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 How will we know that they are able to do this? session? Participants will develop a deeper understanding of the sequence of Participants will be able to articulate the key points listed above. mathematical concepts within the specified modules and will be able to articulate how modules contribute to the accomplishment of the major work of the grade. Participants will be able to articulate and model the instructional approaches that support implementation of specified modules (both as classroom teachers and school leaders), including an understanding of how this instruction exemplifies the shifts called for by the CCLS. Participants will be able to articulate connections between the content of the specified module and content of grades above and below, understanding how the mathematical concepts that develop in the modules reflect the connections outlined in the progressions documents. Participants will be able to articulate critical aspects of instruction that prepare students to express reasoning and/or conduct modeling required on the mid-module assessment and end-of-module assessment. Session Overview Section Time Overview Prepared Resources Facilitator Preparation Grade 6 Module 5 PPT Introduction 43 min Introduces Grade 6 Module 5 Review Grade 6 Module 5 Facilitator Guide Topic A: Area of Explores the area of triangles, Triangles, quadrilaterals, and other polygons Grade 6 Module 5 PPT 40 min Review Topic A Quadrilaterals, and through composition and Facilitator Guide Polygons decomposition.
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? Participants will develop a deeper understanding of the sequence of mathematical concepts within the specified modules and will be able to articulate how modules contribute to the accomplishment of the major work of the grade. Participants will be able to articulate and model the instructional approaches that support implementation of specified modules (both as classroom teachers and school leaders), including an understanding of how this instruction exemplifies the shifts called for by the CCLS. Participants will be able to articulate connections between the content of the specified module and content of grades above and below, understanding how the mathematical concepts that develop in the modules reflect the connections outlined in the progressions documents. Participants will be able to articulate critical aspects of instruction that prepare students to express reasoning and/or conduct modeling required on the mid-module assessment and end-of-module assessment. Participants will be able to articulate the key points listed above. Session Overview Section Time Overview Prepared Resources Facilitator Preparation Introduction 43 min Introduces Grade 6 Module 5 Grade 6 Module 5 PPT Facilitator Guide Review Grade 6 Module 5 Topic A: Area of Triangles, Quadrilaterals, and Polygons 40 min Explores the area of triangles, quadrilaterals, and other polygons through composition and decomposition. Grade 6 Module 5 PPT Facilitator Guide Review Topic A
nti-may-2014-grade-6-module-5-facilitators-guide.docx