Transcript G2 and G3 Principals` Session PPT

Story of Units
angles can you find? (Hint: If you Aonly
found
To do now: How many triangles can you find?
s Application
Problem,
students
will
use
the
G2-M8-L2 Application Problem
uded at the end of the lesson. This braintease
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A Story of Units
A Story of Units
Module Focus – Grades 2 and 3
Principals’ Session
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A Story of Units
Grade 2 Module 8:
Recognizing Angles, Faces and Vertices of Shapes, Fractions of Shapes, Time
Grade 3 Module 7:
Word Problems with Geometry and Measurement
© 2014 Common Core, Inc. All rights reserved. commoncore.org
A Story of Units
Session Agenda
•
Explore math concepts in G2-M8 and G3-M7.
•
Collect evidence of effective scaffolding using a video.
•
Strategize for coaching accommodation that supports
struggling and advanced learners.
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A Story of Units
Module Overviews
• Read/annotate G2 or G3
• G2 Readers:
Look over Focus and
Foundational Standards
• Share and compare
modules
© 2012 Common Core, Inc. All rights reserved. commoncore.org
entagon
c.
Lesson 2 Problem Set 2•8
b.
Grade
2 Geometry
Date
_________________ _________________
COMMON CORE MATHEMATICS CURRICULUM
e.
_________________
h shape to identify each polygon. The
f.
more than once.
ngle
c.
_________________
f.
A Story of Units
Lesson 3 2•8
Pentagon
Good. Now show your partner the six straight sides of your polygon by
_________________
_________________
crossing each one out as
you count them, so you_________________
don’t count the same _________________
c.
h.
i.
i. side twice.
(Count sides while showing a partner.)
(Circulate and observe students sharing.) Great thinking! What is the
same about all of your shapes?
_____
_________________
They all have
six sides. _________________
They are all called hexagons.
They have six corners and six angles.
_________________
_________________
_________________
l. Yes, and f.
what is different?
k.
l.
The sides have all different lengths. Some are big, and some are little. They all look a little
different.
t students to fill in the remaining two sections of their papers with a
n_________________
with three sides and then a polygon with five angles (see examples
_________________
_________________
_________________
_____
t),
using the_________________
above vignette
as necessary or appropriate.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
A Story of Units
Grade 3 Geometry
QUADRILATERAL
TRAPEZOID
PARALLELOGRAM
RECTANGLE
polygon
parallel sides
right angles
equal side lengths
G3-M7-L5 Fluency
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ple,
they
seesee
that
a regular
hexagon
can
be
composed
from
two trap
trap
mple,
they
that
a
regular
hexagon
can
be
composed
from
two
ment (30 minutes)
, or or
halves.
of thre
thr
Story of Units of
res,
halves.Alternatively,
Alternatively,the
thehexagon
hexagoncan
canalso
also be
be Acomposed
composed
bed
thirds,
or
sixsix
same-size
equilateral
triangles.
also us
us
of
8½"as
× 11"
paper,
circle
template,
shaded
shapes template
(S) 1 pieceStudents
of 8½" × 11"also
cribed
as
thirds,
or
same-size
equilateral
triangles.
e template,
shaded
shapes
template,
personal
white
board,
scissors,
crayons or
Compose
and
Decompose
Shapes
er
square
and
describe
each
part
asas
aafourth
(2.G.3).
rger
square
and
describe
each
part
fourth
(2.G.3).
cils
per and crayons or colored pencils to each student.
e of paper.) What shape is this paper?
rove that?
ght sides and four right angles.
ose one way to fold your paper in
Teaching
Sequence
Towards
MasteryofofComposite
Composite Shapes
Shapes and
your paper
in
half another
way.
aching
Sequence
Towards
Mastery
and Fracti
Fracti
nsure students are folding
bjective 1: Combine shapes to create a composite shape; create a new
ctive 1: Combine shapes to create a composite shape; create a ne
(Lesson
folded your paper,
open it6)up and
(Lesson
6)
own the fold line with a crayon.
half and label
(Model as equal shares in composite shapes as halves, third
bjective
2: it.
Interpret
ective
same.)2: Interpret equal shares in composite shapes as halves, thir
(Lessons
7–8)
partner. Use math
language
to describe how your papers are alike and different.
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ock? (Count together.)
Name
Date
Name
Date
A Story of Units
1.
1.
Grade 2: Telling Time
a. Tell what fraction of each clock isa.shaded
in the
space below
using
the
Tell what
fraction
of each
clock
is words
shaded in the space below using the words
2. Write the time shown on each clock.
quarter, quarters, half, or halves.
quarter, quarters, half, or halves.
own on each clock.
with the 1.)
als 60 minutes, so we cana sy it’sh
e a nw n 13:
b.
b.
2. Write the time shown on each clock.
2. Write the time shown on each clock.
a.
c.
d.
b.
a.
Lesson 13:
Construct a paper clock by partitioning a circle into halves and
quarters, and tell time to the half hour or quarter hour.
1/30/14
ike this.
moncore.org
a.
Date:
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d.
b.
Construct a paper clock by partitioning a circle into halves and
quarters, and tell time to the half hour or quarter hour.
8.D.11
1/30/14
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
8.D.1
A Story of Units
Grade 3 Perimeter
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A Story of Units
Grade 3 Perimeter, Area and Line Plots
Perimeter is the same but
area is different.
Area is the same
but perimeter is
different.
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A Story of Units
Modules at a Glance
Grade 3, Module 7:
Grade 2, Module 8:
• Solving Word Problems
• Attributes of Geometric
Shapes
• Attributes of Two-Dimensional
Figures
• Composite Shapes and
Fraction Concepts
• Problem Solving with Perimeter
• Halves, Thirds, and Fourths
of Circles and Rectangles
• Application of Fractions to
Tell Time
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• Recording Perimeter and Area
Data on Line Plots
• Problem Solving with Perimeter
and Area
• Year in Review
A Story of Units
Grade 3, Module 7, Lesson 1:
Solve Word Problems in Varied Contexts Using a Letter to
Represent the Unknown
of that
thesesupport
indicators
would you
• Which
Moves
subgroup
particularly like to see exemplified given your
• focus
Missed
opportunities
subgroup?
Select 1 or 2 indicators for your “classroom
visit.”
https://www.youtube.com/watch?v=yngSIX6kAnc&feature=youtu.be
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A Story of Units
G3-M7-Lesson 1
How would you coach
this teacher?
With your partner:
• Debrief
• Plan feedback
• Plan suggestions
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A Story of Units
Session Agenda
•
Explore math concepts in G2-M8 and G3-M7.
•
Collect evidence of effective scaffolding using a video.
•
Strategize for coaching accommodation that supports
struggling and advanced learners.
© 2014 Common Core, Inc. All rights reserved. commoncore.org
A Story of Units
Day 1 Reflection
• I’m more clear about…
• I still need to process…
• I’m looking forward to…
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