© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Core Advancement Professional Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org

NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units

A Story of UnitsCore Advancement Professional Development


N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units

Introductions

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Presenters: • Candice Hartley • Laura Hill • Jamie Carruth • Emily Hand



A Story of Units vs. Engage NY

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What is A Story of Units?• The name of the PK-5 Math Curriculum

What is EngageNY? • New York State’s Department of Education’s Website• Equivalent to www.louisianabelives.com

What is Common Core, Inc.?• A team of mathematicians & educators who wrote the PK-12

curriculum with the guidance of the CCSS writers.

http://www.louisianabelives.com/



Session Objectives

• Present an overview of how to implement A Story of Units:⁻ Identify the Standards and their accompanying Progressions, as well

as the Instructional Shifts as the foundation of A Story of Units.

⁻ Recognize the coherence within and across all grades K-5.

⁻ Describe how A Story of Units it builds on prior knowledge and supports future learning.

⁻ Develop a plan for immediate implementation, on-going support and continuous feedback.

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Agenda

1. What is A Story of Units 2. Lesson Structure 3. The CCSS Approach to Mathematical Models4. Curriculum Overview 5. Implementation

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What is A Story of Units?

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• A PK-5 math curriculum developed in close consultation with the writers of the CCSS. (p.3)

• Not only built entirely around the CCSS, but the progression documents as well.

• Based on the principle that mathematics is most effectively taught as a logical engaging story with the main character being “the unit”.

• Skills consistently build on prior knowledge and support future learning rather than being taught in isolation. (p.4)



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Pages 4-9

In the How To Document



Math Practices

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Assessments

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Formative Assessments• Problem Sets • Exit Tickets• Homework Formative or Summative• Mid-Module Assessment TasksSummative • End of Module Assessment Tasks



PARCC Type I, II & III Tasks

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• Type I• Computational problems, fluency exercises, & applications

including one-step and multi-step word problems.

• Type II • Requires students to demonstrate reasoning skills, justify their

arguments, and critique the reasoning of others.

• Type III• Students model real-world situations using mathematics as they

demonstrate more advanced problem solving skills.



Scaffolding

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• All students must have the opportunity to learn and meet the high standards if they are to access the knowledge and skills needed to be college and career ready.

• Accommodations cannot be just an extra set of resources for a particular set of students.

• Must be folded into the curriculum in such a way that it becomes part of its DNA.

• Research provided by Universal Design for Learning

Pages 14-15




Scaffolding Continued

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• The scaffolds/accommodations integrated into A Story of Units do not alter the instructional level, content or performance criteria.

• Provides students with choices with how they access content and demonstrate their knowledge and ability.

• Basically, faithful adherence to the modules IS the primary scaffolding tool!!

Pages 14-15




What are the built in accommodations?

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1. Provide Multiple Means of Representationa. Connect language with pictorial representation (ELL)b. Allow creativity in expression & modeling solutions (Above Level)

2. Provide Multiple Means of Action & Expression a. Accomplish within a time frame as opposed to a task frame (LD)b. Get students up and moving “Show me an obtuse angle” (Below Level)

3. Provide Multiple Means of Engagement a. Peer tutoring to provide opportunities for critiquing the reasoning of others &

justifying solutions (Below Level)b. Provide a variety of ways to respond (ie. Choral, oral, personal white board,

fingers, pictorial models (ELL)

Pages 16-19




Lesson Structure

14Pages 21-26


Fluency •Maintenance, Preparation, & Anticipation.

Application •Apply math concepts in “real-world” situations

Concept Development•Main component•Builds on prior knowledge and supports future learning

Student Debrief •Students articulate the focus of the lesson and the learning that has occurred.



Grade 4 Module 1

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• Module Overview • Lesson 1 & 2• Instructional Strategy Breakout

Session



Curriculum Overview “Year at a Glance”

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Philosophy and Workflow of A Story of Units

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PK-12 Coherence

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A Story of Units

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A Story of Ratios

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A Story of Functions

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Materials List

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• Talk to your table and take inventory. • What do you have? • What do you need? • What materials can you move from one grade-

level to another? • What materials can you modify, create or

substitute?• What materials do you need to purchase?



Next Steps

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Round Table Discussions:• What questions were answered for you?• What does your redelivery plan look like?

Documents

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Core Advancement Professional Development