Facilitator-Led Implementation Guide 1 Meeting 3 Preparing to Teach Unit Four & December and January Number Corner Recommended Timing 2 hours in late November Materials You ll Need for the Meeting Participants will need to bring: Getting Started Bridges Teachers Guide, Volume Two Number Corner Teachers Guide State Supplement (Included in their Bridges kits, if applicable.) pen or pencil highlighter notebook or scratch paper list of questions or concerns The facilitator will need to bring: this Implementation Guide Getting Started Bridges Teachers Guide, Volume Two Number Corner Teachers Guide Student Book State Supplement, if applicable (Available for download on the Math Learning Center Web site: www.mathlearningcenter.org/ resources/materials/grade-two.asp) chart of Professional Agreements you created for Meeting 2 compiled concerns and questions that participants emailed (Group them into categories and present them so that that you can display them on a projector.) calendar grid & December calendar marker a few sheets of chart paper probability container or bag 15 green and 15 red magnetic tile metal board (magnetic board) pad of paper (5 ½ by 8 ½ ) Base Ten Bank Pocket Chart two 4 9 dice, two 5 10 dice, & two 1 6 dice base ten pieces Workout Wheel colored pencils and crayons Blackline NC 5 Overhead 4.11 Caterpillar Fill & Add gameboards (about 6) dice several 0 5 and 1 6 dice Geoblock Architecture Cards (about 6 packs) pattern blocks several for each pair of participants about 6 blank overhead transparencies if you are using an overhead projector geoblocks Challenges & Solutions, Handout 1 (Available for download on the Math Learning Center Web site: www.mathlearningcenter.org/resources/ materials/implementation/implement2.asp) index card for each participant Copies the facilitator will need to make: December and January Planners, downloaded from Math Learning Center Web site (1 copy of each for each teacher) www.mathlearningcenter.org/resources/mat erials/grade-two.asp Meeting 3 Agenda, Sheet 3.1 (1 copy for each participant or 1 copy for the projector) Unit Four Skills Across the Grade Levels, Sheet 3.2 (1 copy for each participant) Unit Four Planner, Teachers Guide, pages 330 331 (1 copy for use on the projector) Use the planner from the State Supplement, if applicable. Blackline NC 7, 4 copies Student Book pages 28 & 30, 1 per person Blacklines 4.16 & 4.18, 1 per person Overhead of Blackline 4.18 Blacklines 4.9 & 4.15, for 1/3 of the participants giveaway for each participant (See page 3 of this guide for giveaway options.) Sheet 3.3 (Unit Four Activities Jigsaw) 1 copy for the projector Sharing Responsibilities for Unit Four, Sheet 3.4 (1 copy for each participant) Sharing Responsibilities for December, Sheet 3.5 & Sharing Responsibilities for January, Sheet 3.6 (1 copy for each participant) Note: Overheads, blacklines, and student pages from the Bridges kit are included at the end.
Facilitator-Led Implementation Guide 2 Advance Preparation for the Meeting About two weeks before the meeting, and again a day or two before the meeting, send a reminder email to your participants. Ask them to bring the materials listed on the previous page and to email you their questions and concerns to you so that you can address them during the meeting. Remind them who signed up to bring snacks. Compile, categorize, and display the questions and concerns participants emailed to you. Format them in such a way that you can display them in this meeting. Caterpillar Fill & Add game boards and Geoblocks Architecture Cards are available in Bridges kits you may need to ask a few teachers to bring these materials. Meeting Setup Immediately prior to the meeting, set out the following items for each table group: sticky notes pattern blocks all the handouts (except giveaways) geoblocks, 2 sets you ran for participants Caterpillar Fill & Add game boards an index card for each participant Geoblock Architecture Cards colored pencils and crayons Dice See the Number Corner Teachers Guide December and January sections to help you set up a Number Corner Display area with the calendar grid and the first 15 December calendar markers, chart paper, the Base Ten Bank Pocket chart, half sheets of Blackline NC 7 (ten-strips), base ten pieces, the Workout Wheel, and the metal board (magnetic board), magnetic tile, and a pad of paper made out of 5 ½ by 8 ½ paper. Be sure to have the additional materials you need nearby dice, marker, etc. You may also want to organize the materials for the Unit Four Activities Jigsaw. We recommend having all of the materials participants will need for these activities in one container on their tables. Follow Up After this meeting is over, try to do the following things within about a week: Email a list of participants concerns/questions and solutions if you have sufficient notes to do so. If you ran out of time, be sure to email possible solutions for unresolved concerns to all participants. Email participants a link to the parent materials on the Math Learning Center Web site. This page includes the FAQ and links to grade-level resources, including unit overviews with sample problems and vocabulary lists. They may find the materials, particularly the FAQ, useful in addressing parents questions during conferences. www.mathlearningcenter.org/resources/materials/parents.asp
Facilitator-Led Implementation Guide 3 Giveaway Options Your group size and the amount of time and assistance you have will determine which giveaway option(s) below makes the best sense for you. Option 3: Print and copy Unit Four Materials List and Work Place Instructions for teachers. These items are both found on the MLC Web site and are very helpful to teachers as they plan for Unit Two. Use the web addresses below or look under Support for Materials on the Web site. What you will need Unit Four Materials List Work Places 6 and Work Places 7 Instructions Paper clips What you will do Find the Materials List online: http://www.mathlearningcent er.org/media/bridges_grk- 2_Unit_Lists/Bridges_Gr2_U nit_lists.pdf Print only the pages for Unit Four and copy them for each teacher Find the Work Place Instructions online: http://www.mathlearningcent er.org/media/bridges_grk- 2_WrkPlce_Direction/Bridge s_gr2_wp_directions.pdf Print Work Places 6A 6F and 7A 7F and copy them for each teacher Requirements for a Group of 20 Teachers 400 pieces of paper 60 large paper clips Option 2: Prepare 4 9 and 5 10 dice for teachers. Teachers will use these dice in the Base Ten Bank Routine in January. What youʼll need 40 dice-shaped wooden cubes*. black sharpie plastic bag or envelope What youʼll do Mark 20 cubes with the numbers 4 9 and 20 cubes with the numbers 5 10. Place one of each type of cube into a bag or envelope for each teacher. Requirements for a Group of 20 Teachers 40 wooden cubes black sharpie 20 plastic bags or envelopes *You can use the wooden cubes in the set of geoblocks from the Bridges kit. If you cannot get enough cubes, you may want to have each teacher bring two of the smallest cubes to the meeting. Then, you can provide them with sharpies and have them make their own dice. Option 3: Cut squares of white copy paper and colored construction paper. Teachers and students will use these in Session 11 to make Patchwork Quilt Blocks. What you will need white copy paper construction paper in two colors scissors or a paper cutter ruler plastic bags or large envelopes. What you will do Cut white copy paper into 4 squares make 3 class sets plus a few extra for each teacher. Cut construction paper into 2 squares 4 class sets plus a few extra for each teacher. Store each teacherʼs materials in a plastic bag or envelope. Requirements for a Group of 20 Teachers 450 sheets of white copy paper 300 sheets of construction paper 20 plastic bags or envelopes
Facilitator-Led Implementation Guide 4 Part I Welcome & Agenda (5 minutes) Draw participants attention to the Professional Agreements chart from the previous meeting. Explain that you ll keep it posted throughout today s meeting and will take some time at the end of the meeting to discuss it explicitly. Briefly review the agenda for today s meeting, and explain that you ll be focusing on December and January Number Corner, because you will not be meeting during the month of December. You ll also discuss Unit Four, although teachers aren t really expected to begin teaching Unit Four until they return from winter break. During the month of December, their goal is to teach Unit Three, which you reviewed in the previous meeting. At this point, you might ask one participant to act as timekeeper and another to act as recorder for the meeting. Quickly get a sense of how far along people are at this point by asking some questions like the following. Who has made it through Session 8 (Getting Started with Work Places 4) in Unit Three? Who has been using the Daily Measure in the November Number Corner with their students? Part II December & January Number Corner Preview (30 minutes) Explain that you re going to spend some time looking over the December and January Number Corner workouts. Because you are exploring two months during this meeting, feel free to spend more than the usual 25 minutes on the Number Corner Preview. As you model different workouts, be sure to be explicit about when (which month) each workout occurs as you are doing two months in this meeting. Invite participants to use the sticky notes you ve provided on their tables to flag key pages in their Teachers Guides as you go. Begin by asking participants to turn to pages 109 and 131 in their Number Corner Teachers Guides to get a quick sense of what they ll be doing in December and January. They will see with just a glance that these two months include work with patterns, shapes, place value, fractions, time, measuring weight, and addition and subtraction facts. Because December and January have fewer days of school, most of the routines remain mostly the same. In January, there are three new components, which will be touched upon in this meeting. Have participants place a sticky note on page 134: pages 134 and 135 include information about the second Number Corner Check-up, which can be found in the Student Book on pages 35 37. You might want to hold up these pages for participants to see what the students will do during this mid-year assessment. Let participants know that the check-up is optional, but completing the assessment will provide helpful information at this point in the year. If participants used Check-up 1, they will see their students growth by comparing the two check-ups. The check-up should be done in late January or even in early February.
Facilitator-Led Implementation Guide 5 Direct participants attention to the December Calendar Grid where you have posted the first 15 calendar markers. Give them a few minutes to study the patterns quietly. You might want to point out that some patterns are more basic and obvious while others are more complex and harder to detect. Remind participants about the value of wait time, which will allow them and their students to reach more sophisticated conclusions over time. After participants have studied the markers for a few minutes, invite them to share what they are seeing. Write down their observations on chart paper next to the grid. While you want to encourage them to find more complex patterns, also remind them that sometimes the simplest observation can lead to something deeper. As they share their observations, model some follow up questions, such as what makes you think that? or do you see that somewhere else on the calendar? Also, ask participants to consider what state standards this routine addresses. Some, if not all, of the participants will be familiar enough with the standards to make considering this question worthwhile. Remind participants that they should post the calendar markers day by day throughout the month, not all at once as you have for the purposes of this class. Go on to share that the point is for students to look for patterns over time, investigate the mathematics deeply, and make and test their predictions. We measure success with the Calendar Grid based on the quality of the discussions students have about it, not by how quickly they can identify the patterns. After several observations have been shared, have participants read page 114 and the sample questions on page 116 in the Number Corner Teachers Guide. As they read, post the remaining calendar markers. When most participants are finished reading, give them another minute to look at the entire month of markers. Wrap up this activity by letting them know that they can share the whole month with their students on the last day of school before December vacation. Now model the December Magnetic Board Routine. Show participants the materials they will need for this routine a probability container (or bag) with 15 red and 15 green tile, a metal board, a pad of paper, and Blackline NC 5 (Magnetic Tile Fractions Graphing Halves. Tell participants that each time they do this routine, a student will draw the day s date in tile. For today, you are going to work with the number 9. Have a participant place nine tiles on the metal board for everyone to see. Ask participants to tell you how many are red and how many are green. Then, model how to write the amounts drawn as fractions as shown and described on page 126. Ask participants if you have less than half red, exactly half red, or more then half red and then invite another participant to fill in the graph on Blackline NC 5. Repeat at least one more time with a different number, with an emphasis on how you record the fractions of red and green and on the follow up questions you ask as participants answer your questions. Conclude this activity by letting participants know that Student Book page 25 goes along with this routine. Hold up page 25 for participants to see.
Facilitator-Led Implementation Guide 6 Next, model the January Base Ten Bank Routine as described on pages 145 and 146. Try to spend the most time modeling this routine. Have 3 or 4 participants take turns rolling a 4 9 die and a 5 10 die so that you can model eliciting different strategies from participants and how to add the deposits to the bank. As each participant rolls the dice and everyone solves the problem, write, draw, and record participants strategies on chart paper or a marker board. Be sure to collect and discuss a variety of different strategies. These visual models will help participants see what to look for and encourage in the classroom. Although this routine could be used to teach carrying, strongly encourage participants to allow their students to develop their own way methods right now. The focus here is more on place value and developing a variety of strategies; the tools used in this routine support those endeavors. Toward the end of the month, however, participants can introduce carrying, especially if students have not brought it up themselves. Before finishing the routine, model a day from later in the month. Previewing page 150 in the Teachers Guide will help you conduct this part of the activity. Imagine the bank has collected 69 and today s roll yields another 18. Ask participants how they or their students would add 69 + 18, using any strategy other than the standard algorithm. Have a few participants share their methods and record them on chart paper or the marker board. Check to see that participants comprehend and are comfortable with the different strategies. Point out that there are Student Book pages for this routine as well which will allow teachers to see their students work independently with these skills. Wrap up this routine by letting participants know that they will get into 3 digit numbers fairly quickly and as this routine continues in February, they should reach numbers as high as 400. Finally, model the Workout Wheel routine, another of January s new routines. Show participants the Workout Wheel and ask for a few observations about the wheel. Then, invite a participant to roll a 1-6 die. Whatever number is rolled determines what strategy students will use that day. Move the arrow to the appropriate section on the wheel. If the arrow points to an addition strategy, have participants find Student Book age 28 on their tables. If it points to a subtraction strategy, have them find Student Book page 30 on their tables. Have participants find and circle all of the problems that match the type of strategy for the day. Participants do not have to solve the problems now. Instead, let them know that it may take a few days for students to get the hang of the directions, but they will get it after a few rounds of this routine. Also point out that students can reuse the same page until they have circled and solved all of the problems they should circle each type of problem with a different color. Finally, have participants look at the lists of strategies on pages 154 and 155 to review the types of addition and subtraction strategies they will use in this routine. If you have any time left, have participants read pages 156 and 157 so they can get a sense of the Daily Measure Routine, which also changes in January. Then, close this part of today s meeting by giving each participant a copy of the December and
Facilitator-Led Implementation Guide 7 January Number Corner Daily Planners. Also give them a moment to flag pages 112 and 134 in the Number Corner Teachers Guide: these two planners show what to do each day of the week. Part III Sharing Successes (3 minutes) Ask participants to think privately for a minute about the successes they have had this past month. Then give them time to discuss their successes in table groups. In their discussions, ask them to talk about what they did to make their successes happen. While they talk, you might want to circulate around the room to listen in on their conversations to get a sense of how things are going in their classrooms. Finally, invite a representative from each table group to share a success from his or her group. Part IV Reviewing Questions & Concerns (7 minutes) Draw participants attention to the display of concerns and questions, and thank them for taking the time to send you these thoughtful responses. Give them a moment to read over the concerns and questions, and then address a couple of them one at a time. First invite others who have encountered the same problem to share how they have begun to solve it, and then ask others to offer some possible solutions. Finally, you can share some solutions of your own or refer to Handout 1: Challenges & Solutions. Also direct participants to sections of the Teachers Guide and Getting Started that might help them. When you have run out of time and need to move on, quickly refer to the agenda and point out that you ll brainstorm solutions to some more of their concerns in Part VIII of this meeting. Part V Looking at the Unit Planner & Exploring Unit Four (10 minutes) Note If you are working in a state that has supplemental Bridges materials, it is critical that you use the copy of the planner included with those supplemental materials and adjust your instruction as needed to address the variations in the state supplement. Ask participants to turn to the Unit Four Planner on pages 330 and 331 in their Teachers Guides and display your copy of the planner on the projector or overhead. Ask them to mark Sessions 1, 7, 11, 13, 16, 21, and 23 with a highlighter: these sessions require more advance preparation than usual. They can refer to the Materials List by Unit on the Math Learning Center website to get more information about exactly what is required for these sessions. Give participants a few minutes to look over the Unit Planner quietly: you might invite them to find the different assessments included in this unit and make note of how many Work Places there are and when they are introduced. Give them a couple minutes to think of a way to summarize the unit in two or three sentences, based
Facilitator-Led Implementation Guide 8 on what they gleaned from the planner. Then ask them to share their summaries with their neighbors. At this point in the year, participants may begin to feel like they are falling behind schedule. Although it is best to stick to the curriculum as planned, if they do fall behind and feel that skipping sessions would help them catch up, they can skip Sessions 22 25 in Unit Four with the fewest sacrifices to student learning. Next, ask participants to find the copies of the Unit Four: Skills & Concepts Across the Grade Levels chart (Sheet 3.2) you put on their tables. This chart shows at which level (introduction, development, mastery, or extension) each skill is addressed in this unit. Give participants just a few minutes to look over the chart, and ask them to think about what it indicates about their goals for this unit. You might ask participants to give a silent thumbs-up when they re done scanning the chart. When most thumbs are up, ask volunteers to share what they learned from the chart, what surprised them about the chart, or how they expect the information on the chart will inform their instruction. Part VI Reading the Unit Introduction (10 minutes) Give teachers time to read the Unit Four Introduction in silence (Teachers Guide pages 321 329). Before they begin reading, ask them to pay careful attention to what the learning objectives for this unit are and how they might determine whether students are meeting those objectives. Invite participants who finish early to spend the rest of this time skimming the sessions in the unit. Part VII Doing Key Activities from Unit Four (40 50 minutes) Note Read through this entire section before conducting the meeting. During the meeting, you might find the mini agenda for this section on page 12 useful. As participants just read in the introduction, this unit focuses on shapes, symmetry, area and number. Students focus on particular on the relationships between these concepts. Much of their understanding is developed through games and Work Place activities, so these key activities will include modeling games and activities, an activities jigsaw, trouble-shooting Work Place challenges, and looking at the assessments in this unit. Build-4-Less (Session 6, pages 356 360) 10 minutes Begin by showing Overhead 4.11 (Build-4-Less Sheet 1). Take a moment to ask participants what they notice about the shapes. Then, ask a participant to say the directions in their own words. Have participants use the pattern blocks on their tables to build the trapezoid with the least amount of pieces on Blackline 4.16 (Build-4-Less Sheet 1). After most participants have finished filling in the trapezoid, bring the group back together to reflect on their work. Ask participants
Facilitator-Led Implementation Guide 9 how they solved the problem, and if they had to try more than once and if so, how their thinking changed as they worked. Then, ask participants to talk with a partner about the big ideas of this activity what concepts are students working with? Listen in to conversations, listening in particular for the idea of a minimal collection the idea of having the smallest collection of pieces needed to represent a number, or in this case, a shape. Invite participants who talked about this concept to share with the group. If no one comes up with this idea, explain it yourself and let participants know that as students continue working with Bridges in grades 3, 4, and 5, they do a lot of work with minimal collections as they deepen their understanding of place value. Then, show participants an overhead of Blackline 4.18 (Build-4-Less Sheet 4) and have them work with a partner to use pattern blocks to find the minimal collection for the dog shape. Once most participants have finished the challenge, ask them to discuss the following questions with their partners: What surprised you, if anything, as you completed this challenge? What skills do these challenges reinforce for students? Wrap up this activity by letting participants know that this game is introduced in Session 6 and then revisited as a Work Place activity. Work Places Trouble-shooting (Throughout Bridges) 5 minutes Take a few minutes to talk about Work Places with your group. (You may want to review the section on Work Places in the Getting Started Guide, pages 34 44, before this meeting.) Ask participants to think about how Work Places are going and to share a few thoughts about what they and their students enjoy or find successful about Work Places. Then, invite a few participants to share a frustration or something that is not going well with Work Places. Ask participants to be specific. To avoid unproductive venting, you may even want to ask participants to frame their frustration as a question, such as, I m having trouble managing all of the paperwork, has anyone found a system that really helps? After each person shares, ask the rest of the group if they have any suggestions or solutions. After a few people have shared and you have added anything at the end, return to the person who raised the issue to ask if these suggestions might help. If not, try to elicit something that will help or offer to e-mail the person after the meeting. The Challenges & Solutions sheet may be helpful during this part of the meeting. If you re running out of time: In the following activity, have participants work in groups of 4 and have partners only play and teach 2 of the 3 Work Place games. They should play Faces of Mystery and Geoblock Architecture. Adjust Sheet 3.3 to fit your needs. Unit Four Activities Jigsaw (Work Places 6 and 7) 20 minutes Now explain that participants will have a chance to explore more Unit Four activities. Explain that participants will start by playing one of three possible games or activities with a partner. Then, they will form a group of six with two other sets of partners to teach them the game that they just played. When participants share, they need to include a basic overview of the game, what skills
Facilitator-Led Implementation Guide 10 and concepts are addressed, and what materials are needed. Show the overhead of Sheet 3.3 (Unit Four Activities Jigsaw) so participants can see where to find the information and materials they need. Be very specific as you give participants time parameters so everyone will finish around the same time. Have participants get into groups of 6 after you explain the following directions: the groups should quickly decide who will do which activity. Then, partners will spend 6 or 8 minutes on the activity. Then, the group of 6 will come together again to teach the activity to each other. Each pair of participants will have about 2 minutes to teach the other. Then, everyone will come together again. After participants have done and taught the activities, bring them back together. Spend a minute or two discussing the fact that in this unit, some of the Work Place activities have not been introduced in a previous Problems & Investigations. Ask participants to think about how they can trouble-shoot the challenge of teaching the activities without a full session for each one. Remind them that it is okay to take more than the allotted time in the unit if that works with their school schedule. After a few minutes of talking, move on to the final activity. A Quick Look at Assessment (Sessions 1 and 21) 5 minutes Have participants take a quick look at page 333 to find the first page of Session 1 in their Teachers Guides. Have them read the overview and look at the preassessment pages shown here and on page 334. Then, have them flip to page 448 to find Session 21, which is devoted to the post-assessment. Point out that the post-assessment is the same as the pre-assessment. Then, have participants read the Assessment Tips section on Looking at Children s Work on pages 448 450. Before they have read these pages, ask them to think about what the reading is saying about changes in students abilities and understandings. When most participants have finished with the reading, remind them that these paper and pencil assessments are only a part of the assessment that takes place all the time in the classroom and that Work Places and every other activity provides an opportunity for assessment, both formal and informal. If you have time, take a few questions or comments on assessment. If you are out of time, move on to the next section of the meeting. Part VIII Brainstorming Solutions to Challenges (5 minutes) If you re running out of time: Remind participants that you ll have a discussion and brainstorming session similar to this one in every meeting. Offer to email everyone with possible solutions to the unresolved concerns. When you send the email, invite participants to offer ideas about other solutions as well. Move on to Part IX when you have about 10 minutes left. Note that this section has been shortened because you did some problem-solving during the Doing Key Activities from Unit Four section. Once again, display the list of concerns you collected from participants via email. Select one concern at a time
Facilitator-Led Implementation Guide 11 and invite participants to think for a moment about how they would address this issue. Then ask participants who have encountered the same issue to describe how they are working to solve it, and invite others to share ideas about how they might resolve the problem or address the concern. After participants have shared some ideas, you might offer a solution based on your own experience or on the Challenges & Solutions chart (Handout 1). Also try to direct participants to key pages in the Teachers Guides and Getting Started that can help. You might want to ask one of the participants to make notes about the concerns and solutions during this time. If you have the time, type up these notes and email them to participants so they can use them as a helpful reference. Part IX Wrap Up (10 minutes) Draw participants attention to the Professional Agreements chart, and invite them to think for a moment about your meetings. Invite them to suggest additions or changes to the chart. Also ask them to think about whether these meetings are consistent with these professional agreements. Invite them to contact you by email sometime before your next meeting in January if they feel you need to change anything about the meetings to make them consistent with this set of agreements. They could also write their ideas on their exit cards (see the paragraph below). Next, thank teachers for their participation and confirm the next meeting place, date, and time, as well as the names of those participants who will bring snacks. Next, give all participants an index card and ask them to write one thing they found useful about this class, as well as any additional questions or concerns. Give them a few minutes to write. Ask them to turn in these cards at a central place as they leave, but to stay seated for a few more minutes so that you can distribute some helpful materials. Finally, pass out any handouts, including the Sharing Responsibilities sheets (Sheets 3.4 3.6), and the giveaway you ve prepared for them. If you have extra time or if you are able to linger for a few minutes, you might want to give participants time to fill out their Sharing Responsibilities sheets with their grade-level team members.
Facilitator-Led Implementation Guide 12 Appendix 1 Doing Key Activities from Unit Four Mini-Agenda You can use this mini-agenda to help guide your work during this section of the meeting, which will take about 40 minutes altogether. Time 10 mins. 5 mins. 20 mins. 5 mins. Brief Overview Some details are not included. See pp. 8 10 for complete information. Build-4-Less Show the first Build-4-Less overhead. Have participants share observations, then, try the first challenge. Discuss the challenge and talk about minimal collections Have participants complete and discuss another sheet with a partner Work Places Trouble-shooting Have participants share what is going well with Work Places Have participants share frustrations with Work Places; have other participants offer suggestion and solutions, then, offer your own advice. Unit Four Activities Jigsaw Explain jigsaw procedure to participants participants will work with a partner to play one of three games. Then each pair will teach the game to two other pairs. Be sure to have participants explain basic idea of game, skills and concepts, and necessary materials. Lead a closing discussion at the end. A Quick Look at Assessments Have participants look over the pre- and postassessments. Have participants read tips for Looking at Student Work. Teachers Guide Pages 356 360 Throughout Bridges; also see Getting Started pp. 34 44 Work Places 6: pp. 361 373 Work Places 7: pp. 419 432 333 334 and 448 450
Facilitator-Led Implementation Guide 13 Sheet 3.1 Meeting 3 Agenda You can use this agenda as a guide while leading the meeting. You should also post some form of the agenda for participants; you might write a brief agenda on the whiteboard, display this page on a document projector, or distribute copies of this sheet to participants. Part Time Summary I Welcome & Agenda 5 minutes The group establishes a positive and professional environment and reviews the agenda and list of professional agreements begun in Meeting 2. The facilitator helps teachers preview key pages in the Teachers Guide related to planning and assessment for the II December & December & January Number Corner. The facilitator January Number 30 minutes models some activities, and teachers discuss the workouts Corner Preview with the big mathematical ideas and learning objectives for students in mind. Table groups share their successes, and then a III Sharing Successes 3 minutes representative from each group shares a success with the whole group. IV Reviewing Questions & Concerns V Looking at the Unit Planner and Exploring Unit Four VI Reading the Unit Introduction 7 minutes 10 minutes 10 minutes The facilitator and teachers review participantsʼ concerns submitted via email and address one or two of them. Teachers develop a big picture of Unit Four while the facilitator helps them locate resources in the Teachers Guide that will be helpful in planning for and teaching the unit. Teachers read the unit introduction to consider the big mathematical ideas of the unit, as well as the flow of instruction and assessment. VII Doing Key Activities from Unit Four VIII Brainstorming Solutions to Challenges IX Wrap up 40 minutes 5 minutes 10 minutes The facilitator helps teachers explore, discuss, and have hands-on experiences with key activities from Unit Four. The facilitator helps teachers brainstorm solutions to challenges they have encountered. The facilitator confirms the time, date, and location of the next meeting, collects teachersʼ exit cards, and shares giveaways with participants. Participants evaluate the efficacy of these meetings using the list of professional agreements.
Facilitator-Led Implementation Guide 14 Sheet 3.2 Unit Four Skills Across the Grade Levels The table below shows the major skills and concepts addressed in Unit Four. It is meant to provide a quick snapshot of the expectations for students progress during this unit, as well as information about how these topics are addressed in Bridges Grade 1, elsewhere in Grade 2, and also in Grade 3. The Competencies & Experiences chart in Getting Started (pp. 78 82) provides more information about how the skills and concepts in each content strand are addressed through the grade levels. MAJOR SKILL/CONCEPTS ADDRESSED IN UNIT FOUR GRADE 1 GRADE 2, UNIT 4 ELSEWHERE IN GRADE 2 GRADE 3 Recognize, describe, and compare a variety of 2- and 3- dimensional shapes D D December and May/June Number Corner M Classify 2-dimensional shapes by December Number Corner D M the number of sides and vertices R/E Classify 3-dimensional shapes by May/June Number Corner face shape and number of edges, N/A I D faces, and vertices Use proportional and spatial reasoning to compose and decompose shapes into larger and smaller shapes (e.g., use 6 I D D triangles to compose a hexagon or 3 cubes to compose a rectangular prism) Explore flips and rotations I D D Recognize lines of symmetry and create shapes with lines of I D M symmetry Measuring the area of a variety of shapes using different units (e.g., triangles, squares, etc.) I D D Demonstrate the meaning of multiplication using models, words, and numbers D D Units Two, Five, and Seven September, November, and May/June Number Corner M I Skill or concept is introduced or re-introduced. D Skill or concept is developed. M Skill or concept is expected to be mastered. R/E Skill or concept is reviewed, practiced, and/or extended to higher levels. S Support materials are provided for students who require intervention or additional practice. N/A Skills or concept is not addressed.
Facilitator-Led Implementation Guide 15 Sheet 3.3 Work Places Jigsaw Unit Four Activities Jigsaw Work with a partner to do one of the activities below. Prepare to teach your activity to your group. Be sure to include a basic overview of the activity, the skills and concepts addressed, and the materials needed. Pay attention to time: Spend 6 minutes or so doing the activity and getting ready to teach it. Take about 2 minutes for each pair to teach the others. Use the information below to help you find the activity descriptions and anything else you might need. Game Name: Pages: Materials: Notes: Faces of Mystery Geoblocks and Be sure to read 344 347 and 363 364 Blackline 4.9 both the Problems & Investigations and the Work Caterpillar Fill & Add 367 370 and 352 355 Pattern Blocks, dice, crayons, Blackline 4.15, and game board Geoblock Architecture 421 422 Geoblocks and Geoblock Architecture cards Place description The blackline is not fit to scale with the pattern blocks. You can color in the blackline to show which pattern blocks would fit. Note that this Work Place is not introduced by a previous Problems & Investigations.
Facilitator-Led Implementation Guide 16 Sheet 3.4 Sharing Responsibilities for Unit Four Note If a State Supplement was included with your Bridges kit, youʼll need to adjust this list if some original sessions are being replaced with supplement sessions. Youʼll also need to add to this list if you are not using the Deluxe Bridges kit. Task Team Member Date Due to Others 1. Run class sets of Blacklines 4.4, 4.23 4.24, and 4.25 4.26 for each class 2. Run half class sets of Blacklines 4.5, 4.16, 4.27, 4.28, and 4.29 for each class. Run a half class set plus a few extras for Blacklines 4.30 4.33 3. Run 1 copy and make a completed model of this sheet for Blackline 4.22 for each class. Use cardstock or construction paper and run a class set plus at least 2 extra sets of Blacklines 4.48 4.49 for each class. 4. Work Place Blacklines run a class set of Blackline 4.6 for each class. Each teacher will need to staple this to the front of each studentʼs work folder. Run a class set of Blackline 4.34 for each class. Each teacher will need to staple this to the front of each studentʼs work folder, replacing Work Places 6 Planner. Run a class set of Blacklines 4.15, 4.22 and 4.35 for each class. 5. Work Places run 15 copies of Blacklines 4.7 4.10, 4.16 4.21, 4.36 4.39, 4.40 4.43, and 4.44 4.47 for each class. Run 20 copies of Blacklines 4.11 4.14 for each class. 6. Home Connections run class sets of Blacklines HC 12.1 12.2, 13.1 13.4, 14.1 14.3,15.1 15.4, 16.1 16.4 for each class. 7. Assessments run 2 class sets of Blacklines 4.1 4.3 for each class. 8. Blacklines for Growing Patterns: Run a class set plus a few extra for Blacklines 4.50 and 4.53 for each class. Run a class set of Blacklines 4.51, 4.52, and 4.54. 9. For session 11, cut 3 class sets of 4 squares for each class plus a few extra and cut 4 class sets of 2 in squares in one color and 4 class sets of 2 inch squares in another color, plus a few extra. The squares are for a quilt project you may want to discuss color choices. 10. For session 13, cut class sets of one 8 square and four 4 squares of white copier paper for each class. Cut 8 class sets of 2 squares in one color and 8 class sets of 2 squares in another color, plus a few extra for each class. The squares are for a quilt project you may want to discuss color choices.
Facilitator-Led Implementation Guide 17 11. For session 14, cut about 200 1 squares of construction paper in two different colors for each class (100 of each color). 12. For session 17, cut class sets of 4 and 8 squares of copier paper and cut lots and lots of 2 squares of construction paper in several different colors each student will need 4 of these squares. 13. For sessions 22 23, each teacher will need to have a piece of 6 by 10 light blue construction paper for each child, scraps of construction paper in various colors, and a piece of white or pastel butcher paper roughly 55 by 91. Each teacher will do independently N/A
Facilitator-Led Implementation Guide 18 Sheet 3.5 Sharing Responsibilities for December Task Team Member Date Due to Others 1. For the Hundreds Grid, run 6 copies of Blackline NC 2 and staple them into a pad for each classroom. (Blacklines are in the back of the Number Corner Teachers Guide.) 2. Run class sets of Student Book pages 21 26 if you donʼt have class sets of Student Books 3. Make a pad of 8 ½ by 11 copier paper to hang next to the Daily Number Chart for each classroom. Run 5 or 6 copies on NC 3 for the Daily Number Chart, as described on pages 120 122. 4. Make a pad of 5 ½ by 8 ½ white copier paper for the Magnetic Tile routine for each classroom. 5. 6. 7. 8.
Facilitator-Led Implementation Guide 19 Sheet 3.6 Sharing Responsibilities for January Task Team Member Date Due to Others 1. Make a pad of 5 ½ by 8 ½ white copier paper for the Magnetic Tile routine for each classroom. 2. For the Base Ten bank, run several copies of Blackline NC 7. Cut along the dotted line and then staple half sheets into a pad for each classroom. 3. Run class sets of Student Book pages 27 35 if you donʼt have class sets of Student Books. 4. Run 1 copy of Blackline NC 6 for Magnetic Tile Fractions each classroom. 5. Run 4 copies of NC 8 for the Daily Measure: Weight for each classroom. 6. 7. 8.
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