3 RD AND 4 TH GRADE July 26, 2013. Learning Targets I can identify how the process of planning lessons with the modules differs from planning lessons

3RD AND 4TH GRADEJuly 26, 2013

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



Curriculum Modules: Designed to Address the Shifts

4



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



A Story of Units

6



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



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?

Fluency

2 x 7 =____

Grade 3- Module 1 Topic C Lesson 10



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



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)


Concept Development

Problem Set

Debrief




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?

Grade 4 Module 1 Topic C• Vertical Number Lines

Documents

3 RD AND 4 TH GRADE July 26, 2013. Learning Targets I can identify how the process of planning lessons with the modules differs from planning lessons