# © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Grade K – Module 5.

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© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Grade 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 4Module 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 Representation Provide Options for Perception, Language and Symbols and Comprehensi on 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

© 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 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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