A Story of Units

© 2012 Common Core, Inc. All rights reserved. commoncore.org

NYS COMMON CORE MATHE MATICS CURRI CULUM A Story of Units

A Story of UnitsGrade K – Module 4


N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units

Session Objectives

• Examine the development of mathematical understanding across the module by focusing on several lessons in Module 4.– Lesson demonstration– Opportunity for you to teach a lesson to your peers– Observe and score an assessment

• Introduce mathematical models and instructional strategies to support curriculum implementation.



Agenda

Introduction to the ModuleLesson StudyAdministration of AssessmentsModule Review



Curriculum Overview of A Story of Units



Introduction to the Module

• Read the narrative in the Module Overview.

• Look at the objective chart.• Video/demonstration focuses on L1• You will have an opportunity to try key

lessons and share concepts from each topic

Module Overview



Agenda




Demonstration Lesson

Lesson 1 objective:Model composition and decomposition of numbers to 5

using actions, objects, and drawings.

Lesson 1, Concept Development



Demonstration Lesson

Lesson 1, Concept Development



Number Bond Model

Module 4 – Topic A

Actions Objects Drawings Numbers



Number Bond Flash

Lesson 7, Fluency



Participant Demonstrations

11

TB, Lesson 10: AP, CDTC, Lesson 13: CD, SDTD, Lessons 19, 20, 22: Demonstrate subtraction strategies: break off, hide,

and cross off a partTE, Lesson 27: CD, SDTF, Lessons 29-31: Describe the progression of addition word problems in this

topic.TG, Lessons 33-36: Describe the progression of subtraction word problems in

this topic.TH, Lesson 37: CD and SD

Module 4



Participant Demonstration Lesson

12

Lesson 10 objective: Model decompositions of 6-8 using linking cube sticks to see patterns. (Application Problem and Concept Development)

• How will decomposing numbers less than or equal to 10 in more than one way help students with Level 2 and 3 problem solving? (K.OA.3)

Module 4, Lesson 10




13

Lesson 13 objective: Represent decomposition and composition addition stories to 6 with drawing and equations with no unknown. (Concept Development and Debrief)

• How do math drawings and number bonds support the use of number sentences (equations) in this lesson?

Module 4, Lesson 13




14

Lessons 19, 20, 22: Demonstrate subtraction methods: break off, hide, and cross off a part

• How do these concrete methods help Kindergarteners understand the concept of subtraction?

Module 4, Topic D




15

Lesson 27: Model decompositions of 10 using a story situation, objects, and number bonds.

• Why do Kindergarteners need to be able to find the number that makes 10 with any number from 1 to 9? (K.OA.4)

Module 4, Lesson 27



Core Fluency Practice Sets

Module 4, Topics F, G & H

• Daily practice for review and mastery of

the sums and differences with totals

through 5

• 5 sets (easy hard)

• 96 seconds (6/problem)

• Students move at own pace through

series



Core Fluency Sprints

Module 4, Topics F, G & H

• Cover sums and differences with totals

through 5

• 4 sets (easy hard)

• Select one sprint for entire class




18

Lessons 29-31: Describe the progression of addition word problems in this topic.

• How does the progression of word problems adhere to the OA Progressions Table 2: Addition and subtraction situations by grade level? (K.OA.2)

Module 4, Topic F



Addition Situations by Grade Level

Operations and Algebraic Thinking Progressions Document, p. 9

Module 4, Topic F




20

Lessons 33-36: Describe the progression of subtraction word problems in this topic.

• How does the progression of word problems adhere to the OA Progressions Table 2: Addition and subtraction situations by grade level? (K.OA.2)

Module 4, Topic G



Subtraction Situations by Grade Level

Operations and Algebraic Thinking Progressions Document, p. 9

Module 4, Topic G




22

Lesson 37: Add or subtract 0 to get the same number and relate to word problems wherein the same quantity that joins a set, separates.• How does working with the number path aid

students’ understanding of the additive identity?

• How does the number path assist students in understanding that addition and subtraction are inverse operations?

Module 4, Lesson 37



Agenda




Module Assessments

24



Module Assessments

25

• What are your first impressions seeing this video?

• How do the questions here assess students’ mathematical understanding?



Module Assessments: Rubrics

26

• Read the rubric for Module 4 Topic A.

• Where does this student fall on the progression toward mastery?



Module Assessments: Reflection

27

• What skills or understanding has the student mastered?

• Where do the student’s misunderstandings lie?

• What can you do to support this student towards reaching mastery of this concept/standard?

Turn and talk with others at your table about your observations.



Agenda

Introduction to the ModuleConcept DevelopmentAdministration of AssessmentsModule Review



Biggest Takeaway

Turn and Talk:• What questions were answered for you?• What new questions have surfaced?



• Key Points• Numbers can be decomposed from wholes into parts in a

variety of ways. These decompositions can be represented with concrete, pictorial, or numerical number bonds.

• Using number bonds and drawings, story situations can be mathematized and subsequently represented as addition or subtraction equations.

• In the context of number bonds, addition and subtraction sentences, students formalize their understanding of part/whole relationships and begin to see the inverse relationship between addition and subtraction.

Documents

A Story of Units