Coherence Fractions Across the – Grades Sequence of Sessions Overarching Objectives of this February 2013 Network Team Institute Participants will explore GK—M5 and G3—M5 and be prepared to train others to teach these modules. Participants will examine and the K–5 progressions documents with particular emphasis on Number and Operations—Fractions and be prepared to teach others about the development of fractions across the grades. Participants will explore how content knowledge directed by the progressions documents supports the implementation of coherence in the classroom. Participants will deepen their study of rigor by examining its relationship to coherence using examples from GK—M5 and G3—M5 and be prepared to promote coherent and balanced instruction. High-level Purpose of this Session Explore the development of fractions across the grade levels. Examine and study the K–5 progressions documents and PK–5 standards with particular emphasis on Number and Operations—Fractions. Explore how content knowledge directed by the standards and progressions documents supports the implementation of coherence in the classroom. Consider how G3—M5 supports the fraction progression. Related Learning Experiences Participants have just finished studying either GK—M5 or G3—M5. They now begin to explore how content from grades K–2 supports G3—M5 as well as how G3—M5 is foundational to 4th and 5th grade content. The of this session coherence is carried over to the next three sessions on the components of – – rigor. In those sessions, participants will examine and reflect upon how the cross-grade content knowledge developed during this session can be manifested in the implementation of the three components of rigor. Key Points When studied in conjunction with the Standards, progression documents guidance on terminology, models, connections to mathematical practices, grade level goals, and common student misperceptions.
Coherence – Fractions Across the Grades Sequence of Sessions Overarching Objectives of this February 2013 Network Team Institute Participants will explore GK—M5 and G3—M5 and be prepared to train others to teach these modules. Participants will examine and the K–5 progressions documents with particular emphasis on Number and Operations—Fractions and be prepared to teach others about the development of fractions across the grades. Participants will explore how content knowledge directed by the progressions documents supports the implementation of coherence in the classroom. Participants will deepen their study of rigor by examining its relationship to coherence using examples from GK—M5 and G3—M5 and be prepared to promote coherent and balanced instruction. High-level Purpose of this Session Explore the development of fractions across the grade levels. Examine and study the K–5 progressions documents and PK–5 standards with particular emphasis on Number and Operations—Fractions. Explore how content knowledge directed by the standards and progressions documents supports the implementation of coherence in the classroom. Consider how G3—M5 supports the fraction progression. Related Learning Experiences Participants have just finished studying either GK—M5 or G3—M5. They now begin to explore how content from grades K–2 supports G3—M5 as well as how G3—M5 is foundational to 4th and 5th grade content. The of this session – coherence – is carried over to the next three sessions on the components of rigor. In those sessions, participants will examine and reflect upon how the cross-grade content knowledge developed during this session can be manifested in the implementation of the three components of rigor. Key Points When studied in conjunction with the Standards, progression documents guidance on terminology, models, connections to mathematical practices, grade level goals, and common student misperceptions.