1. Red Jacket Central School District Grade K-5 Turn-Key June 3, 2013
Presented by: Necia Marchetti & Cheri Modeen

2. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Curriculum map, found on page 3 of A Story of Units: A Curriculum Overview for Grades P-5 and color version
Point out that it is the same version and has not changed!! Yeah!! 11/21/2012
What information do you already know from this map?
This is the fifth module of the kindergarten curriculum.
The title of the module is, “Numbers 10—20; Count to 100 by Ones and Tens.”
The module is designed for 30 instructional days.
This module is very close to the end of the year; all that remains is a 10-day module on geometry.
At this point in the curriculum, Kindergarten students have already had lots of experience with numbers to 10.
Grade 3:
This is the fifth module of the 3rd grade curriculum.
The title of the module is, “Fractions as Numbers on the Number Line.”
The module is designed for 35 instructional days.
This is the first module that focuses on fractions.
This is the only 3rd grade module with a focus on fractions.

4. Six Shifts
Coherence Focus Deep Understanding Fluency Application Dual Intensity The Cheri Version of the six shifts!

5. Module Focus Grade K—Module 5
February 2013
Network Team Institute
What information do you know from the table of contents?
Look at the Table of Contents on the first page of Grade K and Grade 3—Module 5. You have both on your desk – thumb thru one or the other as I have both up here.
What information do you know from the Table of Contents? Some of the same: 5th Module, Title, but also:
The module begins with a module overview and ends with the module assessments.
The K module is comprised of five topics, A through E; the page numbering system restarts at 1 for each topic.
The 3 module is comprised of six topics, A through F; the page numbering system restarts at 1 for each topic.

6. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Following the Table of Contents is an Overview Narrative describing the math of the module - intended to provide teachers with any background information they might need prior to beginning instruction.
Take two minutes to read the section individually. As you read the module, identify at least three key points from your reading. After two minutes, I’ll ask you to share your key points with others at your table who have read a different grade module.
This module builds on students’ understanding of the numbers to 10.
Understanding of 10 ones is a crucial foundation for developing understanding of 1 ten.
Students will explore teen numbers as 10 ones and some more ones using concrete objects, pictures, number bonds, and Hide Zero cards.
Students will decompose teen numbers.
Students will solve “how many” questions involving teen numbers.
Show pre-written ideas on chart paper.
Take two minutes to read the section individually. As you read the module, identify at least three key points from your reading. After two minutes, I’ll ask you to share your key points with others at your table who have read a different grade module.

7. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Following the Overview narrative, is a diagram illustrating the Distribution of Instructional Minutes to clearly communicate the carefully balanced and rigorous instruction of the module.
How many lessons are in this K module on the left? (24) 3 module on the right? (30)
How are the lessons structured?
Most - though not all - are comprised of four lesson components: Fluency Work, Conceptual Development, Application Problems, and Student Debrief
Amount of time spent on each of these components varies by lesson - Lessons 23 and 24 (K) and Lesson 30 (3) do not include Application Problems
Amount of time spent on each of the lesson components is driven by the rigor emphasized in the standard(s) addressed in any given lesson
Order of the components may vary
Which Mathematical Practices are addressed in this module?
K- MP.2, 3, 4, and 7
3- MP.2, 3, 6, and 7
Emphasize – this does not mean others are not present – these are just prime situations that one can be practiced until it becomes Habit of Mind
Following the Distribution of Instructional Minutes diagram, are the Standards associated with this module.
Curriculum Overview also has Standards but in a year overview-big picture-this is by module.

8. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Take a minute to read this section and review the Standards, and then discuss with table partner how they relate to the overview narrative that we’ve already read and discussed.
Which standards are the focus of this module? (This module focuses on the first two clusters of standards in the Counting and Cardinality domain, as well as the first standard from the Number and Operations in Base Ten domain.) These CC standards are addressed in GK—M19 (look at curriculum map) with numbers up to 10; this module is an extension of that work. K.CC4 also has a 4th part which is addressed in the final module. This is the only module in which K.NBT.1 is a focus.
Which Mathematical Practices are addressed in this module? (MP.2, 3, 4, and 7. This corresponds with the information we saw in the Distribution of Instructional Minutes diagram.) While it is certainly hoped that teachers will continue to promote all practices on a regular basis as opportunities arise, these four practices are particularly appropriate for the lessons in this module. In addition to the information provided in this list, activity-specific suggestions are provided in the lessons themselves.
Show above on chart paper.

9. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Turn the page and refer to the Overview of Module Topics and Lesson Focus chart.
The module is comprised of five topics, A through E, which we also saw in the Table of Contents.
The lesson titles are included by topic. For example, five lessons are listed under Topic A, and Lesson 6 is the beginning of Topic B.
The left-hand column identifies the standard(s) per topic. Focus standards are bold.
The number of instructional days is included per topic in the right-hand column.
Instructional days are also allotted for the mid-module and end-of-module assessments.
The final line of the chart, at the bottom of the second page, gives the total number of instructional days intended for this module. This matches the map and grade-level description in the Curriculum Overview document.

10. Module Focus Grade K—Module 5
February 2013
Network Team Institute
After the overview chart, you will find Terminology and Suggested Tools and Representations.
“How does the information in these sections inform instruction / how do you envision using this information?”
teachers can use this section as a quick review of what students already know coming in to this module (Familiar Terms and Symbols)
what they will be learning for the first time in this module
look for evidence that participants understand these three aspects of how the information is presented:
The terminology is listed in two parts: New or Recently Introduced Terms, and Familiar Terms and Symbols.
Examples are provided for each term. This lets teachers know what terms will be used in the module. It is also a resource for them to ensure appropriate/accurate use of vocabulary.
The list of Suggested Tools and Representations gives teachers an idea of how the content will be communicated as well as what materials will be needed during the module.

11. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Following the Suggested Tools and Representations, there is a statement regarding Scaffolds.
How to Implement A Story of Units document includes scaffolds for English language learners, students with disabilities, students performing above grade level, and students performing below grade level.
Strategically-placed margin notes within each lesson elaborate and demonstrate the use of specific scaffolds at specific times.
The last component of the Module Overview is an Assessment Summary chart, indicating which standards are addressed in each of the assessments.
This is the end of the Module Overview; Topic A begins on the next page.

12. Module Focus Grade K—Module 5
February 2013
Network Team Institute
This is the topic opener for Topic A:
The relevant standards (K.NBT.1, K.CC.1, K.CC.2, K.CC.4abc, K.CC.5) are included under the topic title; the focus standards (K.NBT.1, K.CC.1) are bold.
The language of the focus standard, as it appears in the CCLS, is also provided.
The number of instructional days (5) is provided.
Coherence links from/to are provided to help teachers understand how this module fits in the scope of the curriculum. We can see that this instruction is building on GPK—M5 and prepares students for G1—M2.
The five lessons in this topic are sequenced toward mastery of counting 10 ones and some ones.
Note the page number in the bottom, right corner. The pages of the module overview are numbered using roman numerals. This page number, 5.A.1, indicates that this is the first page of Topic A in Module 5. The next page will be numbered 5.A.2, and this format will continue with all pages for the four lessons in Topic A numbered sequentially. The topic opener for Topic B will restart at one, 5.B.1. This will continue for all topics throughout the module.

13. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Lesson 1 begins on the next page.
Following the lesson title, each lesson provides a Suggested Lesson Structure including a pie chart to show the information at a glance. It reiterates the information, lesson by lesson, that was provided in the Distribution of Instructional Minutes diagram in the module overview. Note that this lesson includes all four lesson components, and so each lesson component will be described in the order in which they appear in the Suggested Lesson Structure. (Allow 3 minutes for participants to read and discuss the lesson.)
“NOTES ON” boxes are included down the right-hand margin. In various lessons, notes are provided for teachers on scaffolding English language learners, students with disabilities, students performing above grade level, and students performing below grade level.
Following the lesson plan, are the reproducible student pages: Lesson 1 Worksheet(s), Lesson 1 Exit Ticket, and Lesson 1 Homework. Note that the student pages are provided in the order in which they are intended to be used.

14. Fluency Videos
Grade K-1 Counting Exercise (8 min) Ten Frame Flash - 2 minutes Skip Counting by Fractions

15. Fluency Drill
Fluency Practice
Skip Count forward and backwards by three’s two times starting at 0.
(up to 30)

16. Personal Boards
Write out the skip counting by 3’s on your personal boards starting at 0.
Underline the multiples of 6.

17. Skip Count forward and backwards by sixes. (up to 30)
Fluency Drill
Skip Count forward and backwards by sixes. (up to 30)

18. Multiplication by 3 and 6
What do you notice? Write your observations on your personal board.
2 x 3 = 6 2 x 6 = 12
3 x 3 = 9 3 x 6 = 18
4 x 3 = x 6 = 24

19. Application Problem
Anu needs to cut a piece of paper into 6 equal parts. Draw at least three pictures to show how Anu can cut her paper so that all the parts are equal. (Early finishers can do the same thing with halves, fourths, or eighths.)

20. Grade 3 Module 5
Lesson #2
Janice Fan, a writer for A Story of Units, is a 3rd grade teacher at Folk Arts Cultural Treasures School in Philadelphia, PA. In the video clip you will see her students engaging in one of the lessons from the beginning of this module.
Common Core Video Series: Grade 3 Mathematics ~ use fraction strips Length (min:sec): 7:11
Reflection:
What do you notice about the students’ experiences in this lesson?
How does it compare to your past experiences with fractions lessons?

21. Grade 3 Module 5
Coherence: 5th Grade Skip Counting By Fractions skip-counting-by-fractions

22. What is a SPRINT? http://www.youtube.com/watch?v=G_y9gGnd68M
Find an example in your Module #1
Practice this skill with colleagues.

23. Rigor Breakdown – Procedural Skill and Fluency for Grades 3-5
February 2013
Network Team Institute
Sprint Design
A Sprint has two parts (Sprint A and Sprint B) with closely related problems on each.
Students are given 60 seconds for each Sprint.
Every student should get at least 25% right.
Ideally, no student will finish within the 60 seconds.
A typical 4th or 5th grade Sprint has 44 problems, younger students need fewer problems.
The problems on Sprint A should be almost identical to the problems on Sprint B without actually being identical. Sprint B should be neither harder nor easier than Sprint A.
Your goal in writing the Sprint is that every student should get at least 25%
Younger students need fewer problems, perhaps as few as

24. Rigor Breakdown – Procedural Skill and Fluency for Grades 3-5
February 2013
Network Team Institute
Sprint Design
Problems on the Sprint start easy and get progressively more complex (perhaps in quadrants).
Problems should be patterned in such a way as to encourage MP.8, “Look for and express regularity in repeated reasoning.”
Intelligent design and delivery makes the Sprint superior to computer-generated worksheets.
You don’t want students skipping around while working a Sprint in hopes of finding the easiest problems to work – that only slows them down and takes their concentration off doing the problems and on finding easy ones.
If you are not familiar with the delivery of a Sprint, please refer to the How to Implement A Story of Units document and read about the Sprint routine.

25. Fluency Puzzles and Games
Rigor Breakdown –
Procedural Skill and Fluency for Grades 3-5
February 2013
Network Team Institute
Fluency Puzzles and Games
Use each digit 0 – 9 only once to complete the grid.
Here is a favorite example of a challenge that falls into the category of a fluency puzzle or game. This activity simultaneously promotes both fluency and perseverance in problem solving. In the first tab of your binder, you’ve each been provided with a set of digits 0 to 9 in squares and a grid that looks like this one. If you haven’t already, take your scissors and cut out each of your digits.
Go ahead and try this activity now: Use each digit only once to make a correct addition sentence.
What do you notice about the solutions?

26. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Module 1 Lessons -
Select one lesson from this module, so that each person at your table is reading a different lesson.
Read and digest your lesson.
How does this lesson compare to your past experiences with traditional classroom lessons?
(Allow 3 minutes for silent, independent reading and reflection.)

27. Module Focus Grade 3—Module 5
February 2013
Network Team Institute
Turn to the module assessments also on 5.S.1.
Each module contains a mid-module assessment which, in this case, is administered after Topic C and an End-of-Module Assessment which is administered at the end of the module. The Mid-Module Assessment addresses standards taught in the first half of the module, while the End-of-Module Assessment addresses the module as a whole. Each assessment is followed by a scoring rubric and sample work.

28. Module Focus Grade 3—Module 5
February 2013
Network Team Institute
Module Assessments
Determine whether you will complete the mid-module or the end-of-module assessment.
Follow the directions to complete your assessment independently.
Score your work.
How does this assessment compare to your past experiences with fraction assessments?
Decide which of you will focus on the mid-module assessment and which of you will focus on the end-of-module assessment.
Follow the assessment directions to complete a task, score your work using the rubric, and then look at the sample work provided. While you do this, be reflecting on this assessment and how it compares to other assessments on fractions that you have seen or used in the past.
You will only have four minutes to do this, so pick one or two problems from your assessment on which to focus. Afterwards, you will have time to share your observations with each other.

29. Read, Draw, Write
Read- Read word problem aloud chorally Teacher asks specific questions and students respond with choral response (teacher uses a signal) Draw- Students draw a visual representation of the problem Write- Students write an equation or expression Students write a sentence that allows them to commit to their answer

30. Practice
Find a word problem within Module 1 and practice the RDW process with a colleague.

31. Coherence Tape Diagrams
K-12 approach to promote perseverance in reasoning through problems.
No longer a Grade 7 teacher we are now a Grade PreK-7 +2 teachers.
Develop students’ independence in asking themselves:
Can I draw something?
What can I label?
What do I see?
What can I learn from my drawing

32. Forms of the Tape Diagram
Rigor Breakdown –
Application for Grades 3-5
February 2013
Network Team Institute
Forms of the Tape Diagram 8 5 ? 5 8 ?
There are two basic forms of the bar diagram model.
The first form is sometimes called the part-whole model; it uses bar segments placed end-to-end.
The second form, sometimes called the comparison model, uses two or more bars stacked in rows that are left-justified; in this form the whole is depicted off to the side.
We will reflect on the nuances of the two forms when we have finished this section. For now, you can use whichever works best for you with any given problem.

33. Foundations for Tape Diagrams in PK–1
Rigor Breakdown –
Application for Grades 3-5
February 2013
Network Team Institute
Foundations for Tape Diagrams in PK–1
In the very early grades, we count out objects, and do comparisons of quantities (e.g., Who has more? Who has fewer? How many more? How many fewer?).
It is important that students see groups of objects in many arrangements and learn to instantly recognize quantities up to 5 or 6. But it is equally important that we begin modeling for students the laying out of objects in an organized fashion that previews bar modeling, in both the end-to-end fashion and the comparison fashion. This is especially appropriate when working with word problems of addition and subtraction.
As the teacher, model a comparison of two quantities in the manor that makes the comparison easiest to see. It is not recommended to become overly structured in forcing students to model it a certain way every time. The suggestion, ”This time can you lay yours out like I have mine” will serve to build this habit of setting up items in rows to support counting, comparison, and the model of using rectangular bars.

34. Leading into Tape Diagrams
Rigor Breakdown –
Application for Grades 3-5
February 2013
Network Team Institute
Leading into Tape Diagrams
Sara has 5 stamps. Mark has 3 stamps. How many more stamps does Sara than Mark?
The transition into bar diagrams requires transitioning from sets of actual objects to pictures of objects, to bar-shaped pictures that still depict individual objects, and then to rectangular bars with no distinct markings of individual items.
A benefit of using rectangular bars without the markings of individual items is that students can now model non-discrete quantities – like measurements of distance or weight – as well as being able to represent unknown quantities.

35. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
Example 1: Sara has 5 stamps. Mark brings her 4 more stamps. How many stamps does Sara have now?
Beginning the tape diagram process can sometimes bring rise to student comments of, “But, I can solve this without a diagram.” In general you can convey to students that you are requiring them to explain their work so that you understand their thinking and so that they can share their thinking with their friends and justify their answers. In particular, if you are introducing tape diagrams to a 3rd, 4th or 5th grade student, you may find it helpful to simply say, “Bear with me – by the end of the week/month/year I promise you will see the value in this process.”
(EXAMPLE 1) Let’s consider the first example. (The indented text is to be read as though leading a class of students, thereby modeling for participants how this delivery can be executed in the classroom.)
Read the first sentence with me. “Sara has 5 stamps.”
Let’s draw something. Make your drawing look like mine. (Demonstrate on a flip chart, and then refer to the PPT slide to see completed drawing.)
Read the next sentence with me. “Mark brings her 4 more stamps.”
Let’s draw again. Make your boxes look like mine today.
Read the next sentence with me. “How many stamps does Sara have now?”
Where in my picture can I see how many she has now? (Call on a participant to describe for you where you can see it. Then place the question mark on the diagram.(
(CLICK TO REVEAL SOLUTION.)

36. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
Example 2: Sara has 16 stamps. Mark brings her 4 more stamps. How many stamps does Sara have now?
We have many of these problems to do, so while I will demonstrate quite a bit of delivery as I just did, I am not going to go through the entire delivery of every problem. And, in particular we will not be taking time to write out the number sentence and the answer in a complete sentence as shown here. Those steps are very important with students, but to make most efficient use of our time, we will focus on the tape diagram leading to the answer and then move on to the next example. You would work at least one other problem with the class in this same way where individual stamps are represented, perhaps even spend a few days working in this fashion before moving to an example like this next one where you have a quantity large enough that it makes drawing discrete segments inconvenient. Simply suggest using a plain rectangular bar to represent the entire quantity.
(EXAMPLE 2) (Continue to demonstrate with a flip chart and marker.)
Read the first sentence with me. “Sara has 16 stamps.”
I want to draw something but 16 is a lot of boxes; I’m going to just draw this long rectangle and make a note here that this is 16. Is that okay?
Can you imagine that there are 16 stamps in this row? (Add the label, “Stamps Sara has.”)
Read the next sentence with me. “Mark brings her 4 more stamps.”
If this is 16 stamps, can you imagine how long of a rectangle I should make to show 4 more stamps? Can you see it?
I’m going to start drawing, and you tell me when to stop. (Begin to draw the second bar slowly waiting for participants to say, “stop.” Add the label, “Stamps Mark brings.”)
So this is how we get students to model using the simple, rectangular bar. The approach of imagining the length of the bar, and ‘tell me when to stop’ should be used often until students begin to demonstrate independence in that judgment process. (CLICK TO REVEAL SOLUTION.)

37. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
Example 3: Sara brought 4 apples to school. After Mark brings her some more apples, she has 9 apples altogether. How many apples did Mark bring her?
The next jump in complexity is in moving from a problem where both bar segments represent known quantities and the unknown is the total or the difference, to a problem where the total or difference is known and the bar is representing an unknown.
(EXAMPLE 3)
Go ahead and try depicting this problem. (Allow a moment for participants to work.)
(CLICK TO REVEAL SOLUTION.) How does your depiction compare to this one? Are we all on the same page? (Address any questions or concerns.)

38. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
Example 4: Matteo has 5 toy cars. Josiah has 2 more than Matteo. How many toy cars do Matteo and Josiah have altogether?
(EXAMPLE 4)
Work example 4. (Allow a moment for participants to work.)
(CLICK TO REVEAL SOLUTION.) Does your diagram look like this one?
What complexities are added here, that were not present in Example 3? (Call on a participant to answer.) So this example required two computations in order to answer the question. This is an example of a two-step problem as called for in the standards beginning in Grade 2.

39. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
Example 5: Jasmine had 328 gumballs. Then, she gave 132 gumballs to her friend. How many gumballs does Jasmine have now?
(EXAMPLE 5) Read and work Example 5. (Allow a moment for participants to work.)
Did this problem lend itself to a part-whole model or a comparison model? Did anyone present it this way? Is it wrong to present it this way?
Is this problem more or less complex that the previous problem? (Allow for group response.) So we have removed the two-step complexity, but we’ve added computational complexity of working with 3-digit numbers. What else added complexity to this problem? (Allow participants to comment. Some may have found it difficult to address being given the whole first, and thereby feeling forced into starting with a part-whole model.)
(CLICK TO REVEAL SOLUTION.)
Before we move to the next example, let’s take a poll. The question is, “Was the use of the tape diagram model in Example 5 an example of descriptive modeling or analytic modeling?” Raise your hand if you think it is descriptive? Analytic? Have no idea? (Allow for hand-raising and summarize the result.)
This is subtle, and there is no clear-cut answer, but here is the key: If the student is using the diagram to reveal to them what operation should be applied, then the model is analytic. If they are using the diagram to simply provide more clarity of visualization, then it is purely descriptive.
Let’s move now into some multiplication and division problems. As with addition and subtraction, the ‘compare to’ situations are the ones that benefit most from use of the tape diagram. So, that is where we will begin.

40. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
Example 6: Jose has 4 paper clips. Harry has twice as many paper clips as Jose. How many paper clips does Harry have?
(EXAMPLE 6) Read and work Example 6. (Allow 2 minutes for independent work.)
(CLICK TO REVEAL SOLUTION.)
With multiplication and division problems, we introduce use of a consistently shaped bar to represent equal parts in the problem. We refer to this quantity as a unit, and then reason through the problem with this language: 1 unit is 4 paper clips, so 2 units would be 8 paper clips. Often times the reasoning applies in a division context. We might see that, “4 units is 28 paperclips, so 1 unit would be 7 paperclips.”

41. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
Example 7: Jose has 4 paper clips. Harry has twice as many paper clips as Jose. How many paper clips do they have altogether?
(EXAMPLE 7)
Read problem 7. (Participants do not need to work this problem.)
(CLICK TO REVEAL SOLUTION.)
How is this problem more complex than the previous? (Expected response – by asking how many paper clips they have altogether, it becomes a two-step problem, requiring you to first calculate how many Harry has, and then combine it with Jose’s to get the total.)

42. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
Example 8: William’s weight is 40 kg. He is 4 times as heavy as his youngest brother Sean. What is Sean’s weight?
(EXAMPLE 8) Read problem 8. Work the problem and share your tape diagram and answer with a partner.
(CLICK TO REVEAL SOLUTION.)
What mistake are students most likely to make when solving this problem? (Allow someone to share – we are looking for them to say that students might take the information ‘4 times as heavy’ and interpret that as Sean is 4 times as heavy as William, leading to an answer of 160 kg.)
This reason right here is a case in point of why teachers want students to internalize a specific habit from the RDW process. Whenever a second quantity is introduced in any of the comparison styles, ask the students, ‘who has more’ or, in this case, “Who weighs more, William or Sean?” That simple reflection should be a standard part of reading a word problem with a comparison.
Once internalized, students will be much less likely to make these mistakes of misrepresenting the relationship stated. They will instead have a habit of reflecting on who has more, and when asked directly they are much more likely to make a thoughtful reply, double checking the wording if they are unsure.

43. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
Example 9: Jamal has 8 more marbles than Thomas. They have 20 marbles altogether. How many marbles does Thomas have?
(EXAMPLE 9) Let’s work Example 9 together. Read the first sentence with me. “Jamal has 8 more marbles that Thomas.” Do I know how many marbles Jamal has? Do I know how many marbles Thomas has? What do I know? So who has more marbles Jamal or Thomas? Can I draw something to show this? Who can describe for me what I can draw? (Call on a participant to answer.) OK, so I can draw a bar for each boy. And whose bar will be longer? I’m going to draw Jamal’s bar first. (Demonstrate on a flip chart.) Now, I’m going to draw Thomas’ bar. Can you tell me when to stop? (Stop when participants say to stop.) Is this right? Does this show that Jamal has more than Thomas? Can I label anything yet? So I can label that this piece of Jamal’s bar represents 8 marble. Is there anything else I can label? Do you notice anything else?
Do my last two questions seem inappropriate – why would I ask them when there is nothing else that I really need the students to label or notice yet? (Call for a participant to share, add or summarize with the following - ) I don’t want the students developing a dependency on the teacher to suggest what to do next, instead I want them internalizing the habit of pausing after each reading or drawing to ask if there is anything more to see or note.
Let’s read the next sentence together. “They have 20 marbles altogether.” How can I include this new information in my diagram? Where does it go? What else do I see in my diagram? Is there anything else I can label? Raise your hand if you see something else in your diagram. (Allow participants to contribute and document their findings. If there are none, move on to reading the next sentence.) Let’s go ahead and read the final sentence in the problem. “How many marbles does Thomas have?” What are we being asked to find? Can you see Thomas’s marbles in the diagram? So where can we place the ? in this problem.
(If participants have not already noticed the solution method, scaffold with the following questions.) Is this piece (the part that is separated from the 8) of Jamal’s bar longer or shorter than Thomas’ bar? Or is it the same? Do we know how many marbles is represented by this piece of the bar? What do we know? Could it be a number as big as 20? Could it be as big as 10? (Participants can reason than it could not be 10 because that would lead to a total more than 20 for the entire diagram.) If this is 8 and there are 20 marbles altogether, how many marbles are in these two bars combined? So if two of these bars represent 12 marbles, then one of these bars would represent how many marbles?
(CLICK TO REVEAL SOLUTION.) This problem illustrates a more subtle use of the consistently sized rectangular strip representing a unit within the problem.

44. Rigor Breakdown – Application for Grades 3-5
February 2013
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Example 10: The total weight of a football and 10 tennis balls is 1 kg. If the weight of each tennis ball is 60 g, find the weight of the football.
(EXAMPLE 10) Let’s work example 10 together.
Let’s read the first sentence together. “The total weight of a football and 10 tennis balls is 1 kg.” Can we draw something? What can we draw? Can we draw a bar to represent the football? Does my bar represent how many footballs? What does the length of the bar represent? (Weight of the football.) So making it longer would imply it weighed more and making it shorter would imply it weighed less?
So now I need to represent the tennis balls. What should I draw to represent the tennis balls? (Allow participants time to think and make suggestions. Guide participants with questions like these - ) Should I have 10 bars or 1 bar for the tennis balls? (note that either approach is reasonable)
Will the bar(s) represent how many tennis balls I have, or how much they weigh? (how much they weigh)
Should the bar(s) be longer or shorter than the bar I drew for the football? We don’t know, right, perhaps we need to make an assumption. What would you like to assume? We can adjust our drawing when we have more information.
Would it be okay if we drew the bar lengths as the same size as each other? (No, this is too likely to lead us to a false assumption.)
OK, so we’ve drawn something and we made an assumption in the drawing, realizing that we may need to adjust the drawing when we have more information. Is there anything I can see from my drawing?
Let’s read the next sentence. “If the weight of each tennis ball is 60 g, find the weight of the football.”
What can I draw or label now? (Label the total weight as 1 kg and the weight of each tennis ball as 60 g and/or label the 10 balls as totaling 600 g.)
Is there anything that you notice? What can you see? (Notice the presence of both kg and g in the units of the problem.) Shall we do a conversion? (Convert 1 kg into 1000 g).
Is there anything else see in the drawing? Is there something else we can label? (See that the weight of the football is 400 g and label it.) Do I need to adjust the size of my bars to match what I know now? (If so, make the adjustment.)
From here we, of course, answer in a complete sentence using the context of the problem.
(CLICK TO REVEAL SOLUTION.) In the solution of this last example shown on the slide, notice that there are 10 bar segment representing the tennis balls and that they are not the same width as the bar segment representing the football. Is it feasible that a problem will need two types of bar units? What if this problem had read 2 footballs and 10 tennis balls? Can you imagine how the diagram would change?
What complexities were present in this last example? (Allow participants to contribute.) Changing units. Also, the bar length did not represent how many footballs, rather we drew 10 bars for 10 tennis balls because the bar length was representing the weight of the balls.
Of course, not every problem should be led by the teacher, once students have been led through 1 – 4 or more examples of a given type of problem, they should begin to work problems with increasing levels of independence. To challenge high-performing students, or even typical students, it can be appropriate to add a new level of complexity to their seatwork without leading them through an example. Just be prepared to step in and ask them the scaffolding questions if they are not able to reason through it on their own.

45. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
Example 11: Two pears and a pineapple cost $2. Two pears and three pineapples cost $ Find the cost of a pineapple.
(EXAMPLE 11) In the spirit of that thought, try Example 10 on your own. (Allow participants 1-3 minutes to work the problem.)
Compare your model with a partner at your table. (Allow participants 1 minute to compare their work.)
Who has answer? (Allow for 1 or more people to answer.) Is he/she right? Did anyone get something different? (If there is any difference of opinion, allow 2 participants with different answers to draw their solutions on flip charts. Allow each participant a chance to explain their reasoning.)
(CLICK TO REVEAL SOLUTION.)
Notice that again in this situation, length of the bar did not represent the quantity of pears or pineapples, but rather their cost. We used multiple bars of the same length to show when we had 2 pears and to show we had 1 or 3 pineapples.
The use of the length to represent something other that quantity of items is another form of complexity. Would you agree that this added complexity is a fairly significant one relative to the others?
Let’s move now into word problems involving using the tape diagram as a visual fraction model.

46. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
Example 12: David spent 2/5 of his money on a storybook. The storybook cost $20 how much did he have at first?
(EXAMPLE 12) (Use judgment to either allow participants to try on their own, or follow the optional scaffold provided below.)
I think based on the previous work we’ve done from sessions 2 and 3 that you can try this first problem independently. (Allow participants 1-3 minutes to work the problem.)
Compare your model with a partner at your table. (Allow participants 1 minute to compare their work.)
Who has answer? (Allow for 1 or more people to answer.) Is he/she right? Did anyone get something different? (If there is any difference of opinion, allow 2 participants with different answers to draw their solutions on flip charts. Allow each participant a chance to explain their reasoning.)
(CLICK TO REVEAL SOLUTION.) Optional scaffold:
Let’s read the first sentence together, “David spent 2/5 of his money on a storybook.” Who is the story about? (David.) What do we know so far? (That he spent 2/5 of his money on a book.) Can we draw something?
What will our bar represent? (David’s money) (Draw one bar that is long enough to be partitioned into five equal parts.) What does two fifths of David’s money look like? Can you imagine it here? Go ahead and show me on the diagram. (Partition it into five equal parts.)
What can we label on our diagram?
Use’s whale’s tale’s to show 2/5 and label it book. Write David’s money to the left of the bar.
Is there anything else we can draw, or label? What do we see?
Let’s read the next sentence. “The storybook cost $20.” Can we revise or add a label to our diagram to include this new information?
What else do we see? (That each fifth represents $10.) Can we label something else?
What else does our diagram tell us? (That the whole is representing $50.) Where can we add that information?

47. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
Example 13: Alex bought some chairs. One third of them were red and one fourth of them were blue. The remaining chairs were yellow. What fraction of the chairs were yellow?
(EXAMPLE 13) Let’s read the first sentence. “Alex bought some chairs.” Do we know how many chairs he had? Can we draw something? We can start with one bar and see if we need to adjust the drawing later. And we can label it Alex’s Chairs. Let’s read the next sentence. “One third of them were red and one fourth of them were blue.” So now we have some new information. Do we know how many chairs we have? What do we know? We know that some are red and some are blue. Do we know how many are red or how many are blue? No. We just know that a fraction of them were red and a fraction of them were blue. Can we draw something? Do we need to adjust our drawing? Are we happy with one bar or do we need two bars?
Take a minute to try working with what you have or try something new if you’d like, and see if you can create a drawing to show that one third of Alex’s chairs were red and one fourth of them were blue.”
(Allow 1-2 minutes for participants to work quietly.) Show your work to your partner and see if you and your partner can agree on a good representation. If both of you are unsatisfied, see if anyone at your table thinks they have a good way to show this.
Is there anything we can label? When we look at our drawing is there anything else that we see? Anything else we can label?
Let’s read the next sentence. “The remaining chairs were yellow” How can we add this information to our drawing? Is there anything else I can see from this?
Let’s read the next sentence. “What fraction of the chairs were yellow?” Why did I ‘lead you down the wrong path’ by saying ‘are we happy with one bar or do we need two bars?’ Students will have to make these decisions on their own. We won’t be there for them in real life or on an exam telling them, ‘in this problem you’re going to be better off with two bars.’ The value in working these problems is in developing their own habit to think each decision through on their own and make a judgment, hey this isn’t working out to be helpful… let me try it with one bar again.
Notice what happened after we read “The remaining chairs were yellow.” We labeled them yellow, that was the obvious thing to do with that information. But what did I say next. Did I say, “ok we’ve done that, we’re done with it, let’s move on to the next sentence?” No, we said, what else can we see in our diagram. Let’s go ahead and fill that in, we want to internalize in the students the habit of asking and reflecting, is there anything more I can reveal from my model before they move on to the next piece of information?
What should happen, is that by the time they read the question, the answer is already spelled out, because, unless there is additional information embedded in the sentence containing the question, by the time we read the question, we have hypothetically been given all the information needed.
So we encourage students to begin to analyze the model, using it to garner new information right away. It is a great exercise in fact to leave the question off and have students come up with all the different questions that could be asked. And then say, what questions could we ask if we had even more information?

48. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
Example 14: Jim had 360 stamps. He sold 1/3 of them on Monday and ¼ of the remainder on Tuesday. How many stamps did he sell on Tuesday?
(EXAMPLE 14)
Let’s read the first sentence of the problem. “Jim had 360 stamps.”
Can we draw something? What can we draw? Can we add a label to our drawing? Is there anything else that we can draw or label?
Let me read you the next sentence. “He sold a fraction of them on Monday and a fraction of the remainder on Tuesday.” What fraction did he sell on Monday?
Can we draw something to show what he sold on Monday? How should I label this?
What fraction did he sell on Tuesday? One fourth of the remainder. Where is the remainder shown in this diagram? Can you imagine what one fourth of the remainder looks like? How can I show one fourth of the e remainder.
If I mark this like so. Is the whole of the stamps still partitioned into equal parts? What can I do to make sure I am partitioning my whole into equal parts? Does anybody know? (Allow for contributions).
Oh, ___ is suggesting that I partition the whole into sixths. (Demonstrate partitioning the whole into sixths.) Can I still see one third. Is this still one third? Can I see one fourth of the remainder?
Is there anything else I can label or draw? What can I see when I look at my diagram?
Let’s read the final sentence. “How many stamps did he sell on Tuesday?” Where can I see this on the diagram?
There are two ways to model this for students, one way is within the existing bar, another way is to redraw ‘the remainder’ just below and then partition only the remainder.
(CLICK TO REVEAL BOTH DIAGRAMS.)

49. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
Example 15: Max spent 3/5 of his money in a shop and ¼ of the remainder in another shop. What fraction of his money was left? If he had $90 left, how much did he have at first?
(EXAMPLE 15) (If time allows, have participants try Example 15 on their own. Otherwise, move on to example 16.)

50. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
Example 16: Henry bought 280 blue and red paper cups. He used 1/3 of the blue ones and ½ of the red ones at a party. If he had an equal number of blue cups and red cups left, how many cups did he use altogether?
These last 3 examples clearly demonstrate how the model serves as an analytic tool. Without the model the operations and solution is not apparent, but with the model, you can see what computations need to be made to solve the problems.
Read the first sentence with me. “Henry bought 280 cups.” Can we draw something? Can we label something? Looking at my diagram can I draw or label something else?
Let’s read the next sentence. “Some of the cups were red and some were blue.” Do we know how many were red? Do we know how many were blue? Is there something I can draw or adjust in my drawing? (If no one else suggests it, provide - )
Now that I know that some are red and some are blue, maybe it would be helpful to draw two separate bars instead of just 1. It is up to you. Do what you think will help you the most.
Is there anything else we can draw? What do we see here? Can we add any labels?
Right now, this process of questioning may seem overly repetitive. When you have worked with a class for the better part of a year, you will not need to repeat every question every time. It would suffice to ask one question that suggests the students should look deeper, like “What else could we add to the diagram?”
Let’s read the next sentence. He used one third of the blue ones and half of the red ones at a party. Can you show this on your diagram? What else can you see in your diagram?
Let’s read the last sentence. “If he had an equal number of blue cups and red cups left, how many cups did he use altogether?” How does this new information change what we have drawn? Can we adjust our drawing to reflect an equal number of blue cups and red cups left?
(Allow 2 minutes for participants to work, and then suggest that participants share their diagrams with a partner. After 2 more minutes, call for a volunteer to present their diagram and solution.)
(CLICK TO REVEAL THE DIAGRAM.)

51. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
Example 17: A club had 600 members. 60% of them were males. When 200 new members joined the club, the percentage of male members was reduced to 50%. How many of the new members were males?
(EXAMPLE 17) Read example 17 to yourself.
This problem adds a new complexity, of a before and after scenario. We get some information about the relationships of the quantities in the problem. Then we learn of an event that will change one or more of those quantities and perhaps their relationships. We might be given some additional information of relationships after the change.
I think it’s valuable to go through this problem as a class so you can experience guiding students through modeling the before and after.
Let’s read the first sentence. “A club had 600 members.
Can you draw something? What labels can you add? Is there anything else you can see?
Let’s read the next sentence. “60 % of them were males.”
Can you add something to your drawing? What else can you label? Is there anything else you can see?
Let’s read the next sentence. “When 200 new members joined the club, the percentage of male members was reduced to 50%.”
How can we reflect this new information in our diagram? What ideas do you have for showing that 200 people are joining and that the relationships between the quantities are changing?
(Ask participants to verbalize ideas? If no one suggest it say - ) Perhaps the information we already have is good to maintain. Could we draw another diagram that shows how things are after the 200 members join? Try that now.
What can you see from your diagram? What can you label? Is there anything else you can see? Let’s read the last sentence. “How many of the new members were males?”
(If time allows, work the last example, given on the next slide.)

52. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
Example 18: The ratio of the length of Tom’s rope to the length of Jan’s rope was 3:1. The ratio of the length of Maxwell’s rope to the length of Jan’s rope was 4:1. If Tom, Maxwell and Jan have 80 feet of rope altogether, how many feet of rope does Tom have?
In the interest of coherence, I’ve included a word problem using ratios. This type of problem addresses a 6th grade standard. Through the experience of working this problem, we will see how students will be using the tape diagraming skills they have been developing, to meet the ratio and proportional reasoning standards of grades 6 and 7.
(Allow students to work the problem independently, or scaffold with the following script - )
Let’s read the first sentence, “The ratio of the length of Tom’s rope to the length of Jan’s rope was 3:1.”
Can you draw something? What labels can you add? Is there anything else you can see?
Let’s read the next sentence. “The ratio of the length of Maxwell’s rope to the length of Jan’s rope was 4:1.
Can you add something to your drawing? What else can you label? Is there anything else you can see? Let’s read the next sentence. “If Tom, Maxwell and Jan have 80 feet of rope altogether, how many feet of rope does Tom have?
Can you add something to your drawing? What else can you label? Is there anything else you can see?
How would changing the total feet of rope from 80 to 32 change the complexity of the problem? Would it be more or less difficult? (Facilitate a discussion; there is no wrong or right answer.)

53. Key Points – Proficiency with Tape Diagrams
Rigor Breakdown –
Application for Grades 3-5
February 2013
Network Team Institute
Key Points – Proficiency with Tape Diagrams
When building proficiency in tape diagraming skills start with simple accessible situations and add complexities one at a time.
Develop habits of mind in students to reflect on the size of bars relative to one another.
Part-whole models are more helpful when modeling situations where you are given information relative to a whole.
Compare to models are best when comparing quantities.
Develop habits of mind in students to continue to ask, ‘is there anything else I can see in my model’ before moving on to the next sentence in the problem.
Develop habits of mind in students to reflect on the size of bars relative to one another, by asking, ‘who has more’ type questions.

54. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
Key Points
Use of tape diagrams, as described in the progressions documents provides visualization of relationships between quantities thereby promoting conceptual understanding, provides coherence through standards from Grade 1 through Grade 7, and supports standards for mathematical practice.
Proficiency in the tape diagram method can be developed in students and teachers new to the process through a natural development of problems and representations.
Content knowledge directed by the standards and the progressions is required to provide coherent and balanced instruction.

55. Standards Calling for Word Problems
Rigor Breakdown –
Application for Grades 3-5
February 2013
Network Team Institute
Standards Calling for Word Problems
K.OA.2
1.OA.1
1.OA.2
2.OA.1
2.MD.5
2.MD.8
Tape diagrams can begin as early as first grade.
Again, not all word problems will lend themselves to the tape diagram. There is one of the standards listed here that is not well suited for the tape diagram. Can you identify it? (2.MD.8) Recall also, that the word problems for Kindergarten are limited to the situations designated for Kindergarten in Table 1 of the Glossary, Common Addition and Subtraction Situations.

56. Standards Calling for Word Problems or Story Contexts
Rigor Breakdown –
Application for Grades 3-5
February 2013
Network Team Institute
Standards Calling for Word Problems or Story Contexts
4.NF.3d
4.NF.4c
5.NF.2
5.NF.3
5.NF.4a
5.NF.6
5.NF.7a
5.NF.7c
Let’s also keep our focus on problems related to fractions. Here are the standards from grades 4 and 5 that specifically call for word problems or real-world problems related to fractions, including the standards that call for ‘creating a story context’ for an equation. Refer to the handout, “Standards from the NF Domain Calling for Word Problems or Story Contexts.” (4.NF.3d, 4.NF.4c, 5.NF.2, 5.NF.3, 5.NF.4a, 5.NF.6, 5.NF.7a, 5.NF.7c)
Again, not all word problems will lend themselves to the tape diagram. Further, keep in mind that visual fraction models do not have to be tape diagrams - they can be number line models or other area model diagrams. For example, standard 5.NF.3; take a moment to read and think about what that standard is asking.

57. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
5.NF.3
There are 3 snack-size Hershey bars provided for 4 boys. If the boys insist that everyone gets the same share of candy, what fraction of a bar will each boy receive?
This is an example of a word problem addressing 5.NF.3: There are 3 snack-size Hershey bars provided for 4 boys. If the boys insist that everyone gets the same share of candy, what fraction of a Hershey bar will each boy receive?
A visual diagram is helpful. Students might draw something like this. (CLICK TO ADVANCE DRAWING.) While it uses rectangular areas like a tape diagram, it is not quite the same. To make this point more obvious, imagine the problem is about chocolate moon pies. Then our diagram might look like this. (CLICK TO ADVANCE NEW DRAWING.)

58. Rigor Breakdown – Application for Grades 3-5
February 2013
Network Team Institute
5.NF.3
There are 3 snack-size Hershey bars provided for 4 boys. If the boys insist that everyone gets the same share of candy, what fraction of a bar will each boy receive?
These are area model diagrams, but not tape diagrams per say. One could argue, if the area model is rectangular, that it is a form of a tape diagram. Perhaps this will shed more light on the debate:
Recall that the two basic forms of the tape diagram are the part-whole form and the comparison form. So, problems referring to parts of a given whole or problems referring to two or more quantities where we are given comparative information – those are the problems best served by the tape diagram.

59. Key Points – Writing Word Problems
Rigor Breakdown –
Application for Grades 3-5
February 2013
Network Team Institute
Key Points – Writing Word Problems
Tape diagrams are well suited for problems that provide information relative to the whole or comparative information of two or more quantities.
Visual fraction models includes: tape diagrams, number line diagrams, and area models.
When designing a word problem that is well supported by a tape diagram, sketch the diagram for the problem before or as your write the problem itself.