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
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
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
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
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
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
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
Session Objectives
• Understand the mathematical concepts developed within GK-M5, GK-M6 and G1- M6
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
Topic C: Addition to 100 Using Place Value Understanding
• Lessons 10-17
• 45 + 45• Try these:• 26 + 14
• 46 + 28
Topic C: Addition to 100 Using Place Value Understanding
• 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.
Topic C: Addition to 100 Using Place Value Understanding
• 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
Topic C: Addition to 100 Using Place Value Understanding
• 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?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
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
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
CCSS INSTRUCTIONAL PRACTICE GUIDE
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
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?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
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
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
Example of Instruction
• http://www.engageny.org/resource/common-core-video-series
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
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?
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