Examine the K–5 progressions documents 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. (SLIDE 3) Let’s begin with a look at the progression of standards that lay a foundation for, and then develop, an understanding of fractions. Walk Through and Analyze Standards Foundational to Fractions Time: 0:05-0:25 [20 minutes] In this section, you will… Examine standards foundational to understanding fractions. Materials used include: Progression of Standards Related to Fractions (SLIDE 4) Most of you have just attended a full session examining Grade 3—Module 5 and the standards that begin to formalize students understanding of fractions as numbers. Those of you who were in the Grade K session were asked to review these Grade 3 standards after getting resituated in our whole group. (SLIDE 5) Spend one minute writing down your answer to the following: What understandings and skills are needed before embarking on learning these standards? (Select volunteers to share their thoughts, noting their thoughts on a flip chart. If not brought up, suggest the following.) Understanding the notion of one half and one fourth. Connecting the words one-half and one-fourth to the representation of a regularly shaped area broken into 2 or 4 equal sized parts. 6) Examine the Grade 2 standards and identify those foundational to the Grade 3—Module 5 standards. Using the handout, Standards Across the Grades,” write the standards you find to “Fraction be foundational in the light yellow boxes to the left of the Grade 3 standards shown in light green. (Allow participants to work independently for 3-4 minutes.) (SLIDE 7) How does your list compare with the standards shown here? (Call on volunteers to speak to differences and facilitate a discussion of how strongly the standards support the G3—M5 standards. Do not emphasize standards as being either, foundational’ or - not foundational’. Recognize that, ‘yes – ‘no in theory, one could draw connections between almost all content. Rather allow participants to share their thinking with each other and compare it to what is presented.) (SLIDE 8) Continue to move backwards through the grades, examining the standards of grades 1, K, and
Examine the K–5 progressions documents 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. (SLIDE 3) Let’s begin with a look at the progression of standards that lay a foundation for, and then develop, an understanding of fractions. Walk Through and Analyze Standards Foundational to Fractions Time: 0:05-0:25 [20 minutes] In this section, you will… Examine standards foundational to understanding fractions. Materials used include: Progression of Standards Related to Fractions (SLIDE 4) Most of you have just attended a full session examining Grade 3—Module 5 and the standards that begin to formalize students understanding of fractions as numbers. Those of you who were in the Grade K session were asked to review these Grade 3 standards after getting resituated in our whole group. (SLIDE 5) Spend one minute writing down your answer to the following: What understandings and skills are needed before embarking on learning these standards? (Select volunteers to share their thoughts, noting their thoughts on a flip chart. If not brought up, suggest the following.) Understanding the notion of one half and one fourth. Connecting the words one-half and one-fourth to the representation of a regularly shaped area broken into 2 or 4 equal sized parts. 6) Examine the Grade 2 standards and identify those foundational to the Grade 3—Module 5 standards. Using the handout, “Fraction Standards Across the Grades,” write the standards you find to be foundational in the light yellow boxes to the left of the Grade 3 standards shown in light green. (Allow participants to work independently for 3-4 minutes.) (SLIDE 7) How does your list compare with the standards shown here? (Call on volunteers to speak to differences and facilitate a discussion of how strongly the standards support the G3—M5 standards. Do not emphasize standards as being either, ‘yes – foundational’ or ‘no - not foundational’. Recognize that, in theory, one could draw connections between almost all content. Rather allow participants to share their thinking with each other and compare it to what is presented.) (SLIDE 8) Continue to move backwards through the grades, examining the standards of grades 1, K, and
session_2_coherence_fractions_across_the_grades.docx