January Session
This session will focus more on gathering and analyzing data based on student work samples. In this session, grades 3 - 5 will implement an upside-down task and create an anticipation/monitoring prior to Jan. 13th. On Jan. 13th we will analyze the data and plan out how to approach to rest of the Module.
Kinder
Addition and subtraction strategies for number bonds when one addend is missing.
Video Topic A - Reading Equations
Video Topic B - Hidden Amounts
Video Topic C - Match Mine
Video Topic D - Subtracting
Grade 1
Formative Assessment Task: Give the students a pencil and some unit cubes or tiles. Ask them to tell you how long the pencil is. (Topic A)
Vocabulary associated with length: longer, shorter, wider, taller
Develop a monitoring sheet for task
Link to task - Module 4 Lesson 9
Grade 2
Module 8. Can we focus on how to effectively teach Topic D so that students can leave with a solid foundation of telling time?
Grade 1 True or False Hold-Ups
2.MDA.6: Use analog and digital clocks to tell and record time to the nearest five-minute interval using a.m. and p.m.
Grade 3
Grade 4
Task - Module 3 Lesson 32 Problem Set #4, pg. 449: There were 904 children signed up for the relay race. If there were 6 children on each team, how many teams were made? The remaining children served as referees. How many children served as referees?
What should we anticipate? What should we monitor?
Use of concrete tools
Use of a visual representation (drawing/sketch, diagram)
Math Models (partitive division): equals groups, ratio table
Interpreting the quotient and the remainder (Division - # of groups unknown, interpreting the remainder)
Misunderstanding: multiplies the numbers, states the quotient as the answer
Grade 5
Task - Module 4, Lesson 8 Application Problem adapted, pg. 114: Sasha organizes the art gallery in her town’s community center. This month, she has 24 new pieces to add to the gallery. Of the new pieces, ⅙ of them are photographs, and ⅔ of them are paintings. How many more paintings are there than photos?
What should we anticipate? What should we monitor?
Use of concrete tools
Use of a visual representation (drawing/sketch, diagram)
Math models: area model, set model, number line, bar model
Partitioning of whole set (24 items) into sixths and thirds
Application of equivalent fractions concepts
Comparison of the difference
Multiplication
Does the student recognize what the fractional unit is telling us about how to partition the whole? Can the student connect this idea to finding a portion of a group of things?
Does the student recognize (and can explain) the relationship between sixths and thirds?
Original Problem: Kathy had fun baking lots of cookies. She made 24 of them, leaving them on a plate to cool while she went shopping with her dad. Her brother saw the cookies and took 1/2 of them to his Scout meeting. Her sister took 1/4 of the remaining cookies to share with her friends. Finally, her mom took 1/3 of the remaining cookies to her Book Club meeting. When Kathy and her dad got home, some cookies were left on the plate.
Version 1: Kathy had fun baking lots of cookies. She made 24 of them, leaving them on a plate to cool while she went shopping with her dad. Her brother saw the cookies and took 1/2 of them to his Scout meeting. Her sister took 1/3 of the remaining cookies to share with her friends. Finally, her mom took 1/8 of the remaining cookies to her Book Club meeting. When Kathy and her dad got home, some cookies were left on the plate.
Version 2: Kathy had fun baking lots of cookies. She made 24 of them, leaving them on a plate to cool while she went shopping with her dad. Her brother saw the cookies and took 1/2 of them to his Scout meeting. Her sister took 1/3 of the cookies to share with her friends. Finally, her mom took 1/8 of the cookies to her Book Club meeting. When Kathy and her dad got home, some cookies were left on the plate.
Version 3: Kathy had fun baking lots of cookies. She made 24 of them, leaving them on a plate to cool while she went shopping with her dad. Her brother saw the cookies and took 1/2 of them to his Scout meeting. Her sister took 1/2 of the amount her brother took to share with her friends. Finally, her mom took 1/8 of the cookies to her Book Club meeting. When Kathy and her dad got home, some cookies were left on the plate.