mc-14193-39844713.us-east-1.elb.amazonaws.commc-14193-39844713.us-east-1.elb.amazonaws.com/file/... · Web viewModule Focus: Grade 1 – Module 6. Sequence of Sessions. Overarching

Module Focus: Grade 1 – Module 6 Sequence of Sessions

Overarching Objectives of this May 2014 Network Team Institute Module Focus sessions for K-5 will follow the sequence of the Concept Development component of the specified modules, using this narrative as a tool

for achieving deep understanding of mathematical concepts. Relevant examples of Fluency, Application, and Student Debrief will be highlighted in order to examine the ways in which these elements contribute to and enhance conceptual understanding.

High-Level Purpose of this Session Focus. Participants will be able to identify the major work of each grade using the Curriculum Overview document as a resource in preparation for

teaching these modules. Coherence: P-5. Participants will draw connections between the progression documents and the careful sequence of mathematical concepts that

develop within each module, thereby enabling participants to enact cross- grade coherence in their classrooms and support their colleagues to do the same.

Standards alignment. Participants will be able to articulate how the topics and lessons promote mastery of the focus standards and how the module addresses the major work of the grade in order to fully implement the curriculum.

Implementation. Participants will be prepared to implement the modules and to make appropriate instructional choices to meet the needs of their students while maintaining the balance of rigor that is built into the curriculum.

Related Learning Experiences● This session is part of a sequence of Module Focus sessions examining the Grade 1 curriculum, A Story of Units.

Key Points• During Module 6, students use Level 3 strategies to add two-digit numbers within 100.• Students continue to strengthen their fluency with previous concepts.• Double tape diagrams are introduced.• Scaffolding Focused: Amplify Language• Scaffolding Focused: Move from Concrete to Representation to Abstract• Scaffolding Focused: Give Specific Guidelines for Speaking, Reading, Writing, or Listening

Session Outcomes

What do we want participants to be able to do as a result of this session?

How will we know that they are able to do this?

Focus. Participants will be able to identify the major work of each grade using the Curriculum Overview document as a resource in preparation for teaching these modules.

Coherence: P-5. Participants will draw connections between the progression documents and the careful sequence of mathematical concepts that develop within each module, thereby enabling participants to enact cross- grade coherence in their classrooms and support their colleagues to do the same. (Specific progression document to be determined as appropriate for each grade level and module being presented.)

Standards alignment. Participants will be able to articulate how the topics and lessons promote mastery of the focus standards and how the module addresses the major work of the grade in order to fully implement the curriculum.

Implementation. Participants will be prepared to implement the modules and to make appropriate instructional choices to meet the needs of their students while maintaining the balance of rigor that is built into the curriculum.

Participants will be able to articulate and demonstrate the key points above.

Session Overview

Section Time Overview Prepared Resources Facilitator Preparation

Introduction 75 minIntroduces Grade 1 Module 6 • Grade 1 Module 6 PPT

• Facilitator GuideReview Grade 1 Module 6

Topic A: Comparison Word Problems

65 minExplores comparison word problems

• Grade 1 Module 6 PPT• Facilitator Guide

Review Topic A

Topic B: Numbers to 120

10 min

Explores place value, counting and writing within 120, identifying 10 more and 10 less and using comparison symbols to compare numbers.


Review Topic B

Topic C: Addition to 100 Using Place Value Understanding

28 minExplores addition to 100 using place value


Review Topic C

Topic D: Varied Place Value Strategies for Addition to 100

8 minExplores recognizing various place value strategies


Review Topic D

Topic E: Coins and their Values

4 min Explores coins and their values• Grade 1 Module 6 PPT• Facilitator Guide

Review Topic E

Topic F: Varied Problem Types within 20

32 minExplores comparison word problems where incorrect operation is suggested


Review Topic F

Topic G: Culminating Experiences

46 min Reviews Grade 1 Module 6• Grade 1 Module 6 PPT• Facilitator Guide

Review Grade 1 Module 6

Session Roadmap

Section: Introduction Time: 75 minutes

In this section, you will be introduced to the Grade 1 Module 6 focus session.

Materials used include:• Grade 1 Module 6 PPT• Grade 1 Module 6 Facilitator Guide• Grade 1 Module 6 Module Overview• Word Problem Type Chart from Counting Cardinality and

Operations Algebraic Thinking progressions

Time Slide # Slide #/ Pic of Slide Script/ Activity directions GROUP

1 min 1. NOTE THAT THIS SESSION IS DESIGNED TO BE 270 MINUTES IN LENGTH.

Welcome! In this module focus session, we will examine Grade 1 – Module 6.

Poll participants about their NTI experience and their classroom experience (coaches, teachers, regional support)

Get a feel for their level of implementation.

1 min 2. Our objectives for this session are to:• Examine the development of mathematical understanding

across the module using a focus on Concept Development within the lessons.

• Introduce mathematical models and instructional strategies to support implementation of A Story of Units.

As an overall theme of this NTI, we’ve been asked to pay special attention to the ways in which we can provide scaffolds to support specific student needs. Before we begin our examination of the mathematics in this module, let’s take a few minutes to review some of the principles we can use to support learning.

1 min 3. The mathematics modules were created based on the premise that scaffolding must be folded into the curriculum in such a way that it is part of its very DNA. The instruction in these modules is intentionally designed to provide multiple entry points for students at all levels.

Teachers are encouraged to pay particular attention to the manner in which knowledge is sequenced in the curriculum and to capitalize on that sequence when working with special student populations. Most lessons move from simple to complex allowing teachers to locate specific steps where students are struggling or need a challenge.

That said, there are specific resources to highlight and enhance strategies that can provide critical access for all students.

In developing the scaffolds already contained in the curriculum, Universal Design for Learning (UDL) has provided a structure for thinking about how to meet the needs of diverse learners. Broadly speaking, that structure asks teachers to consider multiple means of representation; multiple means of action and expression; and multiple means of engagement. These dimensions promote engagement of students and provide multiple approaches to the same content.

Individual lessons contain marginal notes to teachers (in text boxes) highlighting specific UDL information about scaffolds that might be employed with particular intentionality when working with students. These tips are strategically placed in the lesson where the teacher might use the strategy to the best advantage.

Let’s now examine additional strategies that can be considered.In this module study, we will focus on three key ideas for developing scaffolds that can be adapted for your classroom to meet the needs of your students.

Explicit focus on the language of mathematics, using the development from concrete to representation to abstract in the building of concepts, and communicating clear expectations in instructions are areas that can provide multiple entry points for students and can be used to promote student learning.

1 min 4. Much of what we share in the mathematics classroom with students is embedded in language that is specific. Students learn casual language before academic language. This means they may sound comfortable and fluent, but may need additional support in their writing and speaking in an academic environment.

Presenters should stress that academic language is an essential component of closing the achievement gap and providing access to grade level content and beyond.

Students may have a preconceived or informal idea of the meaning of a mathematical term. Be specific in the definition or meaning that will be

used.

Be cautions of words with multiple meanings that might be confusing• a garden plot and the request to plot points on a coordinate plane

Words with multiple meaning must be anticipated and then addressed, and teachers must also be prepared to pause and provide explanations when students identify words the teacher has not anticipated. Whenever possible, words with multiple means should be avoided on assessments, particularly when the meanings may be close enough to be confusing.

Make sure that Language is internally consistent (if practice problems ask students to solve, the assessments should use the same term). If language is not internally consistent, then different terms are highlighted and taught.• add, plus, sum, combine, all mean the same thing• prism, a rectangular prism, box, package all reference the same figure

in G6-M5-L11

1 min 5. The more concrete and visual these ideas can be in foundational stages, the better!• Use contexts that are familiar to students in your classroom.• Use graphic organizers or other means for students to visually

organize thinking.

Note: Teachers should be thoughtful and purposeful about which graphic organizers they select. Are teachers introducing a new concept with a need to organize notes or are they connecting ideas comparing and contrasting? The goal is always to help students make those connections and not use a graphic organizer just for the novelty of it.• Consider using non-verbal displays of mathematical relationships in

your scaffolding.• Use multiple representations and multiple approaches in explaining

problems and allowing students to express solutions.• Use pictures/ visuals/ illustrations are used to make content clearer.

1 min 6. Each day needs structured opportunities for students to speak and write in English.• Students can chorally repeat key vocabulary or phrases• Have them “turn to a neighbor and explain”

Clearly set expectations by the explicit instructions in student-friendly language.

Use visuals in your instructions.

Be direct about language.• Pause to discuss a vocabulary term and discuss how it may be used in

the lesson. Have students repeat the word chorally so that they can all hear and practice.

Provide sentence frames for anyone who may benefit.• “The volume of my prism is ___units cubed. I found this by ______.• “My idea is similar to _____’s because ____.”

Generic/ universal sentence frames may remain posted in the classroom throughout the year. These might include:• “I agree with ____ because ___” or “I think the answer is _____

because...”

2 min 7. Let’s review some key points of scaffolding instruction.

As we study the module for this session, be thinking about specific scaffolds that might be most helpful for your classroom. We will pause at various points in the session to intentionally examine and discuss suggestions for scaffolds.

1 min 8. We will begin by exploring the module overview to understand the purpose of this module. We will take some time to review the word problem types students have worked with prior to Module 6. Then we will dig in to the math of the module. We’ll lead you through the teaching sequence, one concept at a time. Along the way, we’ll also examine the other lesson components and how they function in collaboration with the concept development. Finally, we’ll take a look back at the module, reflecting on all the parts as one cohesive whole.

Let’s get started with the module overview.

1 min 9. The sixth module in Grade 1 is Place Value, Comparison, Addition and Subtraction to 100. The module includes 30 lessons and is allotted 35 instructional days.

This module builds on the place value and addition work of Module 4, as well as the comparison problem solving work from Module 3. Since those modules, students have been continuing to build fluency with the processes during the application problems and fluency activities.

20 min 10. Participants read through the Module Overview and accompanying materials. (10-12 minutes)

If participants are not familiar with Module 4, provide a copy of the Module 4 objectives (and possibly the entire overview) at each table.

Lead discussion of the questions on slide. (5 minutes)

Key similarities and differences will be highlighted on the two next slides. For reference, possible responses may include:

Possible responses for similarities:• This module builds on the place value and addition work of Module 4.• This module builds on the comparison problem solving work from

Module 3.• Coins are introduced (dimes and pennies) and used to explore place

value.• Students explore multiple problem-solving perspectives as they

discuss their strategies and reasoning and constructively critique the strategies of others.

Possible responses for differences:• There are larger numbers in this module that are not as easy for

students to visualize.• Students learn to model comparison word problems with double

tape diagrams.• The counting sequence is extended. Students learn to count, read

and record numbers to 120.• Additional coins are introduced (quarters and nickels) and students

explore various decompositions of coins.

3 min 11. There are many objectives in Module 6 that parallel the work students have done during Module 4 instruction, now using larger two-digit numbers.

Some of these include:-using comparative symbols <, >, =-stating 10 more and 10 less than a given number-adding two-digit numbers using concrete manipulatives, drawings of quick tens and ones, and decomposing based on place value-use of making ten strategy to add larger numbers

1 min 12. Unique to Module 6, along with working with larger numbers that are not as easy to visualize and extending the counting sequence to 120, is students’ work with double tape diagrams as a way to solve comparison word problems, and the introduction of nickels and quarter.

13. Note to presenter:Insert this slide at appropriate points in the module study for an in-depth look at scaffolds. You may highlight a scaffold that already exists and discuss it or locate a point where a student might encounter difficulty and explore options.

Delete the slide from this current sequence after you’ve inserted it in appropriate places throughout your session.Note to presenter: When you have inserted the slide, list several suggestions for scaffolds that would address the situation.

5 min 14. As we explore the word problem types and the concepts developed in Module 6, please keep your students in mind the following questions:• How do your students learn?• What peaks their interest?• How do they express their understanding?

As you probably have noticed from previous modules, lessons or concepts typically build from Concrete to Pictorial to Abstract representations. Within each lesson, suggestions are made in UDL (Universal Design for Learning) boxes to create additional scaffolds based on students’ needs.Multiple means of representation is how we access information. Information should be presented in a variety of modalities (visual, auditory, kinesthetic) to address the needs of all types of learners.

Multiple means for Action and Expression is how students demonstrate their understanding. Students should be given a variety of ways to express their learning.

Multiple means of Engagement is the motivation factor. Lessons need to peak the interest of a variety of learners. Instruction should be differentiated to meet the needs of all the students and keeping them motivated and interested. This is best done through making lessons challenging yet at the same time providing the necessary scaffolds

1 min 15. The work of Module 6 is broken into 7 topics, as shown on the slide. The Mid-Module Assessment takes place after Topic D. Then students work with coins and spend more time with varied problem types before taking the End-of-Module Assessment. Topic G provides opportunities for classes to celebrate their year of math learning.

1 min 16. Before we dive into Module 6 let’s take some time to review the addition and subtraction situations students have been working with, and the various models they have used thus far.

5 min 17. What types of problems have you typically seen in the programs you’ve used prior to your Module work? What have you noticed about your students’ work with their application problems this year?

Although many adults to think of word problems based on the operation used to find the solution (for example as an addition or subtraction problem), it is more beneficial to understand addition and subtraction problems in accordance with three overarching problem types, which emphasize the situation presented over the operation used to solve it.First grade students learn to solve three major addition and subtraction problem types:• add to and take from situations• put together and take apart situations• compare situations.

Table 2 Key:

• Dark gray shading- Easiest subtypes. These word problems expected to be mastered by the end of kindergarten for numbers up to 10.

First grade students work with all problem types for number up to 20.• Light gray shading- Word problems expected to be mastered by the

end of first grade• White – introduced in first grade but mastery not expected until end

of second grade

1 min 18. The first category of word problems are add to/take from problem types.

These problems are action-oriented; they show changes from an initial state to a final state.

Let’s go through the 6 different subtypes in this category, one at a time.

(Poll the audience spend more or less time based on audience background/familiarity with the different problem types.)

1 min 19. The dark gray shaded section is the easiest subtype, where the result is unknown.

3 min 20. Let’s look at the add to and take from examples from the table.

These type of problem can be easily acted out and the connection to the addition equation is clear within the context of the story, as 4 more bunnies joined, or were added to, the 6 bunnies that were initially on the grass. 6 bunnies plus 4 more bunnies equals “the mystery number” of bunnies. Similarly the subtraction problem is easily acted out and the subtraction sentence is clear. These problem types are most familiar to students and teachers.

0 min 21. The light gray shaded section presents more challenging add to/take from situations, as students don’t simply add or subtract the numbers presented in the story like they can in result unknown problem types. In these problems, the change is unknown, so students are presented with a situation with a missing addend or subtrahend.

3 min 22. Read the problem type, assigning values as follows:A – 6C – 10

Have participants make a tape diagram to solve on their personal whiteboards.

Discuss further as necessary.




0 min 24. Add to/take from with start unknown are the most challenging problem types in this category and students are not expected to master them until second grade.

3 min 25. Read the problem type, assigning values as follows:B - 4C – 10



3 min 26. Read the problem type, assigning values as follows:A - 6B - 4C – 10



1 min 27. The second category of word problems are put together/take apart problem types.

Put together and take apart problems are not necessarily action-oriented. In put together problems, two or more parts (or quantities) jointly compose the whole (or total quantity). In take apart problems, the whole is decomposed into two or more parts.

0 min 28. The dark gray section includes problems where either the total or both addends are unknown.

• Kindergarteners work on these problem types for totals up to 10.• First graders: totals up to 20.

3 min 29. Read the problem type, assigning values as follows:A - 6B – 4

Model making a tape diagram to solve.


There is not a change, but students realize they can add the parts to find the total. 6 red apples plus 4 green apples equals “the mystery number” of apples.

3 min 30. Read the problem type, assigning values as follows:A - 6B - 4C – 10


Discuss further as necessary:Put together/take apart situations with both addends unknown allow students to explore the various decompositions. In this problem, students can explore all decompositions of 10.

0 min 31. The light gray section includes put together and take apart problems where one of the parts is unknown.




2 min 33. The third, and most advanced category of word problems are compare problem types.

Compare problems are more challenging than the other two problem types. There is not the same part-part-whole relationship as in the other situations. The difference is typically not as clear to students, as it has to be conceptualized.

If I tell you that Beth has 10 stickers and I have 6, and I ask you how many stickers I have, you are trying to find a number of stickers I don’t actually have. It’s a much more advanced concept than if I showed you some apples and took them away.

1 min 34. In Module 3 students use concrete materials such as centimeter cubes, tables and graphs to solve difference unknown problem types. Let’s look more closely at each of these problem types and see how students can use tape diagrams as drawings to help solve each problem type.

Section: Topic A: Comparison Word Problems Time: 65 minutes

In this section, you will focus on comparison word problems. Materials used include:

• Grade 1 Module 6 PPT• Grade 1 Module 6 Facilitator Guide


0 min 35. This brings us to the third topic on our agenda, as students learn how to tackle comparison problems using double tape diagrams in the concept development of Module 6.

5 min 36. Topic A begins with a familiar problem type.

Ask participants to name the problem type presented on the slide. (Response: add to with change unknown)

Ask participants to make a tape diagram to solve.

10 min 37. Assign roles to participants (partner A and partner B) Partner A, using one color, make a stick of how many letters Rose wrote. Partner B, using a different color, make a stick to show the number of letters Nikil wrote. (Allow students time to make their sticks.) For the purpose of this presentation T stands for the Presenter (teacher) and S stands for the participants (students).

Lay the two sticks down on the personal board so we can compare them easily.

I see that many of you put your sticks side by side so that they are easier to compare. Let’s all turn our sticks the same way, so we can talk about them together. (Demonstrate by laying down the sticks horizontally on a personal board) (Point to the 8-stick.) This stick represents whose letters?

S: Rose.T: (Label R on the personal board. Point to the 12-stick.) This stick

represents?S: Nikil’s letters.T: (Label with N.) Watch me as I use these cubes to help me draw my tape

diagram to compare the number of letters Rose and Nikil wrote. (Write R.) How many letters did Rose write?

S: 8 letters.T: (Draw a rectangle and write 8 inside.)T: (Write N in the next line.) How many letters did Nikil write?S: 12 letters.T: Will his tape, his part, be longer or shorter than Rose’s tape, her part?S: Longer!T: Tell me when to stop when you think the length of the tape represents

12. (Begin drawing the tape.)S: Stop!T: (Stop at an appropriate length to represent 12 and complete the

rectangle.) What number goes with this tape?S: 12.T: The question says, “How many more letters did Nikil write than Rose?”

This tape (point to Rose’s tape) represents 8, so this much of Nikil’s tape is also 8. (Partition Nikil’s tape with a dotted line and write 8.) This part of Nikil’s tape represents how many more letters he wrote. (Circle that part of Nikil’s tape and write a question mark as shown to the right.)

T: What is the total number of letters Nikil wrote?S: 12 letters.T: What is the part of Nikil’s letters that are the same number as Rose’s

letters?S: The 8 letters.T: (Point to the question mark.) How many more letters did Nikil write

than Rose? What can we do to figure out the unknown part? Turn and talk to your partner.

S: I compared the linking cubes we made and counted the extra cubes. I counted on. There were 8 and I counted on from 4 to get to 12. There were 4 more cubes. I thought 8 + ___ = 12. It’s 4. I used subtraction. I took away 8 from 12 and got 4.

T: If we count on 4 more from 8, we are adding 8 + 4 to get 12. If we cover up the 8 to see how many more letters he wrote, that’s the same as taking away 8 from…?

S: 12!T: What is 12 – 8?S: 4.T: How many more letters did Nikil write?S: 4 letters.T: I want you to see that we can use subtraction to compare the number of

letters Rose and Nikil’s wrote.T: Who wrote fewer letters?S: Rose.T: How do you know?S: The tape diagram is shorter than Nikil’s. We know that Nikil wrote

more, so Rose wrote fewer.T: How many fewer letters did Rose write than Nikil? How do you know?S: Four fewer letters! Look at Rose’s tape diagram. She needs 4 more to

match Nikil’s tape diagram. Eight is 4 less than 12. Nikil wrote 4 more letters, so Rose wrote 4 fewer letters. Take away 8 from 12, and that tells you how many fewer letters Rose wrote.

T: (Draw an invisible circle around the space after Rose’s tape that would be where the additional letters would need to be for Rose to have the same number of letters as Nikil.) This part is the same length as Nikil’s extra 4 letters. (In the image to the right, we have included a dotted line to show where to demonstrate the invisible circle.)

5 min 38. Model of a double tape diagram that answers the question.

Lead a discussion with participants about the added complexity of this problem type (students have to visualize or find out a quantity that is not there…how many fewer? They also need to know that How many more is the same amount as how many fewer?)

5 min 39. Give participants 5 minutes to use the RDW process to solve.

10 min 40. Give students 5-10 minutes to solve, share and discuss.

Discussion points:What was difficult about this problem? What strategies would you have used prior to learning about tape diagrams? Did using a tape diagram make solving this problem easier?

Have participants share their tape diagrams.

5 min 41. Give participants 5 minutes to solve with a partner.

Discuss: What makes these problem types more challenging?How can students’ experiences with other problem types help them to solve these more complex problem types?Have you taught comparison word problems in the past and what strategies have you used to help students?What scaffolds would you anticipate students needing to become successful with this problem type?

10 min 42. Partner A, represent the problems Ben solved. Partner B, represent the problems Robin solved. Then, use your linking cubes to try to solve the problem together. (Circulate as students work to solve the problem. Remind them to read each sentence to recheck their work, making sure that their cubes match every part of the story.) For the purpose of this presentation T stands for the Presenter (teacher) and S stands for the participants (students).

T: Let’s draw a tape diagram to show what you just did. Who is this story about?

S: Ben and Robin.T: (Write B and R to start a double tape diagram.) I like that most of you

remembered to label your parts.T: They each solved math problems. (Draw the same size rectangle next to

each letter. This will help highlight the parts that are the same as well as the additional part that will be in Robin’s tape.)

T: What do you notice about these two tapes?S: They are the same size!T: The same size tape means they solved the same amount of problems. Is

this true?S: No!T: Who solved more problems?S: Robin!T: You are right! I’m going to add an extra part of tape next to Robin’s to

show that she solved more problems than Ben. (Draw.) How many more problems did Robin solve?

S: Four more problems.T: Let’s go back to our story. Read the first sentence.S: Ben solved 6 math problems.T: What information can I add to my double tape diagram?S: Write 6 in Ben’s tape!T: Where else can I write in the 6? Turn and talk to your partner and

explain why.S: Write 6 in the first part of Robin’s tape. It’s the same size as Ben’s

tape, so it makes sense to put 6 there, too. It makes sense to put 6 in Robin’s first rectangle because the story says she solved 4 more than Ben. It has to show 4 more than 6 since 6 stands for how many problems Ben solved.

T: Great. (Write 6 in the first part of Robin’s tape.) Does this match the linking cubes on your personal board?

S: Yes!T: If it doesn’t, this is a good time to fix your model.T: As I read each part of the story problem again, touch the part of the

double tape model on your board that corresponds to what I’m saying.T/S: (Read each sentence and have students point to the parts of their tape

model.)T: Write a number sentence that helped you find how many problems Robin

solved.S: 6 + 4 = 10.T: How many problems did Robin solve?S: Ten problems!)

43. Have participants discuss the Topic at their table and discuss the question on the slide.

HaveREPRESENTATION: The “what” of learning.How does the task present information and content in different ways?How students gather facts and categorize what they see, hear, and read.How are they identifying letters, words, or an author's style?

In this task, teachers can …Pre-teach vocabulary and symbols, especially in ways that build a connection to the learners’ experience and prior

knowledge by providing text based examples and illustrations of fields. Integrate numbers and symbols into word problems.

ACTION/EXPRESSION: The “how” of learning.How does the task differentiate the ways that students can express what they know?How do they plan and perform tasks?How do students organize and express their ideas?

In this task, teachers can...Anchor instruction by pre-teaching critical prerequisite concepts through demonstration or models (i.e. use of two dimensional representations of space and geometric models).

ENGAGEMENT: The “why” of learning.How does the task stimulate interest and motivation for learning?How do students get engaged?How are they challenged, excited, or interested?

In this task, teachers can...Optimize relevance, value and authenticity by designing activities so that learning outcomes are authentic, communicate to real audiences, and reflect a purpose that is clear to the participants.

If available, reviewing student work would provide participants with the opportunity to deeply understand the benefits of students sharing their thinking in working the problem. Assessments in the module have rubrics that clearly outline expectations and could be used in the discussion.

15 min 44. If time allows, participants may work together to write a word problem for one of the addition or subtraction situation discussed. Participants show different ways students might solve it using the RDW Approach. They then discuss which types of students may choose each approach or modifications that may be needed to meet the needs of different learners.

(10-12 minutes)

Section: Topic B: Numbers to 120 Time: 10 minutes

In this section, you will focus on gaining an understanding of place value, counting and writing within 120, identifying 10 more and 10 less and using comparison symbols to compare numbers.

Materials used include:• Grade 1 Module 6 PPT• Grade 1 Module 6 Facilitator Guide


1 min 45. Topic B consists of 7 lessons where students will gain a understanding of the following concepts:- Place value- building on their prior learning from Module 4 and

extending this knowledge to numbers to 120.- Count and write within 120- Identify 10 more and 10 less than a given number within 100- Using >,<, and = to compare numbers to 120 this also builds on the

work done in Module 4.

3 min 46. Let’s take a look at the sequence of the lessons in Topic B.

Students use the place value knowledge learned in Module 4 to:Record and name tens and ones using the place value chart (Lesson 3)

Write and interpret two-digit numbers to 100 as addition sentences(Lesson 4)

Identify 10 more, 10 less, 1 more and 1 less than a two-digit number within 100 (Lesson 5)

Use the symbols >,< and = to compare quantities to 100. (Lesson 6)

In Lessons 7-9 students extend their understanding of place value to numbers to 120. Call attention to the fact that in first grade students do not bundle 10 tens into 100. – 100 is 10 tens 0 ones. 110 is 11 tens and 0 ones etc. This is similar to Kindergarten where they work with 10 but only as groups of ones.

2 min 47. Lessons 3, 4 and 5 students are using the place value chart, quick ten drawings, number bonds to record two-digit numbers on the place value chart, as addition sentences and to find 10 more, 10 less, 1 more, and 1 less. Students are not using any new models but are building on their knowledge from Module 4.

2 min 48. Why do you think the vertical number line to be used as a model? (Response: One of the benefits of the vertical place value chart is that students can more readily see the pattern in two digit numbers.)

2 min 49. Students come to understand numbers through 120 based on tens and ones and use models such as the place value chart, and quick ten drawing to record.

Provide an example of how to record the following numbers on the place value chart:• 106• 117• 120

Section: Topic C: Addition to 100 Using Place Value Understanding

Time: 28 minutes

In this section, you will focus on addition to 100 using place value. Materials used include:• Grade 1 Module 6 PPT• Grade 1 Module 6 Facilitator Guide


1 min 50. Let’s look at the sequence of lessons in Topic C.

Discuss with the participants the progression of the lessons in Topic C.

2 min 51. Give participants 1-2 minutes to discuss different ways students may solve 15 +15 based on their learning from Module 4 and the work they just completed in Topic B.

Possible solution strategies:1) Add the 10 tens first- Decomposing the 2nd addend into 10 and 5, and

writing the following two sentences: 15 + 10 =25, 25 + 5= 30

2) Make a ten – decomposing the 2nd addend into 5 and 10 and writing the following sentences: 15 + 5 = 20, 20 +10 = 30

3) Decomposing both addends: to 10 and 5. Adding the tens to the tens 10 +10 = 20, and the ones to the ones 5 + 5 =10 and then adding the two numbers 20+10 = 30

5 min 52. Give participants 1-2 minutes to solve the three problems, showing which strategy they used.

Give participants 1-2 minutes to share their work with their elbow partner. Have participants discuss why they solved the problem using that strategy.

2 min 53. Give participants 1-2 minutes to discuss the Differentiated Practice Sets and discuss why the problems are sequenced in this way. How does the sequence provide scaffolding for students? (Start with a set familiar to them from M4. 11 is easily visualized as 1 ten and 1 one. The next problem starts with a larger addend but the second addend is the same. Finally the third problem in this set has a larger number for each addend. All 3 problems in this set use the same addition in the ones place. The 2nd set of uses this same pattern, but starting with a pair of numbers that create a new ten.)

2 min 54. Students practice solving problems in different ways.

Have participants name each strategy used to solve 59 + 13. (Add ten first and Make a ten.)

2 min 55. Ask participants to solve in at least two ways and share with a partner.

1 min 56. Here are the most common ways to use place value in order to add 46 + 28.

2 min 57. Have participants try solving 59 + 34 using a different strategy than they used to solve 46 + 28.

5 min 58. In the last three lessons of Topic C student are introduced to the concept of vertically aligning tens and ones to add.

Students draw quick tens and ones for the first addend and then draw quick tens and ones aligned underneath for the second addend. Students write the total below their drawing.

Provide an example.

Students that are introduced too quickly to vertically aligning the numbers as a method of adding a pair of two digit numbers, can fall into the trap of losing the value in the tens place. They add 5 and 3 rather than adding 50 and 30. By drawing quick tens and ones students see the varying values of their tens and ones.

2 min 59. Have participants solve 58 + 36 using quick ten drawings by aligning their drawing vertically.

3 min 60. After students have vertically aligned quick tens and ones, they may be ready to align the numbers themselves to represent the addition problem. You’ll notice in the work on the right, that in this curriculum students are introduced to a way to add additional tens that may be different from the way we learned. When students add 8 + 6, they record 14 with the one ten on the horizontal line in the tens place and the 4 ones in the ones place below. This enables students to see the 14 more easily and recognize the 1 ten is in the tens place.

1 min 61. This is another example of the multiple representations students may use when solving 47 + 36.

Section: Topic D: Varied Place Value Strategies for Addition to 100

Time: 8 minutes

In this section, you will focus on recognizing similarities in various place value strategies.

Materials used include:• Grade 1 Module 6 PPT

• Grade 1 Module 6 Facilitator Guide


1 min 62. Topic D gives students a chance to recognize similarities in the various place value strategies and practice explaining their thinking.

2 min 63. One student sample is incorrect? Which one? (Student C’s work) What was the error? (Forgot the ten they made in the ones place) How did each student solve the problem? (Student A solved by making a ten, Student B solved by adding the tens first, Student C solved by vertically aligning their quick ten drawings and Student D solved by decomposing both addends and adding the tens to the tens and the ones to the ones.)

3 min 64. Have participants discuss the learning in this topic with their students in mind.

Give participants 3-5 minutes to discuss as a table possible scaffolds that may be necessary to help students be successful using the UDL appendix.

2 min 65. The Mid- Module Assessment follows Topic D. Give participants 1-2 minutes to discuss what concepts are included on the mid- module assessment.

Which concepts do they feel would be the most difficult for their students.

Section: Topic E: Coins and their Values Time: 4 minutes

In this section, you will focus on coins and their values. Materials used include:• Grade 1 Module 6 PPT• Grade 1 Module 6 Facilitator Guide


1 min 66. Topic E explores coins and their values. Students are introduced to the nickel and quarter and continue to work with the familiar penny and dime. During this topic students use their knowledge of numbers to compose and decompose coins based on their values.

3 min 67. • Lesson 20: students are introduced to the nickel.• Lesson 21: students are introduced to the quarter.• Lesson 22: students use their understanding of 1 more to add one cent to

the value of any coin. The dollar coin is introduced.• Lesson 23: students count on pennies from any single coin• Lesson 24: students represent the tens and ones in numbers to 120

using dimes and pennies. (Thus, reinforcing 100 as 10 tens, 115 as 11 tens 5 ones, 120 as 12 tens, etc.)

Section: Topic F: Varied Problem Types within 20 Time: 32 minutes

In this section, you will focus on extending the comparison word problems work from Topic A, specifically problems where incorrect operation is suggested.

Materials used include:• Grade 1 Module 6 PPT• Grade 1 Module 6 Facilitator Guide


1 min 68. Topic F extends the work from Topic A. Students will spend 3 days working on comparison word problems. This work focuses on comparison word problems where the incorrect operation is suggested.

5 min 69. Model solving this word problem with a double tape diagram.

5 min 70. Have participants solve with a partner and discuss.

How did you solve?

What wording may trip up your students?


How did you solve?



How did you solve?



How did you solve?



How did you solve?


3 min 75. Have participants discuss the learning in this topic with their students in mind.

Give participants 3-5 minutes to discuss as a table possible scaffolds that may be necessary to help students be successful using the UDL appendix.

Section: Topic G: Culminating Experiences Time: 46 minutes

In this section, you will focus on reviewing Grade 1 Module 6. Materials used include:• Grade 1 Module 6 PPT• Grade 1 Module 6 Facilitator Guide• Grade 1 Module 6 Summer Work Calendar• Grade 1 Module 6 Complied fluency activities from Grade 1

Module 6 Topics D-F• Grade 1 Module 6 Module Overview


1 min 76. Topic G wraps up Module 6 with an opportunity to celebrate their learning.

3 min 77. Students spend two days reviewing fluency games from throughout the year. On day 1 students choose some of their favorite fluency activities and practice these activities in fluency centers. On day 2 students, invite either their families or a kindergarten class to participate in the fluency centers with the students acting as teachers.

Day 3 of Topic G involves students making folder covers that will be used for student work that was saved throughout the year. Students will be encouraged to decorate their folders with math models they have used throughout the year.

A summer work packet has also been prepared to encourage students to practice their first grade learning over the summer. The summer packet is designed with daily math activities for each month of the summer. Some of the activities included are fluency games, sprints, work with coins to name a few.

15 min 78. If time permits, give participants time to explore the standards check fluency activities in Topics D-F and follow the directions on the slide. (5-10 minutes)

0 min 79. Let’s review some of the major ideas from today’s session on Module 6.

1 min 80. The key learning in Module 4 is primarily:• Place value• Addition & Subtraction of Tens• Use of place value to add within 40• Continued fluency work• Continued development of problem solving skills

1 min 81. Discuss the key learning that occurred in Module 6.

5 min 82. Take two minutes to turn and talk with others at your table. During this session, what information was particularly helpful and/or insightful? What new questions do you have?

Allow 2 minutes for participants to turn and talk. Bring the group to order and advance to the next slide.

5 min 83. Let’s review some key points of this session.• During Module 6, students use Level 3 strategies to add two-digit

numbers within 100.• Students continue to strengthen their fluency with previous concepts.• Tape diagrams are introduced within Module 6.

15 min 84. Lead Participants in a discussion that addresses the questions on the slide.

Use the following icons in the script to indicate different learning modes.

Video Reflect on a prompt Active learning Turn and talk

Turnkey Materials Provided

● Grade 1 Module 6 PPT● Grade 1 Module 6 Facilitator Guide● Grade 1 Module 6 Module Overview● Grade 1 Module 6 Summer Work Calendar● Grade 1 Module 6 Complied fluency activities from Grade 1 Module 6 Topics D-F● Word Problem Type Chart from Counting Cardinality and Operations Algebraic Thinking progressions

Additional Suggested Resources

● How to Implement A Story of Units● A Story of Units Year Long Curriculum Overview● A Story of Units CCLS Checklist

mc-14193-39844713.us-east-1.elb.amazonaws.commc-14193-39844713.us-east-1.elb.amazonaws.com/file/... · Web viewModule Focus: Grade 1 – Module 6. Sequence of Sessions. Overarching

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