Transcript Preparing A Deep Dive Unit 4

Morning Math…
Where’s my coffee??????
Dinner Party Logic
We were hosting a formal dinner party for ten (including ourselves)
which is a number I always like because the host can sit at one end
of the table and the hostess at the other, and still maintain the
correct alternate male and female around the table. My wife was
trying to work out the seating. "Tom and Jean have not been here to
dinner before so they are the guests of honor. Tom must sit on my
right and Jean on your right, but I don't know how I want to seat the
others.: "Well," I said, "I would like Janet on my left. I have a soft
spot for her." "You can have her," replied my wife, "but I will not
have her husband Jack next to me; I think he should be next to Mary
Ann."
Since we do not place husbands and wives next to each other, this
determined the seating of everyone, including Howard's wife Lois,
and Mary Ann's husband Bill. Can you work out the seating
arrangement?
What do we know?
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Who is coming to the party?
10 people total
Husband & Wife hosting the party
Tom & Jean- guests of honor
Janet & Jack
Mary Ann & Bill
Howard & Lois
Host will sit at opposite ends of the table
Husband’s and wives CAN’T sit next to one another
Alternate men and women
Table Diagram
Will a grid help you solve this?
Husband
Husband
Wife
Tom
Jean
Janet
Jack
Mary Ann
Bill
Howard
Lois
Wife
Tom
Jean
Janet
Jack
Mary Ann
Bill
Howard
Lois
Kindergarten
Unit 4:
Measuring
and
Counting
Launching Your Deep Dive!
Things to prepare for your learners
What materials do you have
to help you?
• Investigations Unit 4 Teacher’ Guide
• Investigations Implementations Guide
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School Based Resources:
Kathy Richardson Assessments
Developing Number Concepts by Kathy Richardson
NCTM Kindergarten Standards
CMS Math Wiki
Internet Resources
SmartBoard and/or Powerpoint Presentations
Step 2:
Determine the “Big Ideas”
for Unit 4
• The Investigations Teacher Guide provides a summation
of the unit in the front section. Take a moment to review
pp. 12-15
• The Big Ideas Are…..
• Using multiple non-standards unit to measure length
• Counting sets of objects
• What happens when a small amount is added to or taken
away from a set
Step 2:
Determine the “Big Idea” for
Unit 4
• What needs to be added to an existing group to create a
stated group size (algebraic thinking)
• Begin to understand concept of addition and subtraction
• Different ways to create and recreate images of
quantities up to 10.
• Compare amounts when counting
• Compare objects through measurement
Step 3:
What Essential Skills will this
chapter cover?
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Number and Operations
K.N.1 Use counting to determine how many (to at least 30).
K.N.1.2 Implement correct counting procedures by pointing to one object at a time
(one-to-one tagging) using one counting word for every object (synchrony), while
keeping track of objects that have and have not been counted.
K.N.1.3 Recognize that the last number tells the quantity of the set (cardinality).
K.N.2 Understand that there are relationships between and among numbers
(to at least 10).
K.N.2.1 Recognize that the number said when the last object of a set is counted
includes all of the objects previously counted (inclusion).
K.N.2.2. Compare sets of objects and numbers using appropriate vocabulary (more,
less, same/equal, one more, one less, first, second, third, etc.).
K.N.2.6 Use numerals to represent physical models and representations
What Essential Skills will this
chapter cover?
Number and Operations
K.N.3 Understand the concepts of joining and separating through modeling
(to at least 10).
• K.N.3.1 Use informal language (and, minus/subtract, the same as) to describe joining
situations (putting together) and separating situations (breaking apart).
• K.N.4 Share fairly (equipartition) collections of up to 10 items between 2
or 4 people, and reassemble.
Algebra
• K.A.1 Understand the concepts of equality.
• K.A.1.1 Recognize that any given group of objects (up to 10) can be separated into
sub groups in multiple ways that are equivalent in number to the original group.
K.A.1.2 Explain equivalent relationships using words (and, minus/subtract, the same
as), numbers and objects, rather than symbols (+, -, =).
What Essential Skills will this
chapter cover?
Measurement
• K.M.1 Recognize that length and weight are attributes and can be measured.
• K.M.1.1 Compare two objects using direct comparison in terms of length and weight.
• K.M.1.2 Use appropriate vocabulary to describe differences in length and weight (e.g.
longer, shorter, smaller, heavier, lighter).
Step 4: Read as much
as you can to prepare
for your Deep Dive!!
Suggested Reading:
Unit 4 Teacher’s Guide
 Mathematics In This Unit (Unit 4 pp 12-15)
 Connections (Unit 4 pp 18-19)
 Professional Development (Unit 4 pp 169-180)
Implementation Guide
 Number and Operations (pp 15-17)
 Measurement (pp. 17-18)
Step 4: Read as much
as you can to prepare
for your Deep Dive!!
Suggested Reading:
• Investigations Facilitator’s Unit Guide
*Included in your green folder is a copy of the Unit 4
guide. This will help you think about the important
concepts that you will want to cover in your discussion.
IF this should be misplaced, the Unit Guide can be
located on the CMS math wiki. 
Step 4: Read as much
as you can to prepare
for your Deep Dive!!
Suggested Reading:
Developing Number Concepts
by Kathy Richardson
This series helps the reader understand how the
concept of number can be facilitated in the classroom. Your green folder includes excerpts about
the measurement and more/less concept.
Step 4: Read as much
as you can to prepare
for your Deep Dive!!
Connect to NCTM Standards
Standard 1: Number and Operation
Read pp. 24-29
Standard 4: Measurement
Read pp. 108-119
Step 5: What activities
do we need to prepare?
Unit 4: Investigation 2
2 Games Re-visited from 2nd Unit:
• Build It! (TE 59)
• Grab and Count: 2 Handfuls (TE 59)
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New Games
Collect 10 Together (TE 66)
Collect 15 Together (TE 83)
Build On! (TE 72) *variation of Build It!
Roll and Record 2 (TE 77)
Step 5: What activities
do we need to prepare?
Unit 4: Investigation 3
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Racing Bears (TE 91)
One More, One Fewer (TE 101)
Double Compare (TE 104)
Build It/Change It (TE 114)
*A variation of Build It! And One More, One Fewer
Step 5: What activities
do we need to prepare?
Unit 4: Investigation 4
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Six Tiles in All (TE 129)
Arrangements of 5 to 10 Tiles (TE 139)
Toss The Chips (TE144)
Quick Images in Pairs (TE 149)
Step 6: What benchmarks
will I observe and assess?
Session 1.1 Checklist (Measuring Lengths)
Measuring the length of an object by lining
up multiple units.
*Measuring Shoes,
*Measuring with Sticks
*Measuring with Cubes
Step 6: What benchmarks
will I observe and assess?
Session 2.1 Checklist (Counting)
Count a set of objects up to 15 objects.
*Grab and Count 2 Handfuls
*Collect 15 Together
*Counting Jar
Step 6: What benchmarks
will I observe and assess?
Session 3.3 Checklist (One More, One Fewer)
Figure out what is one more or one fewer
than a number.
*One More, One Fewer
*Counting Jar
Step 7: Are there any Kathy
Richardson assessments that
I can use for this unit?
Yes!!!!
• Concept 2: Beginning Number Relationships
*Adding to and taking away to change the number.
*Knowing relationships between numbers.
• Concept 3: More/Less Trains
*Using what we know about one quantity to determine
another.
*How many more or less one number is than another?
Step 8: How can I
differentiate this unit
so ALL kids are successful?
Let’s share ways that we can differentiate the
measurement portion of this unit!
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Step 9: Final prep before
“The Deep Dive”
• Select a date and time when your participants will be
able to give you their attention.
• Be sure to set the norms for your session ( no cell
phones, no grading papers while you talk, no talking
over you, etc.)
• Be mindful to share information your participants can
and will use.
• Remember that your job is to make your participants
aware of the math concepts in more depth than when
they entered your session.
• Be well prepared for your presentation.
• Good luck- CMS is counting on our leadership to help
our kids shine!