1. Masterminding Math Instruction
5th Grade
Section: 1693
Sue D’Angelo
Alicia Charbonneau
Spring 2018

2. Learning Intentions
Teachers will know and understand the following for their fraction standards:
The intent of the fraction standards and the level of rigor required for mastery of each standard.
What students need to know
What skills students need to master
What concepts students should be able to explain
How to sequence skills for depth of knowledge
How to create learning intentions and success criteria.
How to plan your daily lessons.

3. Success Criteria
I can explain the intent of the fraction standards and the level of rigor necessary for students to show mastery.
I can create learning intentions and success criteria.
I can choose or create quality tasks that align to the different components of the fraction standards.

4. http://bit.ly/reflect18 Self- Assessment
This is the same self-assessment as the Fall
Complete independently
Discuss with your team:
What has changed from the beginning of the year?
What changes have you seen since the beginning of this grant?

5. “The task is just the tip of the learning iceberg.”
-The Mathematics Centre

6. Success Criteria for Grapple Time
Teacher’s Role
Student’s Role
Walking around the room
Meeting with individual students
Asking questions
Taking notes
Valuing students’ mathematical think time.
Sitting at my seat
Trying my hardest to answer the problem based on what I know.
If I am stuck, I am writing questions that will help me better understand the task (to ask the teacher or partner/team during talk time).
Using pictures, equations, or words to explain my thinking. (Reasoning and understanding are as important as an answer.)

7. Write a story problem to go along with: 1 ÷ 2 3
1 ÷ 2 3
2. Answer and prove it visually.
Talk with your table and share your problem and visual.

8. 1 Strategies: 3/2 Using pattern blocks
How many 2/3 are in 1? 1
Strategies:
Using pattern blocks
Length Model (Cuisenaire rods or number lines)
Fraction circles
Inverse operation of 2/3 x ___ = 1
3/2
½ of 2/3
½ of another 2/3

9. Success Criteria 1- Novice 2- Apprentice 3- Practitioner 4- Expert 2.1. 2. 3. 4.
1- Novice
2- Apprentice
3- Practitioner
4- Expert
I am not sure how to answer the equation or write a story problem to go along with it.
I can answer the equation.
I can correctly write a story problem.
I can answer the equation and prove it visually.
I can explain to others how I got my answer and coach.

10. Upside-Down Teaching Success Criteria Handout

11. Learning Intentions are where the planning begins
Standards are not learning intentions
Learning intentions are bite-sized chunks out of the standard.
Learning intentions are statements that show what the students are expected to learn that particular day and are based on the standards.
Student-friendly terms

12. Multiplication and Division of Fractions Standards
Directions:
Independently write what students would need to know, understand, and do (learning intentions) as a result of the standards on your portion of the paper.
Share with your team, noting any repeats among the table.
One person writes commonalities in the middle rectangle.
Person One
Person Three
Person Two
Person Four
Commonalities
Success Criteria:
I wrote what my students need to know, understand, and/or do from each standard. (list form)
I drew pictures, if needed, to help me understand

13. *Leave your sheet at your table.
Gallery Walk
*Leave your sheet at your table.
As a group, rotate to the next table.
2. Read their KUDs and discuss among your team.
3. Repeat 1 & 2.
What did you notice?
Add to your chart

14. Jigsaw Assessment Activity:
1.) Get in a group of three people. Number 1-3. (Home Group)
2.) Go to your new table. (1s all go with 1s)- (Expert group)
3.) Complete the numbers assigned from the assessments

15. Number 1- January Assessment 5-7
Success Criteria:
I completed my problems independently before sharing.
I showed multiple ways a student might show understanding of this problem (pictures, numbers, words)
I wrote what students need to KUD for each problem.
I participated in the group discussion and decided what to explain to my home group.
I know what to add to my poster.
Number 1- January Assessment 5-7
Number 2- January Assessment 8-9, February Assessment 4-5
Number 3- February Assessment 6-9

16. Number 1- January Assessment 5-7
Home Group Success Criteria: Use Round Robin to take turns:
1 person explaining while others are filling out their tests and asking questions, if needed.
Everyone agrees on strategies used.
Rotate and repeat until all people are finished.
The group adds to their poster.
Number 1- January Assessment 5-7
Number 2- January Assessment 8-9, February Assessment 4-5
Number 3- February Assessment 6-9

17. Know, Understand, Do for January in the GPS (p17,18)

18. Know, Understand, Do for February in the GPS (p 23)

19. Progression and Sequence
Check the GPS- Starts on Page 18 for January
Starting at “Represent and Interpret Data”

20. Write the success criteria for each skill in the sequence:
Success criteria describes what students need to say, do, make, or write to show they have met the learning intention.
Think…..if students did this successfully they would be able to….
In all lessons success is the connection and interpretation of: words, pictures, and numbers.

21. Create a line plot based on a set of measurements.
Page 19
MAFS.5.MD.2.2: DOK 2
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Create a line plot based on a set of measurements.
Analyze and interpret the data on a line plot.
Solve the problem using pictures, numbers or words.
Explain how to solve problems about the data on the graph.

22. Write the success criteria for each skill in the sequence:
Success criteria describes what students need to say, do, make, or write to show they have met the learning intention.
Think…..if students did this successfully they would be able to….
In all lessons success is the connection and interpretation of: words, pictures, and numbers.
6 different skills- not 6 different lessons
pg 19 “Represent fractions” through “divide a unit fraction” on pg 24
“Divide and conquer” or do it as a team? (Next is finding tasks)
Put the success criteria for each skill in a word document or a flipchart.
Optional: Write it in your GPS

23. The flipcharts on the Wikispace
Find or create TASKS
Go Math book
Teacher toolbox
The flipcharts on the Wikispace
Anything you have done in the past that fits
Remember….
Discuss the rigor of the monthly assessment with your team to guide you with your planning.
The task should be purposefully picked to make connections to previous knowledge and the new skill.
Capture student perspective of why this is important to learn. (real-world)
Closed to Open Tasks Handouts

24. Success Criteria for Planning
On your plans/flipchart
Standard(s)
Skill (as written in GPS or specified)
Success Criteria created for the skill
Think…..if students did this successfully they would be able to….
Lesson Development- tasks, questions to ask, ways to differentiate

25. Success Criteria
I can explain the purpose for the level of rigor and what is needed to show mastery of the 5th grade fraction standards.
I can create learning intentions and success criteria for each chosen task.
I can choose or create quality tasks that align to the fraction standards.

26.
Ticket