K–5

Implementation Guide

Common Core

Stepping Stones Implementation Guide i

Stepping Stones Implementation Guide ii
Using This Guide

This implementation guide has been created to

help teachers successfully use ORIGO Stepping
Stones to teach mathematics in the classroom.

The guide has been written to step teachers

through the program in a sequential order.
It is recommended to work through it from
beginning to end. Accessing Stepping Stones
online while viewing the guide is ideal so
teachers can try the features real-time, as
they are explained on the page.

Short videos have been created to accompany

this guide. These videos are identified by the
icon. The videos can be accessed by
visiting http://goo.gl/gGW4Vo

Throughout the guide small tasks are assigned

to help teachers practice what they have
learned. These tasks are identified by the
T icon.

Taking notes is recommended and space

is provided on some of the pages. It is
advised that teachers keep a copy of this
guide with them as it will answer most
questions on Stepping Stones.

Stepping Stones Implementation Guide iii

Contents
Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Logging In. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Slate vs. Stepping Stones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Welcome and Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Slate Interface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Navigating Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Breadcrumb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lesson Steps and Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Teaching a Lesson: The Basics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Lesson Flow. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Student Journal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Resource Tab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Viewer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Differentiation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Ongoing Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Planning a Module. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Module Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Mathematics Tab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Module Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
More Math. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Assessment: The Basics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Learning Targets vs. Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Formative Assessments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Summative Assessments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Recording. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Stepping Stones Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Teaching Sequence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Language Stages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Sequence Navigator. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Online Resources Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Related Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Other Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Launching and Filtering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Using Playlists. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Editing Existing Playlists. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Creating a New Playlist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Organizing Playlists. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Advanced Work with Playlists. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Using Digital Books. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Interface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Getting Support and Troubleshooting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Stepping Stones Implementation Guide iv

 Getting Started – Logging In
To access Stepping Stones you must have a
Slate account.

If you have a Slate account go to origoslate.com

(you might like to bookmark this web address).
Enter your username and password in the fields
provided and click login. If appropriate, check the
remember me box.

Record your username and password here.

T
Username:

Password:

Getting Started – Slate vs. Stepping Stones

2.1 Getting Started
Orientation to Slate Slate is ORIGO Education’s digital hub that contains ORIGO’s online resources. Some of these
resources are free and some are available through a subscription. Stepping Stones is a core
mathematics program. You can find this channel with ORIGO’s other digital products under the
Channels tab in the Slate menu.

Slate

Channels

Stepping Flare Fundamentals Big Book Big Book MathEd Honey

Stones Tools Tunes Pot

One of the greatest benefits of a digital delivery platform is the ease in which ORIGO can immediately
update channels. Keeping you abreast of the latest improvements and/or alterations is paramount.

Best practice would be to always access the content online through Slate guaranteeing that you have
the latest version. Therefore any storage of content as hard copies outside of Slate may be fruitless
and quickly outdated. Storing or copying content digitally/electronically (screen shots, saving to hard-
drives, etc.) is in breach of copyright laws and the terms and conditions that each subscriber agrees to
upon signing up for a Slate account. The copyright statement for Stepping Stones is reproduced here
for your information. A copy of this statement appears on the Stepping Stones home page and on the
inside cover of the student books.

All rights reserved. Unless specifically stated, no part of this program may be reproduced,
copied into, stored in a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior written permission of
ORIGO Education.

Stepping Stones Implementation Guide 1

 Getting Started – Welcome and Overview
2.0 Getting Started
Overview

ORIGO Stepping Stones is a world class core math

program written and developed for elementary schools.

Comprehensive online
teacher resource

Full-color student
Digital tools, materials
images, games,
and videos

Ready-made resources Large-format math

for each classroom storybooks

Create a classroom where math makes more sense with Stepping Stones.
For the first time, a core program provides access to all online content from
all grades, giving teachers the confidence and knowledge to successfully
accommodate mixed abilities in the classroom.

Stepping Stones Implementation Guide 2

Getting Started – Overview

Stepping Stones is delivered online to give teachers one

Comprehensive online central location to access all their lesson plans, student
teacher resource
activity pages, and teaching tools. Each license gives instant
access to all content for Grades K–5.

The student books that accompany the online program are

available in both print and as a digital app for most tablet
devices. The student journals provide stepped-out lessons
Full-color student
materials where concepts from the online program are broken into
manageable sections. Ongoing practice pages are also
provided in each grade’s practice book.

ORIGO Big Books are large-format storybooks designed

for classroom use. This series helps teachers introduce key
Large-format math mathematical concepts in Grades K–2. There are 12 Big Books
storybooks
titles written into lessons in each of these grades.

The Number Case gives teachers ready-made resources

to help students develop an understanding of number and
operations. Some of these materials may be well known.
Ready-made resources
for each classroom Other visual models that develop thinking strategies for
computation are unique to ORIGO.

ORIGO Stepping Stones gives you instant access to ORIGO’s

online support resources. Lessons contain quick links to
Digital tools, ready-to-use digital tools, games, and images so you can start
images, games,
and videos teaching immediately. Links to professional learning videos
appear in each module.
Stepping Stones Implementation Guide 3
 Getting Started – Slate Interface
2.1 Getting Started
Orientation to Slate Once you have logged in, the Slate interface will load.

A b c d e f g h

j
Slate interface

A Channels – access to all B Favorites – quick links to your most used

the online resources online resources

C History – see your most recent D Playlists – access your customized

content views sequenced content here

E Glossary – search for common F Support – get help from

math terms a variety of sources

G Account – manage your account H Logout – finish your Slate session

and subscriptions

I Resource Tab – access specific files that J Tools – print, change the view size,
relate to the current page or add notes to the current page

Using the glossary tab, search for the definition of addition.

T
Write the definition.

Stepping Stones Implementation Guide 4

 Navigating Lessons – Breadcrumb
2.2 Navigating
Lessons Stepping Stones gives you access to all grade
Navigating to a
Lesson level content from K through 5. Each grade
level is comprised of 12 modules. For Grades 1
through 5 there are 12 lessons in each module.
Grade K has six lessons per module.

Grades 1–5
To navigate to a lesson, click on start, then select
the grade, then select the module, then select
the lesson, then select steps. The breadcrumb
(pictured) shows the pathway to the lessons.

Grade K
To navigate to a lesson, click on start, then select
the grade, then select the module, then select
the lesson, then select whole class.

Included with the whole class lessons are two

related small group activities. To access these
activities, select small group (1 or 2) after you
have selected the lesson.

Navigate to Grade 2, Module 11, Lesson 10.

T

Terms:

Breadcrumb Navigational aid that allows users to keep track of their path.

Stepping Stones Implementation Guide 5

 Navigating Lessons – Lesson Steps and Features
2.2 Navigating
Lessons
Lesson Steps and Correlates lessons to other state
Features
standards

Identifies the learning that may

be observed

Identifies the learning that is evidenced

by students’ work samples

Provides suggestions on how

to support English language learners
during the lesson

Teacher Guide Grade 2 Module 11 Lesson 10

Lesson Note Tools

A Sticky note – click to create a quick note
that is saved to the page
A
B Zoom in – click to zoom in on the lesson
B page

C C Zoom out – click to zoom out on the

lesson page
D
D Print – click to print the lesson notes
E
E Full screen – click to toggle between
normal and full screen views

Create a Sticky Note.

T

Stepping Stones Implementation Guide 6

 Teaching a Lesson: The Basics – Lesson Flow

11.10 Relating Multiplication and Division (Sharing) Complete each table. You can use cubes on the mats to help.
2.3 Teaching a 2.
What does this sharing mat show? Multiply by 2
Lesson: The Basics
Imagine the pieces of gold are moved together Number in Total
Lesson Flow into the large space below. each share number
How many pieces are there in total? a. 6
What numbers could you write in this sentence
to describe the groups? b. 8

c. 5
4 groups of is
1 5 d. 14

Imagine the pieces of gold are shared equally

into the small boxes below. 3.
How many pieces are in each share? Share by 2
Total Number in
What numbers could you write in this sentence
number each share
to describe the sharing?
a. 10

shared by is b. 8
2 c. 16

d. 7
1. Imagine the gold pieces are moved into the space below.
Step Up Complete the sentences.

Step Ahead Write the missing numbers.

5 IN 14 24 32 40
6 Share
3 by 2

OUT 7 15 18
groups of is shared by is
© ORIGO Education.

© ORIGO Education.

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7 The recommended flow of a lesson in Stepping Stones is:

Step 1 (teacher’s guide) – preparing the lesson

1 

Step 2 (teacher’s guide) – starting the lesson

2 

Step 3 (teacher’s guide) – teaching the lesson

3 

Step In (student journal) – classroom discussion

4 

Step Up (student journal) – appropriate work for the individual

5 

Step Ahead (student journal) – higher order thinking task

6 

Stepping Stones Implementation Guide

Step 4 (teacher’s guide) – reflecting on the work
7 

7
 Teaching a Lesson: The Basics – Student Journal

Find the Student Journal page(s) for your grade level and navigate to the associated lesson.
T
Then skim through the lesson and consider how the Student Journal fits within the lesson notes.

Recognizing Quantities
3.1
by Sight
Write the numeral to match each picture.
© ORIGO Education.

ORIGO Stepping Stones K • 3.1 21

130315

Student Journal Grade K Module 3 Lesson 1

Stepping Stones Implementation Guide 8

 Teaching a Lesson: The Basics – Student Journal, Grade 1

3.2 Writing Tens and Ones (without Zeros) 2. Write the matching number of tens and ones.

These are different ways of showing tens and ones. a. b.

What number does each picture show? How do you know?

c. d.

Where are the groups of ten in each picture? Where are the extra ones?

How would you write the number of tens and e. f.

ones on this expander to show the same number?

Step Up 1. Write the matching number of tens and ones

on the expander.
a. b.

Step Ahead Write the number of tens and ones on the expander.

a. six tens and seven ones b. nine ones and three tens
© ORIGO Education.

© ORIGO Education.

58 ORIGO Stepping Stones 1 • 3.2 ORIGO Stepping Stones 1 • 3.2 59

Student Journal Grade 1 Module 3 Lesson 2

Stepping Stones Implementation Guide

9
 Teaching a Lesson: The Basics – Student Journal, Grade 2

11.10 Relating Multiplication and Division (Sharing) Complete each table. You can use cubes on the mats to help.
2.
What does this sharing mat show? Multiply by 2
Imagine the pieces of gold are moved together Number in Total
into the large space below. each share number
How many pieces are there in total? a. 6
What numbers could you write in this sentence
to describe the groups? b. 8

c. 5
groups of is
d. 14

Imagine the pieces of gold are shared equally

into the small boxes below. 3.
How many pieces are in each share? Share by 2
Total Number in
What numbers could you write in this sentence
number each share
to describe the sharing?
a. 10

shared by is b. 8

c. 16

d. 7
1. Imagine the gold pieces are moved into the space below.
Step Up Complete the sentences.

Step Ahead Write the missing numbers.

IN 14 24 32 40
Share
by 2

OUT 7 15 18
groups of is shared by is
© ORIGO Education.

© ORIGO Education.

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Student Journal Grade 2 Module 11 Lesson 10

Stepping Stones Implementation Guide

10
 Teaching a Lesson: The Basics – Student Journal, Grade 3

4.6 Comparing and Ordering Four-Digit Numbers 1. Write the height of each mountain.
Then write is less than or is greater than to make the statement true.
How can you figure out which number is greater?
a. Folsom Peak Mount Washburn

m m
b. Hedges Peak Observation Peak

Which place would you look at first to mark the numbers on this number line? m m

2. Write the height of each mountain. Then write < or > to make the statement true.

2,000 3,000 a. Specimen Peak Cook Peak b. Dunraven Peak Prospect Peak

Use a different color to show your estimate of the position of each number on the line. m m m m
c. Mount Washburn Hedges Peak d. Prospect Peak Cook Peak
How can you figure out which of these numbers is greater?
Write is less than or is greater than to make a true statement.
9,315 9,305
m m m m
e. Prospect Peak Observation Peak f. Folsom Peak Hedges Peak
9,315 9,305
m m m m
What symbols are used to show greater than and less than?
3. Write the mountain heights in order from greatest to least.
greatest
Step Up Use this table to answer Questions 1, 2, and 3 on page 91.
, , ,
Tallest Mountains in the Washburn Range, Yellowstone National Park least

Name Height (meters)

, , ,
Cook Peak 2,973
Dunraven Peak 3,008
Imagine a friend is confused by the symbols < and >.
Folsom Peak 2,845 Step Ahead Write what you would say to help them remember.
Hedges Peak 2,947
Mount Washburn 3,1 1 6
Observation Peak 2,860
Prospect Peak 2,904
Specimen Peak 2,554
© ORIGO Education.
© ORIGO Education.

90 ORIGO Stepping Stones 3 • 4.6 ORIGO Stepping Stones 3 • 4.6 91

Student Journal Grade 3 Module 4 Lesson 6

Stepping Stones Implementation Guide

11
 Teaching a Lesson: The Basics – Student Journal, Grade 4

11.2 Introducing Decimal Fractions 1. Each square is one whole. Read the fraction name and shade the
Step Up squares to match. Write the decimal fraction on the open expander.
Look at this picture.
a. two and five-tenths b. one and seven-tenths
Each square is one whole.
What amount is shaded?
What are the different ways you can write
this number without using words?

When fractions have a denominator that is a power of 10

they can easily be written in a place-value chart. Powers
of 10 include numbers such as 10, 100, 1,000 and so on. c. one and three-tenths d. two and six-tenths
4
A number such as 2 10
can be written like this. Ones tenths
The red dot is called a decimal point. The decimal point
is a mark that identifies the ones place. 2 4

Where have you seen numbers written with a decimal point?

2. Read the fraction name. Write the amount as a common fraction or mixed
I«ve seen a decimal Sometimes packets of number. Then write the matching decimal fraction on the expander.
point used for food use a decimal point
prices like $3.99. for weights like 3.5 lb. a. four and two-tenths b. sixty-three tenths c. five and eight-tenths

Look at the expanders below.

How would you say the number that each expander shows?

A decimal fraction is a
2 4 2 4 fraction that is written with Step Ahead Read the clues. Write the numeral on the expander to match.
no denominator visible. The
position of a digit after the
a. I am greater than three and less b. I am less than five and greater than
How do these numbers relate to mixed numbers decimal point tells what the
than four. The digit in my tenths one. The digit in my ones place is
and common fractions? invisible denominator is. place is less than the digit in my twice the value of the digit in my
ones place. tenths place.

Why do you need to show the decimal point

when the expander is completely closed? 2 4
© ORIGO Education.
© ORIGO Education.

250 ORIGO Stepping Stones 4 • 11.2 ORIGO Stepping Stones 4 • 11.2 251

Student Journal Grade 4 Module 11 Lesson 2

Stepping Stones Implementation Guide

12
 Teaching a Lesson: The Basics – Student Journal, Grade 5

5.1 Comparing and Ordering Thousandths 2. Write each set of fractions in order from least to greatest. Use the number line to help you.

a.
How do you say each of these decimal fractions?
0.505 0.890 0.550 0.915

0 5 3 0 0 7 0 5
0 1
How could you compare the two decimal fractions to figure out which is greater?

You could shade each fraction on b.

a thousandths grid. Then compare 0.075 0.210 0.740 0.501
the amounts that are shaded.

I would start with the ones and 0 1

compare the digits in each place.

Estimate the position of each decimal fraction on this number line. 3. In each group, loop the greatest fraction.
a. b.
0.435 0.800 0.590 0.605 0.650 0.065
0 1
c. d.
How did you figure out each estimate? 0.795 0.957 0.597 0.002 0.020 0.102
Which fraction is greater?

4. Write < or > to make each statement true.

1. Draw an arrow to show the approximate position of each number on the
Step Up number line. Then write the decimal fractions in order from least to greatest. a. b. c.
0.505 0.055 0.189 0.198 0.065 0.056

0.455 0.325 0.895 0.810 d. e. f.

0.021 0.102 0.110 0.011 0.900 0.099

Kayla records the fastest lap time of 45.275 seconds.

0 1 Step Ahead Gavin records a lap time that is 0.009 of a second slower.

What is Gavin’s lap time? seconds

© ORIGO Education.
© ORIGO Education.

104 ORIGO Stepping Stones 5 • 5.1 ORIGO Stepping Stones 5 • 5.1 105

Student Journal Grade 5 Module 5 Lesson 1

Stepping Stones Implementation Guide

13
 Teaching a Lesson: The Basics – Resource Tab
2.3 Teaching a
Lesson: The Basics
Resource Tab
A Resource Tab – click to access
and Viewer A
the playlist for the lesson

B C D B Print all – click to print all of the digital

resources in the playlist

E F C Edit – click to edit the playlist

D Teach all – click to launch the viewer

and start teaching

E Arrow – click to view an option

for this resource

F + – click to add this resource to the

favorites menu or to another playlist

Resource Tab

Click on the Resource Tab and select ‘teach all’ to launch the viewer.
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Terms:

Resource Tab The access point for the collection of digital resources required for the lesson.

A sequence of digital tools that you can project for your students to view
Playlist
as you teach a lesson.

Viewer The display mode that projects the digital tools in the playlist.

Stepping Stones Implementation Guide 14

 Teaching a Lesson: The Basics – Viewer
2.3 Teaching a
Lesson: The Basics
Resource Tab
and Viewer A B C D E F G H I J K L M

Viewer interface

A Previous Resource – click to display B Click to navigate the pages of this resource
the previous resource

C Click to display one page or two pages D Click to print the displayed resource
(use only for student journal resource)

E Click to change the print option to print F + – click to add this resource to the favorites
the selected page or all the pages of the menu or to another playlist
displayed resource

G Reset sliding screen – click to hide H Fit to window – click to return the displayed
the sliding screen resource to its original size

I Zoom in – click to zoom in J Zoom out – click to zoom out

K Toggle full screen – click to toggle between L Close viewer – click to close the viewer
filling the entire screen with the viewer

M Next resource – click to display

the next resource

Practice navigating through the resources in the playlist

T
using the navigating buttons described above.

Stepping Stones Implementation Guide 15

 Teaching a Lesson: The Basics – Differentiation
2.3 Teaching a
Lesson: The Basics
Differentiation and Stepping Stones includes two or three differentiation activities for each lesson.
Ongoing Practice

These activities are intended to provide support to students at 3 levels.

Extra help – for students who need additional support learning the concepts or skills
• 
taught in the lesson. This often involves an activity that reinforces a prerequisite understanding or skill.

Extra practice – for students who would benefit from additional practice to solidify
• 
the concepts or skills taught within the lesson.

Extra challenge - for students who are ready to deepen their understanding of a concept
• 
or to extend the skills they have developed within the lesson.

To view these differentiation activities select

differentiation from the current lesson menu.

Click on the Differentiation tab and browse through

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the activities associated with this lesson.

Stepping Stones Implementation Guide 16

 Teaching a Lesson: The Basics – Ongoing Practice
2.3 Teaching a
Lesson: The Basics
Differentiation and Ongoing practice is an essential element to the scope and sequence of Stepping Stones.
Ongoing Practice

To view the ongoing practice select

ongoing practice from the current lesson menu.

Ongoing Practice Framework – Kindergarten

Developing Fluency
Maintaining Concepts Numeral Writing* and Written
– Counting, Subitizing,
and Skills Computation Practice**
or Basic Facts
Lesson 1 • •
Lesson 2 • •
Lesson 3 • •
Lesson 4 • •
Lesson 5 • •
Lesson 6 • •
* Modules 2 – 8
** Modules 9 – 12

In kindergarten, every lesson has one or two ongoing practice pages that provide essential practice
of skills such as the writing of numerals. In the later modules, these pages also provide practice for
number facts.

In Lessons 1, 3, and 5 there are additional projectable tools specifically designed to develop fluency
of counting and subitizing. In the later modules these also include basic fact practice. Use the
Resource Tab to project or print these pages.

Click on the Ongoing Practice tab and browse through the ongoing practice pages or projectable
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tools associated with this lesson. Be sure to pick a lesson from each of the columns shown in the
above table to see how the ongoing practice is different for each category.

Stepping Stones Implementation Guide 17

 Teaching a Lesson: The Basics – Ongoing Practice
2.3 Teaching a
Lesson: The Basics
Differentiation and Ongoing Practice Framework – Grades 1–5
Ongoing Practice

Developing Fluency Maintaining Concepts

Written Computation Practice
of Basic Facts and Skills

Lesson 1 •
Lesson 2 •
Lesson 3 •
Lesson 4 •
Lesson 5 •
Lesson 6 •
Lesson 7 •
Lesson 8 •
Lesson 9 •
Lesson 10 •
Lesson 11 •
Lesson 12 •
In lessons 1, 5, and 9, Stepping Stones provides a projectable tool specifically designed to develop
and maintain fact fluency for the four operations. This tool is provided right through Grade 5, even
though students are expected to be fluent in all facts before then. The Resource Tab provides a list
of facts that can be read or projected by the teacher. You get to control the duration in which the
students can solve each fact.

For the even-numbered lessons 2, 4, 6, 8, 10, and 12, the ongoing practice helps students maintain
previously learned concepts and skills. Stepping Stones provides one practice page that incorporates
questions that revisit content from three previous modules or lessons.

Generally, Question 1 comes from a previous module of work. Early in the school year, this content
is found in the previous year’s work. Question 2 comes from the previous module and Question 3
comes from the current module. Simply roll over the question to see the related module and lesson.

In lessons 3, 7, and 11, the ongoing practice provides written reinforcement and practice of mental
computation strategies the students have been learning. Roll over the page to reveal the focus of
the content.

Click on the Ongoing Practice tab and browse through the ongoing practice pages or projectable
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tools associated with this lesson. Be sure to pick a lesson from each of the columns shown in the
above table to see how the ongoing practice is different for each category.

Stepping Stones Implementation Guide 18

 Planning a Module – Module Contents
2.4 Planning
a Module
Module Contents A Mathematical background, learning targets,
research, and other resources

A A list of all physical resources required

B
to teach the module
B

C C Lesson plans, differentiation and

ongoing practice
D
D Investigations, problem solving activities,
E enrichment activities, and cross-curricula
links

E Multiple methods to assess understanding

and skills

Planning a Module – Mathematics Tab

2.4 Planning
a Module
Mathematics Tab A The mathematical background of
the module with related professional
A learning videos

B B Describes what will be assessed in

the module
C
C Describes the actions and ‘habits of mind’
D
developed during the module
E
D Provides suggestions on how to support
F English language learners during the
module
G

H E The mathematical vocabulary

F A letter for parents or guardians

about the module content

G How the module reflects best practices

H Correlates lessons to state standards

Stepping Stones Implementation Guide 19

Planning a Module – Module Lessons

A Provides an overview of the lessons found

in each module
A
B Provides a list and dates of changes made
B for that grade level.

Stepping Stones gives you access to all grade

level content from K through 5. Each grade
level is comprised of 12 modules. For Grades 1
through 5 there are 12 lessons in each module.
Grade K has six lessons per module.

Grade 2 • Module 11 Contents

LESSON NUMBER LESSON TITLE

11.1 Extending the Count-Back Strategy to Three-Digit Numbers

11.2 Using Place Value to Subtract Two-Digit Numbers from Three-Digit Numbers

11.3 Using Place Value to Subtract Three-Digit Numbers

11.4 Consolidating Subtraction of Two- and Three-Digit Numbers

11.5 Using a Place-Value Strategy to Subtract Three-Digit Numbers

11.6 Using a Place-Value Strategy to Solve Subtraction Problems

11.7 Introducing the Multiplication Symbol (×)

11.8 Using Multiplication (Equal Groups)

11.9 Using Division Language (Sharing)

11.10 Relating Multiplication and Division (Sharing)

11.11 Using Division Language (Grouping)

11.12 Relating Multiplication and Division (Grouping)

Stepping Stones Implementation Guide 20

 Planning a Module – Module Lessons

Navigate to Module 1 for your grade level and use the Focus and Research into Practice Tabs to
T
determine the main mathematical ideas in the module.

Grade K • Module 1 Contents

LESSON NUMBER LESSON TITLE

1.1 Creating Groups of Objects

1.2 Creating Groups to Match Pictures

1.3 Creating Groups to Match Numerals

1.4 Creating Groups to Match Numerals and Number Names

1.5 Showing the Sorting

1.6 Sorting in Many Ways

Grade 1 • Module 1 Contents

LESSON NUMBER LESSON TITLE

1.1 Identifying Quantities 1 to 6

1.2 Identifying Quantities 1 to 10

1.3 Writing Numerals 0 to 9

1.4 Matching Representations of 1 to 10

1.5 Recognizing Quantities by Sight

1.6 Analyzing Teen Numbers

1.7 Representing Teen Numbers

1.8 Comparing and Ordering Two-Digit Numbers

1.9 Comparing Teen Numbers

1.10 Ordering 1 to 19

1.11 Reading Ordinal Number Names

1.12 Matching Ordinal Number Names and Symbols

Stepping Stones Implementation Guide 21

Planning a Module – Module Lessons

Grade 2 • Module 1 Contents

LESSON NUMBER LESSON TITLE

1.1 Writing Tens and Ones, and Number Names

1.2 Writing Two-Digit Numbers

1.3 Reading and Writing Two-Digit Numbers

1.4 Exploring the Relative Position of Two-Digit Numbers on a Number Track

1.5 Exploring the Relative Position of Two-Digit Numbers on a Number Line

1.6 Working with Two-Digit Numbers on a Number Line

1.7 Comparing Two-Digit Numbers on a Number Line

1.8 Comparing and Ordering Two-Digit Numbers

1.9 Exploring the Properties of Odd and Even Numbers

1.10 Solving Number Puzzles on a Hundred Chart

1.11 Sorting Data in Different Ways

1.12 Interpreting and Constructing One-to-One Picture Graphs

Grade 3 • Module 1 Contents

LESSON NUMBER LESSON TITLE

1.1 Using Place Value with Three-Digit Numbers

1.2 Writing Three-Digit Numbers in Words

1.3 Comparing and Ordering Three-Digit Numbers

1.4 Rounding Three-Digit Whole Numbers

1.5 Reviewing Multiplication Concepts

1.6 Reviewing the Array Model of Multiplication

1.7 Introducing the Tens Multiplication Facts

1.8 Introducing the Fives Multiplication Facts

1.9 Reinforcing the Tens and Fives Multiplication Facts

1.10 Introducing Gallons

1.11 Working with Parts of a Liter

1.12 Solving Word Problems Involving Liquid Volume (Capacity)

Stepping Stones Implementation Guide 22

Planning a Module – Module Lessons

Grade 4 • Module 1 Contents

LESSON NUMBER LESSON TITLE

1.1 Reading and Writing Four-Digit Numbers

1.2 Analyzing Four-Digit Numbers

1.3 Comparing and Ordering Four-Digit Numbers

1.4 Building a Picture of Ten Thousand

1.5 Reading and Writing Five-Digit Numbers

1.6 Analyzing Five-Digit Numbers

1.7 Comparing and Ordering Five-Digit Numbers

1.8 Rounding Five-Digit Numbers

1.9 Reinforcing Rounding with Five-Digit Numbers

1.10 Investigating Square Number Patterns

1.11 Following and Identifying Pattern Rules

1.12 Writing Word Rules for Patterns

Grade 5 • Module 1 Contents

LESSON NUMBER LESSON TITLE

1.1 Analyzing Six-Digit Numbers

1.2 Building a Picture of One Million

1.3 Reading and Writing Seven-Digit Numbers

1.4 Locating Large Numbers on a Number Line

1.5 Using Place Value to Compare and Order Seven-Digit Numbers

1.6 Reading and Writing Eight- and Nine-Digit Numbers

1.7 Working with Millions Expressed as Fractions

1.8 Reviewing Multiplication Patterns

1.9 Reviewing the Double-and-Halve Strategy for Multiplication

1.10 Factoring to Multiply Two-Digit Numbers

1.11 Using Partial Products to Multiply (Distributive Property)

1.12 Comparing Mental Strategies for Multiplication

Stepping Stones Implementation Guide 23

 Planning a Module – More Math (Grades 1 – 5)*
2.4 Planning
a Module
More Math A Poses questions for students
to consider

A Provides a situation or context

B
for students to solve
B

C C Provides additional activities

for students
D
D Provides activities that link
to other content areas

* More Math is not available for Kindergarten.

Two small group activities are provided for each lesson as an alternative.

Investigations
Each module in Stepping Stones Grades 1 through 5 has three investigations. These give students the
opportunity to apply the mathematics they have learned by posing a question for students to consider.
These questions are open in nature and often require the students to collect, represent and analyze data.

Problem Solving Activities

Each module in Stepping Stones Grades 1 through 5 has at least three problem solving activities.
Teachers can draw from these activities to provide more opportunities to develop the Mathematical
Practices. In Grades 3 to 5 there is an additional page of problem solving activities in each module.

Enrichment Activities
Some modules provide additional enrichment activities to enhance student learning.

Cross Curricula Links

The mathematics of each module can often be used or explored further in other key curriculum areas
such as science, PE or English. Therefore, cross-curricula activities are suggested for each module of
the Stepping Stones program.

Grade K Task: Explore the small group activities found in Module 1.

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Grade 1-5 Task: Explore the More Math section in Module 1.

Stepping Stones Implementation Guide 24

 Assessment: The Basics – Overview
2.5 Assessment:
The Basics
Assessment A Provides a chart to show the assessment
Overview
options of the module

A Assessments used to make informed

B
decisions to guide instruction
B

C C Assessments designed to take place at

planned intervals after instruction
D
D Provides options for recording student
achievement of the learning targets

Quarterly tests can be selected from the Assessment Tab in modules 3, 6, 9, and 12 for each grade.

Grade 2 • Module 11 Assessment Overview

FORMATIVE SUMMATIVE
STANDARD LEARNING TARGET OBSERVATION/ JOURNAL/ PERFORMANCE
PRE-TEST CHECK-UP INTERVIEW
DISCUSSION PORTFOLIO TASK

OPERATIONS AND ALGEBRAIC THINKING

Fluently add for totals within

2.OA.2
20 (beyond the facts)

Represent multiplication using

>3.OA.1 concrete materials, pictures,
and equations

Represent division (sharing model)

using concrete materials, pictures,
and sentences
>3.OA.2
Represent division (grouping model)
using concrete materials, pictures,
and sentences

NUMBER AND OPERATIONS IN BASE TEN

Use a strategy (place-value) to

subtract any number from
three-digit totals (without bridging)
2.NBT.7
Use a strategy (count-on and count-
back) to subtract any number from
three-digit totals (without bridging)

> (Standard): Working toward the standard (Standard) >: Working beyond the standard

Terms:
 escribes what students should be able to do at the end of the teaching and
D
Learning Target
learning sequence
Stepping Stones Implementation Guide 25
 Assessment: The Basics – Learning Targets vs. Standards
2.5 Assessment:
The Basics

Standards
Learning Targets vs.
Standards

Learning Targets

FORMATIVE
STANDARD LEARNING TARGET
PRE-TEST

OPERATIONS AND ALGEBRAIC THINKING

Fluently add for totals within

2.OA.2
20 (beyond the facts)

Represent multiplication using 3.OA.2 Interpret whole-number

>3.OA.1 concrete materials, pictures, quotients of whole numbers, e.g.,
and equations
interpret 56 ÷ 8 as the number of
Represent division (sharing model) objects in each share when 56 objects
using concrete materials, pictures,
and sentences are partitioned equally into 8 shares,
>3.OA.2 or as a number of shares when 56
Represent division (grouping model)
using concrete materials, pictures,
objects are partitioned into equal
and sentences shares of 8 objects each. For example,
NUMBER AND OPERATIONS IN BASE TEN
describe a context in which a number
of shares or a number of groups can
Use a strategy (place-value) to
subtract any number from
be expressed as 56 ÷ 8.
three-digit totals (without bridging)
2.NBT.7
Use a strategy (count-on and count-
back) to subtract any number from
three-digit totals (without bridging)

Stepping Stones Implementation Guide 26

Assessment: The Basics – Formative Assessments

Formative assessments are used to make informed decisions to guide instruction. These decisions
could range from reviewing content, reteaching concepts, or providing additional work for students
who require extra assistance or challenges. Formative assessment can occur informally during lessons
with observations of students working and their discourse, or formally with written instruments
such as pre-tests or journal entries. Stepping Stones includes three different options for formative
assessment.

Pre-tests – an optional assessment component of Stepping Stones designed to inform teachers

• 
on what students already know and can do before instruction begins.

Observations and discussions – provides suggestions for teachers on which lessons and
• 
activities are better suited to observe how students’ understanding of concepts and skills are
developing.

Journals and portfolios – provides suggestions for teachers on which lessons and activities are
• 
better suited for generating work samples as evidence of the learning that has occurred.

Roll over this icon in lessons and activities to

identify the learning that may be observed.

STANDARD LESSON STEP IN DISCUSSION WHAT TO LOOK FOR

Working Toward Can the student interpret a multiplication fact

11.8 11.8 as a number of objects in a number
3.OA.1 of groups?

Working Toward Can the student interpret a division fact as

11.9, 11.11 11.9, 11.11
3.OA.2 a number of objects in a number of shares?

Can the student add and subtract within

11.2, 11.3, 11.4, 11.5, 11.2, 11.3, 11.4, 11.5,
2.NBT.7 11.6 (all: subtract) 11.6 (all: subtract)
1,000 using concrete models, and a variety
of strategies?

Roll over this icon in lessons and activities to identify the learning
that is evidenced by students’ work samples.

STANDARD STUDENT JOURNAL PROBLEM SOLVING INVESTIGATION LEARNING

Can the student interpret

Working Toward a multiplication fact as a
11.8 11.3
3.OA.1 number of objects in
a number of groups?

Can the student interpret

Working Toward a division fact as a
11.9 11.3
3.OA.2 number of objects in
a number of shares?

Can the student add and

11.3, 11.6 subtract within 100 using
2.NBT.7 (all: subtract)
11.1
concrete models, and a
variety of strategies?

Stepping Stones Implementation Guide 27

 Assessment: The Basics – Summative Assessments

Summative assessment generally takes place at planned intervals after instruction. It is used to sum up
what students know, and then using data generated by these assessments, teachers are able to report
on student performance. Summative assessments are mostly formal by nature and should be linked
to pre-assessments. If used wisely, summative assessment can also serve a formative role to modify
future instruction. Stepping Stones includes three different options for summative assessment.

Check-ups – provides questions that require the student to select the correct answer or to
• 
provide a short written response.

Performance tasks – used to measure depth of understanding. A rubric accompanies each

• 
performance task.

Interviews – used to assess certain concepts and skills such as the fluency of rote counting or
• 
mental computation.

Assessment: The Basics – Recording

Stepping Stones provides multiple options for recording student achievement of the learning targets.
The options allow teachers to record student achievement during a module, over several modules, or
over the course of an entire year.

Go to the recording page of Module 1 to

download a Microsoft Excel® recording
spreadsheet to record student achievement
over the course of the year.

Explore the assessment options for Module 1 in your grade level.

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Stepping Stones Implementation Guide 28

 Stepping Stones Structure – Teaching Sequence
2.6 Stepping
Stones Structure
SS Structure Stepping Stones embeds a unique teaching sequence for helping students develop deep
understanding of mathematical concepts and fluency of skills.

This stage involves the use of concrete materials

and pictorial representations. At this first stage,
Introduce Stepping Stones includes contextual situations to
provide meaning.

This stage provides the opportunity to assimilate

and internalize the concepts and skills. It is an
Reinforce additional link to using pictorial models between
the introductory work and the symbolic.

This stage aims to develop accuracy and speed

of recall. In this stage, a range of different types
Practice of written and oral activities is used.

As the name suggests, this stage extends

students’ understanding of the concepts and
Extend skills. For example, the ‘use tens’ thinking
strategy for multiplication can be extended
beyond the number fact range, including
computation with decimal fractions.

Stepping Stones Implementation Guide 29

 Stepping Stones Structure – Teaching Sequence
2.6 Stepping
Stones Structure
SS Structure

R R R R
R
tens twos nines sixes
eights
lessons fives fours last facts
ones E
student E zeros
journal tens
twos

TOPIC Mod. 1 Mod. 2 Mod. 3 Mod. 4 Mod. 5 Mod. 6 Mod. 7 Mod. 8 Mod. 9 Mod. 10 Mod. 11 Mod. 12 fluency
by end
multiplication of year

R R R R R
tens tens tens tens sixes
ongoing fives fives fives fives last facts
practice twos twos twos all other facts
fours fours fours
practice eights eights
book and ones nines
fluency zeros
tool*
E
tens
fives
twos
fours

introduce R reinforce practice E extend

Stepping Stones Implementation Guide

30
* The fluency tool should be used throughout the year
 Stepping Stones Structure – Language Stages
2.6 Stepping
Stones Structure
Language Stages Stepping Stones also embeds a developmental sequence for teaching the language associated with
mathematical concepts.

The student’s natural language that is used to

describe a situation.
Student Language
e.g. For a subtraction situation a student may say
‘ran away’ to decribe what happened to the mice.

The new words that are used when acting out

the story with classroom resources.
Materials Language
e.g. For a subtraction situation a student may
‘take away’ the blocks or ‘cover’ the dots.

The new mathematical words that are used with

the concept.
Mathematical Language
e.g. For a subtraction situation the term ‘subtract’
may be introduced.

The mathematical abbreviations, symbols, and

formulas.
Symbolic Language
e.g. For a subtraction situation the symbols –
and = may be introduced.

Stepping Stones Implementation Guide 31

 Stepping Stones Structure – Sequence Navigator
2.6 Stepping
Stones Structure
Sequence Navigator Stepping Stones gives every teacher access to content across all grade levels. The quickest way
to move across the content of Stepping Stones is to use the sequence navigator. Content in the
sequence navigator is organized in two ways; Chronological and General Topics.

Click the button to show the topic sequence

drop-down menu. The default current sequence
is set to General Topics. Click on the button
next to General Topics to change the current
sequence to Chronological.

A B
Chronological sequence
As the name suggests, the Chronological
sequence gives the teacher access to the
content moving from one lesson to the
next in the chronological order. To move to
the previous lesson in chronological order
click on A . To move to the next lesson in
chronological order click on B .

A B
General Topics sequence
The General Topics sequence organizes
content into broad concepts. By viewing
the content in this order a teacher can
move up or down the topic sequence by
clicking on A or B .

Hover over the highlighted grade

to reveal the lessons that cover a
particular topic.

Clicking on the lesson takes you

to the lesson notes page for that
lesson.

Terms:
Sequence
Allows quick access to the mathematical topics covered within Stepping Stones
Navigator
Stepping Stones Implementation Guide 32
 Online Resources Overview – Related Resources
2.7 Online Resources
Overview
ORIGO Stepping Stones gives you instant access to ORIGO’s online support resources. Stepping
Stones lessons contain quick links to ready-to-use digital tools, games, and images so you can start
teaching immediately. Stepping Stones modules have links to professional learning videos.

These online tools are part of the many resources that Stepping Stones provides to help you create
a more engaging classroom.

To access all of ORIGO’s online resources click

on Channels in the top menu. You will see a list
of all the online resources available through Slate.
Some of these resources will require a separate
subscription to be able to use these resources.

To view one of these resources, simply click on

the icon.

ORIGO MathEd
Stepping Stones gives you hours of online
professional learning when it is needed the most.
Over 70 short videos are embedded at the start
of modules to assist teachers in acquiring the
content and pedagogical knowledge they need to
be effective.

Flare
Although interactive whiteboards are not
essential for the implementation of Stepping
Stones, various high-quality and flexible tools
are embedded in the program and available at a
click of a button. Flare are dynamic and flexible
interactive whiteboard teaching tools. Currently
there are over a dozen tools to choose from.

Stepping Stones Implementation Guide 33

 Online Resources Overview – Related Resources
2.7 Online Resources
Overview
Fundamental Gameboards
Digital board games for two players allow
the teacher to play against the class. Pairs of
students can also take turns for further practice
or differentiation. These games have simple
rules and serve to reinforce and practice thinking
strategies. There are over 160 games to
choose from.

ORIGO Big Book Tools

The Big Book Teaching Tools bring to life the
characters from the ORIGO Big Books series.
These engaging and easy-to-use interactive
tools allow teachers and students to change the
mathematics and further develop the concepts
from all 36 titles in the series.

ORIGO Big Book Tunes

Use these engaging Big Book Tunes to really

bring your mathematics classroom alive. There
are 36 tracks – a song for every title in the
storybook series. The Big Book Tunes can be
accessed through their own channel or through
the Big Book Tools.

Explore the related resources for Stepping Stones.

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Stepping Stones Implementation Guide 34

 Online Resources Overview – Other Resources
2.7 Online Resources
Overview
Honey Pot
Honey Pot is a free channel on Slate that
provides an ever-growing bank of blackline
masters covering the full range of elementary
math topics.

Zupelz*

ZUPELZ develops logical thinking in number

through puzzles. This Slate channel has 600
puzzles for Grades 1–6. Teachers have the
option to progressively reveal all hints, clues,
and answers. The easy-to-use interface is
suitable for group and independent work.

ORIGO STaRT*
ORIGO STaRT challenges students to explain,
analyze, and justify their thinking thereby
promoting students’ engagement in the
Standards for Mathematical Practice. Each task
allows students to apply the mathematics that
they are learning to solve real mathematical
problems.

Stepping into Financial Literacy*

Stepping into Financial Literacy builds students’

capabilities to make informed decisions with
their financial resources. Delivered online, it
provides K-5 educators with comprehensive
lessons for teaching money management. Each
lesson contains activities for differentiation and
assessments.

Explore the other resources in the channels menu.

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* Requires separate subscription

Stepping Stones Implementation Guide 35
 Online Resources Overview – Launching and Filtering
2.7 Online Resources
Overview
Launching a resource
To launch a digital resource in the viewer, make
your selection from the Channels tab. When the
resource opens, click start and then titles.

The list of resources available for this channel

is displayed.

To display the resource in the viewer, click on

the title and it will launch the viewer.

Filtering online resources

You can filter the list of resources using the filtering menu. You can filter resources by strand, grade, or
content, or any combination of the three.

Stepping Stones Implementation Guide 36

 Using Playlists – Editing Existing Playlists
2.8 Using Playlists

To edit a lesson’s playlist, click edit from the top

menu of the Resource Tab.

The Playlist Tab interface

A C D E
B

A Click to delete the resource from B Playlist title – click to rename

the playlist

C Click to launch the viewer and project the D Click to print the playlist
playlist

E Click to delete this playlist F Move item up or down to change

the position in the playlist

Edit the playlist for Module 1 Lesson 1 of your grade level.

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Stepping Stones Implementation Guide 37

 Using Playlists – Creating a New Playlist
2.8 Using Playlists

To create a playlist, click playlists from the top

menu in Slate.

Click + from the playlist menu to create a new

playlist. Name the playlist by clicking on the title.

Adding an online resource from a channel

Go to the Channel Tab and choose a resource to
add to the playlist. Click on start and select titles.
Click + and choose add to selected playlist. As
you hover over add to selected playlist the name
of the selected playlist appears.

Adding an online resource from the viewer

Go to the Channel Tab and choose a resource to
add to the playlist. Click start and select titles.
Click on the title to launch it in the viewer. With
the viewer open click + in the menu at the
bottom of the screen and then select add to
selected playlist.

Adding an online resource from another

playlist
Go to the Channel Tab and select Stepping
Stones. Navigate to a lesson and select steps.
Open the Resource Tab. Click + on the online
resource you wish to add and then choose add
to selected playlist.

Adding an online resource from the Favorites

Tab
If you have added a resource to your Favorites
Tab you can add it to a playlist. Select favorites
and click + on the online resource you wish to
add and then choose add to selected playlist.

Create a new playlist and practice adding online resources

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to the new playlist.
Stepping Stones Implementation Guide 38
 Using Playlists – Organizing Playlists
2.8 Using Playlists

The Playlist Tab interface

A B C D E

F G H I

J K

A Alpha sort – click to arrange playlists or B Date sort – click to arrange playlists or
groups alphabetically groups by creation date

C Select all playlists D Deselect all playlists

E Create new group F Choose group color – click to assign a

color to a group

G Add selected playlists to group H Remove selected playlists from group

I Delete group (will not delete playlists, only J Check box to select playlist
group)

K Select playlist groups – click to select

which group to add playlist to

Practice organizing existing playlists by creating new groups,

T
assigning colors and adding playlists to the new groups.
Stepping Stones Implementation Guide 39
 Using Playlists – Advanced Work with Playlists
2.8 Using Playlists

The Playlist Tab interface

A B C D

A PDF manager – click to add a PDF B Web object manager – click to add a web
to a playlist page or web video

C Import playlist(s) D Export selected playlist(s)

Adding a PDF to a playlist

You can add any PDF (not larger than 2 MB) to
a playlist that you have permission from the
author to use. Click PDF manager to access the
PDF manager window. From this window click
browse to find the PDF on your computer and
then select upload.

ORIGO will require that you confirm that you

have permission to upload this to the PDF
manager. Once the document has been
uploaded you can add it to a playlist by clicking +.
Each Slate user can upload 50 MB of PDFs to the
PDF manager.

Importing a playlist
You can import a playlist by selecting import
playlist(s) from the Playlist Tab menu. You will
then be asked if you would like to add this playlist
permanently or on a temporary basis. If you
select ‘permanent’ it will be saved to your Playlist
Tab. Selecting ‘temporary’ will make the playlist
available until you log out and finish your Slate
session.

Stepping Stones Implementation Guide 40

 Using Playlists – Advanced Work with Playlists
2.8 Using Playlists

Exporting a playlist
You can export a playlist by selecting export
selected playlist(s) from the Playlist Tab menu.
You will be asked to check the box of the
playlist(s) you wish to export. You will then be
prompted for a name and location for this file.

Practice importing and exporting playlists. It may be helpful to

T
practice this with a colleague.

Adding a web object to a playlist

You can add a web page or a web video to a
playlist. Click web object manager to access the
web object manager window. In the playlist label
field create a name for the web object. This will
be the label that appears in your playlist. Playlist
labels should be at least 6 characters long but no
more than 51 characters.

For a website, enter the website URL in the web

object snippet field. For a web video, enter the
iframe embed tag. Web object snippets should
be at least 6 characters long and fewer than 2000
characters. Check the view full screen box if you
want the web object to be viewed full screen.
Click + to add this web object to a playlist.

If you have added a web page and it is from

a different security domain than Slate then it
cannot be shown in the viewer. When the time
comes to view this resource, you will be notified
that this web page will be opened in
a new window.

Practice adding a PDF (that you have permission from the author
T
to use) and a web object to an existing playlist.

Stepping Stones Implementation Guide 41

 Using Digital Books – Interface
2.9 Using Digital
Books
Digital Book interface

Step In Relating Addition and Subtraction 2. Complete the story problem.

Then write a matching addition or subtraction number fact.
Saki wrote this addition story to match this picture.

a. frogs in the pond. frogs hop away.

There are apples on the tree and apples off the tree.
How many frogs
How many apples altogether? altogether?

=
Write the missing numbers.
What addition number sentence could you write to match Saki’s story problem?

Addison wrote this subtraction story.

b. frogs altogether. frogs hop away.

There were apples altogether. The farmer picked apples. =

How many frogs are in the pond?

How many apples are left on the tree?

Write the missing numbers. Draw apples on and off the tree.

Step Ahead Then write addition and subtraction sentences to match.
What subtraction number sentence could you write to match Addison’s story problem?

1. Complete the story problem.

Step Up Then write a matching addition or subtraction number fact. apples on the tree.

a. birds on the fence. birds fly away. apples off the tree.

How many apples

How many birds altogether?
altogether?

+ =
7+6 =

+ =

b. birds altogether. birds fly away. − =

13 - 6
© ORIGO Education.

© ORIGO Education.

=
How many birds are on the fence? − =

164 7.7 ORIGO Stepping Stones • Year 2 ORIGO Stepping Stones • Year 2 7.7 165

A b c d e f

A Menu – select to access a variety B Hand – select to move the page,

of functions pinch to zoom in and out

C Pen – select to write on or color D Eraser – use to remove pen markings

the page, hold to change color

E Rewards – hold to see a tally of rewards F Navigation arrows – use to move between
double-page spreads

Explore the features of the Digital Books interface.

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Stepping Stones Implementation Guide 42

 Getting Support and Troubleshooting

ORIGO Education is committed to supporting teachers using Stepping Stones. There are several
options for getting service, support and advice.

For technical support try the following:

Quick Start Guides – these short guides give you easy step-by-step instructions on a variety
• 
of issues. Visit www.origoeducation.com/slate-support-faqs/ for access to the guides.

Implementation Guide – keep a copy of this document close by. It is full of technical
• 
information handy for any user of Stepping Stones.

Slate Forum – find and share solutions with our community of Stepping Stones users.
• 
Access the Slate Forum by selecting it from the list under the Support Tab.

Accessing the Forum

Click Support in the top Slate menu bar. Then
select forum. If this is your first visit to the forum
you will be asked to create a forum alias.

For content support try the following:

Slate Forum – find and share solutions with our community of Stepping Stones users.
• 
Access the forum by selecting it from the list under the Support Tab.

Implementation Guide – keep a copy of this document close by. Several chapters are devoted
• 
to informing teachers about the structure and approach of Stepping Stones.

Feedback button – if you would like to send feedback to ORIGO, send a message via the
• 
feedback button in the Support Tab.

Click on Slate Forum and create an alias.

T
Then explore the discussions posted on the site.

Stepping Stones Implementation Guide 43

  
Stepping Stones Implementation Workshop – Feedback

Thank you for participating in the Stepping Stones Implementation Workshop. Please let us know
what went well and what we can improve by ticking the most appropriate response and providing
supporting comments.

Name of Presenter(s):

1. The sessions on navigating and teaching lessons were Excellent Good Fair Poor

because

2. The session on planning to teach a module was Excellent Good Fair Poor

because

3. The session on assessment was Excellent Good Fair Poor

because

4. The session on the Stepping Stones structure was Excellent Good Fair Poor

because

5. The session on the online resources was Excellent Good Fair Poor

because

6. The presenter(s) was/were Excellent Good Fair Poor

because

Stepping Stones Implementation Guide 44

7. As a participant, please indicate if you agree or disagree with the following statements:

Agree Disagree
I was valued as a professional.

Agree Disagree
My context was acknowledged.

Agree Disagree
My questions were addressed.

8. The most useful aspect of the workshop was

9. The least useful aspect of the workshop was

10. Additional comments:

11. I would like to see more professional development and resources addressing:

Stepping Stones Implementation Guide 45