Measurement+Team

Caitlin, Naheed, Suzanne' Page -- No one else! :-)

Ladies - I forgot my stickers were at school. But I can make up little cards with 3d shapes on them to create the groups. (ie. cone, pyramid, triangular prism) Sound Ok?? - Caitlin

Caitlin, I can bring stickers! If you already made the cards, it's okay. . . we could decorate them with stickers. - Suzanne Sounds great! Thanks Suzanne

Sounds awesome ladies!

**__ K-12 Mathematics Continuum for Measurement __** **__ Naheed, Suzanne, Caitlin __** **__Purpose__** – Naheed
 * 1) In this activity, we will be exploring the continuum of learning from K - 12, focusing only on the measurement strand.
 * 2) By the end of the activity, you will see a visual representation of the flow of concepts between the grades. You will also see how the expectations vary in complexity from year to year.

**__Process__** – Caitlin
 * 1) To examine the continuum, we are going to be looking at the overall expectations for each grade.
 * 2) Each group will get a collection of overall expectations from 4 different grades from K - 12.
 * 3) Each group is required to discuss their expectations, find common elements between them and place their expectation in line representing the connectivity of concepts between the grades.
 * 4) We will be proceeding in order from kindergarten up to grade 12.
 * 5) You will have approximately 45 minutes to complete this exercise and have discussions about the continuum.

**__Norms__** – Suzanne
 * 1) Equity of participation
 * 2) Right to pass
 * 3) Discussion is welcome . . . in a professional, respectful manner

**__Work/Reading Time__** – Group K-3 Naheed 4-7 Caitlin 8-12 Suzanne Group 1 – K 3 6 9 Group 2 – 1 4 7 10 Group 3 – 2 5 8 12
 * __ Building the Continuum __**
 * I'll get the ball rolling...(kindergarten only has one branch)
 * You may notice that in the other grades, there is more than one branch - so they can be looked at separately.
 * __ Groups __**
 * __ Prompts for the groups __**
 * Is everyone ok with where this expectation is placed?
 * __ Conclusion __**
 * What patterns are evident through the continuum?
 * Any common words? (Circle words)
 * How might this knowledge of connectivity affect your teaching?