video Example- This video on EngageNY demonstrates how the following models: number stairs, number paths, and number bonds are used to build the levels of counting strategies.
Questions and Answers
A dot path as it is referred to in Module 3 of Kindergarten looks like a number path but there are dots in the place of the digits. Here is an image from Module 4.
Kindergarten End of Module 1 Assessment- The rubric and assessment do not match.
Here is a revised version. For the most part, it looked like the wording just needed to be aligned. A revision that impacted the skills assessed was in the first task. The materials listed numeral cards, and the rubric language described the students ability to recognize the digit. However, in the directions it said "write the number." If the task had the student find the card with the number on it, you could see if a student could recognize the digit even if they didn't have the motor skills to write it correctly.
What does it mean when I read "add to result unknown," "add to change unknown," etc. in reference to problem solving types?
This refers to Table 1 on page 78 in the Appendix of the Common Core Mathematics Standards. This table outlines all the basic problem solving types for addition and subtraction.
What can I do to help parents understand the mathematics that the students are doing?
The following teachers have been working to find videos to support their students and parents. Their Common Core Helper pages aligns the videos they found to the lessons of the module that they are working on.
2nd Grade Teacher Page with video links- Dee Cook, Massena Central School District
4th Grade Teacher Page with video links- Julie Albert, Massena Central School District
Fluency Work from the Modules- These documents contain just the fluency portion of the lessons. This may be helpful for you if you are looking for a fluency to address a specific skill that your students need to practice.
Third Grade Module 1
Fourth Grade Module 1
Fifth Grade Module 1
Fifth Grade Module 2