Session 1 Planner: Length Learning Trajectory - Mathematical goals

Facilitator Guide

Session Parts

Module content overview: Scope of this session

The highlighted goals are focal in this session; others goals will be focal in other sessions.

Mathematics Student thinking
  • recognizing the mathematical goal as the first component of a complete Learning Trajectory
  • understanding principles of measurement (e.g., attribute, conservation, transitivity, equal partitioning, units and unit iteration, accumulation, origin, and relation between number and measurement)
  • understanding how measurement of length, area, and volume are represented and developed in the CCSS
  • understanding how measurement connects with the CCSS standards for mathematical practice
  • understanding concepts and skills involved in measuring length, area, and volume
  • understanding connections between length, area, and volume measurement and between metric measurements for each
  • recognizing student development as the second component of a complete Learning Trajectory
  • understanding children’s development of measurement through Learning Trajectories for length, area, and volume
  • recognizing principles of measurement in student work
  • interpreting student work on measurement tasks using the levels of the Learning Trajectory for length measurement
  • interpreting student work on measurement tasks using the levels of the Learning Trajectory for area measurement
  • interpreting student work on measurement tasks using the levels of the Learning Trajectory for volume measurement
Teaching practice Learning from practice
  • recognizing instruction as the third component of a complete Learning Trajectory
  • using anecdotal notes to document what students say and do when working on measurement tasks
  • connecting measurement activities in curricula to measurement Learning Trajectory levels
  • modifying measurement tasks to target different and/or particular Learning Trajectory levels
  • understanding the anecdotal notes workshop process
  • using the anecdotal notes workshop to improve the practice of note taking
  • using the anecdotal notes workshop to improve teaching

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