© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Teaching Sequences for Short-Term and Instant Interventions

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units A master teacher is one who is very conscious of his/her role in the continuum of a student’s journey, who has an ever-expanding knowledge of pedagogical content knowledge beyond that of his/her own grade level. That knowledge is the engine behind the responsive questioning and delivery of instruction that can rectify a misunderstanding in a minute rather than in an hour, in a simple demonstration rather than with remedial workbooks or alternate lessons.

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Objective Identify ways to support teachers with crafting short- term and instant interventions that efficiently develop student understanding.

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units A movie theater has two rooms. Room A has 9 rows of seats with 18 seats in each row. Room B has three times as many seats as Room A. How many seats are there in both rooms? Grade 4

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Teach Plan Analyze Assess

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Real Time Analysis What is the problem part? Where is the last place the student was successful? What gap in the success causes it not to sustain the next step forward?

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units A movie theater has two rooms. Room A has 9 rows of seats with 18 seats in each row. Room B ha three times as many seats as Room A. How many seats are there in both rooms?

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Now What? “While one goal is to break things down to the least degree possible, another is to do it quickly, thus managing time and pace. Meticulously adding a thin additional slice of knowledge to each [step in the sequence] would be the perfect solution to getting the students to do the greatest amount of cognitive work, but would likely derail instruction in a series of tedious exercises and squander time that could be used more productively.” (Doug Lemov, Teach Like a Champion. )

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Planning Short Term Sequences With your triad: Study the architecture of your sequence Record each complexity on a sticky note With your table group: Compare and discuss sticky notes Organize them from simple to complex Chart your complexities as rungs on a ladder

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Where is our Teaching Community? Teach Plan Analyze Assess Assessment/data Questioning to analyze Restraint Planning short interventions

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Supporting the Teaching Community Development of content and pedagogical knowledge through study Sequences Assess  Analyze  Plan  Teach Professional development Pre- and post-observation conferences Collaborative planning Coaching conversations Peer observation and coaching

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Closing An idea I have is… I’m not sure… I’ll keep thinking about… I’m going to try…