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Learning Targets• I can identify how the process of planning lessons with the
modules differs from planning lessons using other resources.
• I can analyze the Overview and Topic Openers from each module to identify the progression of the instruction over the course of the fall semester.
• I can share thinking and work done while planning for module lessons to facilitate the planning process.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
Instructional Shifts
3
Combine to Form
Shift 3
Shift 4
Shift 5
Shift 6
Remains
Shift 2
Remains
Shift 1 Focus
Coherence
Rigor
Focus
Coherence
Fluency
Deep Understanding
Applications
Dual Intensity
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
Curriculum Modules: Designed to Address the Shifts
4
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
Philosophy and Workflow of A Story of Units
5
Elementary Mathematics
Common Core Standards: The Progressions
A Story of Units: Curriculum Map
Module Overviews
and Assessments
Topic OpenersLesson Objectiv
es
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
A Story of Units
6
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
Modules for the Fall
7
• Getting Ready for September:• GK–M1 Count Numbers to 10• G1–M1 Module 1 Sums and Differences to 10• G2–M1 Sums and Differences to 20• G2–M2 Relate Addition and Subtraction to Length• G3–M1 Properties of Multiplication and Division and Solving
Problems with Units of 2–5 and 10• G4–M1 Place Value, Rounding, and Algorithms for Addition
andSubtraction
• G5–M1 Place Value and Decimal Fractions
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
Informal Assessment within Lesson Components
8
Are students aware of the purpose of each portion of the
lesson ?
Grade 3- Module 2 Lesson 10• There are 1,000 milliliters in 1 liter of water. You are
measuring 100 milliliters each time. Think back to yesterday. How many times will you need to measure and mark 100 milliliters of water to make 1 liter?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
Application- Read, Draw, Write (RDW)
11
• Mathematicians and teachers suggest a simple process applicable to all grades:
1) Read. 2) Draw and Label.
3) Write a number sentence. (equation) 4) Write a word sentence. (statement)
MP1
MP2
Grade 3- X Grade 5 - IV
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
Application- Read, Draw, Write (RDW)
12
• The more students participate in reasoning through problems with a systematic approach, the more they internalize those behaviors and thought processes.
• What do I see? • Can I draw something? • What conclusions can
I make from my drawing?
Modeling with Interactive Questions
Guided Practice
Independent Practice
ApplicationA guitar has 6 strings.
How many strings are there on 3 guitars?
Write a multiplication sentence to solve.
(Try to model this problem with a number bond)
Grade 3- Module 1 Topic C Lesson 10
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
Grade 4 Module 3 Topic C
15
• Multiplication of Up to Four-Digit by Single-Digit Numbers• What methods will students use to record their work in Topic C?• What clarification does the footnote 1 provide for the
multiplication algorithm?