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A Story of Units

A Story of Units. Coherence Across the Grades in Number and Operations—Base Ten. Session Objectives. Examine the sequence of standards that comprise the Number and Operations—Base Ten domain. Examine the sequence of base ten models employed in A Story of Units .

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A Story of Units

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  1. A Story of Units Coherence Across the Grades in Number and Operations—Base Ten

  2. Session Objectives • Examine the sequence of standards that comprise the Number and Operations—Base Ten domain. • Examine the sequence of base ten models employed in A Story of Units. • Examine and practice the algorithms employed in A Story of Units.

  3. Agenda NBT ACROSS THE GRADES: A Progression of Standards A Progression of Visual Models A Progression of Algorithms The Progressions Document for Number and Operations—Base Ten

  4. A Progression of Standards Card Sort!

  5. A Progression of Standards • Compose and decompose numbers 11–19 into 10 ones and some further ones… (K.NBT.1) • Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. (1.NBT.5) • Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. (2.NBT.8) • Compose and decompose numbers 11–19 into 10 ones and some further ones… • Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. • Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

  6. A Progression of Standards • Use place value understanding to round whole numbers to the nearest 10 or 100. (3.NBT.1) • Use place value understanding to round multi-digit whole numbers to any place. (4.NBT.3) • Use place value understanding to round decimals to any place. (5.NBT.4) • Use place value understanding to round whole numbers to the nearest 10 or 100. • Use place value understanding to round multi-digit whole numbers to any place. • Use place value understanding to round decimals to any place.

  7. NBT Standards Across PK-5 • Take a moment to reflect on the curriculum map. • What role does your grade play in the development of Number and Operations—Base Ten? • How does it rely on the previous grade and prepare students for the subsequent grade?

  8. A Progression of Standards

  9. A Progression of Standards

  10. AGENDA NBT ACROSS THE GRADES: A Progression of Standards A Progression of Visual Models A Progression of Algorithms The Progressions Document for Number and Operations—Base Ten

  11. A Progression of Visual Models

  12. A Progression of Visual Models • What did you notice about the sequence of visual models? • In what ways will students benefit from this sequence? • How does it compare with other models that you currently use?

  13. AGENDA NBT ACROSS THE GRADES: A Progression of Standards A Progression of Visual Models A Progression of Algorithms The Progressions Document for Number and Operations—Base Ten

  14. Demonstration – A Progression of Algorithms

  15. A Progression of Algorithms • What did you notice about the sequence of algorithms? • In what ways will students benefit from this sequence? • How does it compare with other algorithms that you currently use?

  16. AGENDA NBT ACROSS THE GRADES: A Progression of Standards A Progression of Concrete and Pictorial Models A Progression of Algorithms The Progressions Document for Number and Operations—Base Ten

  17. A Study of the Progression • Pick a grade and read the appropriate section of the Progressions document, highlighting evidence in support of this morning’s demonstrations. • Do the same with the previous and subsequent grades.

  18. A Study of the Progression • What connections did you find between the Progressions document and this morning’s demonstrations? • Think about the modules that you explored yesterday. How are they relevant in the coherence of the NBT domain?

  19. A Progression of Standards Card Sort!

  20. Next Steps • How will this information impact instruction in your classroom/school/district? • How will you continue to use the Progressions documents as you implement A Story of Units? • How can you initiate a study of the Progressions with your colleagues?

  21. Key Points • While work in NBT is dependent on understanding of the meanings and properties of operations, it also fosters a deeper understanding of them. • The NBT standards include a deliberate trajectory from reasoning about quantities, the base-ten system, and the meanings of operations to mastery of standard algorithms. • The Standards and Progressions provide valuable insight that enables educators to meet their students’ needs in a way that also maintains coherence across the curriculum.

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