ACTIVITY 1: (10 min)
· As a small group you will be studying the THIRD GRADE progression of:
_____ Operations and Algebraic Thinking
_____ Measurement and Data
_____ Geometry
· Select a scribe and a timer.
· The Progressions Documents contain examples of methods and strategies for teachers to use to help students. Find one that you see as particularly interesting or different and record it to share with your colleagues.
· In the Progressions document you read, you saw the pervasive use of mathematical language. Note some of the vocabulary necessary at this level to teach this progression.
· The Progressions Documents also highlight common mistakes or misconceptions students often have. Find and record one example of this in the document you read
· Summarize the information obtained.
ACTIVITY 2: (5 min)
· Divide your group in half forming sub-groups A and B with a scribe in each.
· Group A will move to the Second Grade and repeat the steps of Activity 1.
· Group B will move to the Fourth Grade and repeat the steps of Activity 1.
ACTIVITY 3: (5 min)
· Continue working in sub-groups A and B.
· Group A will move to the First Grade and repeat the steps of Activity 1.
· Group B will move to the Fifth Grade and repeat the steps of Activity 1.
ACTIVITY 4: (10 min)
· Join sub-groups A and B back together into a small group (8-10).
· Create a vertical visual of the information gathered by your group on a poster paper. Be ready to share with the entire group.
ACTIVITY 5:
· While waiting for further instructions from the facilitator consider these idea:s
· Determine what standards from earlier grades must be mastered in order for students to be successful in this new learning.
· Discuss what obstacles are presented when students come to you without the previous knowledge needed to engage in current grade level standards. How do you overcome this?
· Who are the Standards Progressions Documents useful for and in what ways can they be used effectively?
PROGRESSIONS: Where Do My Students Fit in Math Vertically?