Instructional Elements Key Components to the Lesson

Fluency (Sprints) This should be fast paced and energetic. Builds student confidence. Reinforces conceptual understanding/automaticity. Reviews foundational skills in a fun way for the day’s concept. Develops speed with fluency.

Strategic Fluency Strategies Do same type fluency strategies in successive days. Refer to script in each module overview. Choose one review and one current content practice daily. Do not collect Sprints. Send home with students. Utilize whiteboards. Students might have three Sprints in a single lesson. Pick and choose here! *** Question doing fluency activities that require lots of teacher prep.

Application Problem Allows opportunity to apply what they have recently learned in concept development: (without direct instruction and new context/real-life situation). Allows for the development of single and multi-step word problems. Students discuss solutions and learn from one another. In “meaning” phase, more to get ideas in play; in “mastery” phase can help assess full proficiency.

Application Problem Strategies Consider doing after problem set is complete (keep students busy). Consider assigning the application problem during a short open time in the schedule (10 minute opening between subjects/activities). Periodically do Fluency Practice and Application Problems for entire math lesson or homework. Make choices about which Application Problems to assign. Don’t spend large amounts of time teaching the application problem. Issue the problem, allocate the recommended time and move on to Concept Development.

Concept Development Key section that introduces NEW concepts. Moves through concrete to pictorial to abstract (not always in this order). This is where the manipulatives can help develop the conceptual understanding as students see the meaning and method. Scripted and may or may not be followed verbatim.

Think-pair-share activity How are these elements (sprints, application problems and concept development) similar or different from the program you have been teaching? What makes them similar or different? What challenges do you see in implementing these elements? How you see meaning, method and mastery being supported by these parts of the lesson?

Strategic Concept Development Strategies Pre-read through the script and teach this section with your teaching style that works for you and your students Don’t skip the script sections that require student engagement Keep it focused on the lesson’s objective Modelling and guided practice are critical features in Concept Development Look at the Problem Sets and make sure students are set up to be successful (the concept development supports the independent work sections)

Problem Sets Often contain three different levels of problems. Level 1: computational and conceptual Level 2: students demonstrate reasoning & justify their arguments Level 3: problems ask students to model real-world situations and use more advanced math skills Think of this as being similar to Bloom’s Taxonomy.

Strategic Problem Set Strategies Level 1 questions for each lesson are must do’s. Keeping the lesson’s objective in mind, decide which problems are essential for students to complete. Understand that three levels of problems exist and you will need to use your judgment and differentiate what gets assigned to your students based on their skills.

Student Debrief Allows students to clarify thinking and make connections by talking and listening to their peers. Students get a chance to be exposed to different ways of thinking and reasoning. Teacher can be a “Neutral Observer” of student ideas and their mathematical reasoning. This is where students review and discuss the work done in the Problem Set.

Strategic Student Debrief Strategies Select only one question to debrief that addresses the lesson objective. Pair students or create small groups. Consider having students share their debrief with the whole class. Use the application problem if it pertains to the lesson. Students write the debrief rather than discussing orally.

Think-pair-share activity How are these elements (problem sets, student debrief) similar or different from the program you have been teaching? What makes them similar or different? What challenges do you see in implementing these elements? How you see meaning, method and mastery being supported by these parts of the lesson?

Assessments in Common Core Math The end goal is for students to use their mathematical skills to solve real- world problems. Traditionally students aren’t strong story problem solvers. Students will be asked to do multi-step story problems and explain their thinking. Assessment informs instruction and must be used on a daily basis.

What Daily Assessments Exist? Talk at your tables Whole group share out

Mid-Module Assessment Task Check-up along the way

End of Module Assessment An assessment of the entire module’s content where students must apply the learning to real-world problems. Look at the last few pages in the section behind the first brown sheet. Quantum Leap………students must apply their skills and explain their reasoning. These assessments are extremely rigorous (level 3).

Smarter Balanced Assessment Most useful resources are - Sample tests (especially revised versions to be posted soon) Go to Item/Task Specifications to download large zip files which contain item stems; scroll down a lot to see those item stems.