1. Kathleen Dial Imagine South Lake *commoncore.org * engageny.org

2. Introduction Sequenced and Comprehensive Through 3 Components: 1. Unfolding story over the student’s career – emphasizing key themes and the relation and manipulation of units. 2. Focus on meaningful assessment – well designed, quick and accurate that promote self-monitoring and self- improvement 3. Engaging lesson structure- fast paced practice, encourage perseverance and foster thoughtful development of understanding.

3. Design Approach Mathematics is mostly effective taught in logical engaging story Main character is the unit Themes like measurement, place value and fractions run throughout the storyline Significance of the unit: define the basic building block – the unit Progression: numbers through 10, addition and subtraction, place value and standard algorithms, multiplication, fractions, word problems

4. Instructional Shifts Addressed FOCUS Relating every arithmetic ideas back to the understanding of a unit. Definition varies – whole numbers, fractions, decimals, measurements Commonalities between all units/unique features of the units (they can be added, subtracted, multiplied)

5. Instructional Shifts Addressed Coherence Not a collection of topics – emphasis on mastery of cluster standards Instructional sequence is organized to build on previous learning

6. Instructional Shifts Addressed RIGOR in 3 ways 1. Fluency 2. Conceptual Understanding 3. Application with Dual Intensity

7. Shift – Rigor FLUENCY Daily, substantial, sustained Included in most lessons and supported in lesson structure Easy to administer and assess

8. Shift-Rigor Conceptual Understanding Deep understanding- they learn more than how to get the answer right Use writing and speaking to solve math problems, reflect on learning and analyze their thinking SEQUENCE IS EVERYTHING! Modules build on requisite skills – Deliberate Progression

9. Shift-Rigor Application and Dual Intensity Teaches students to choose and apply math concepts to read world problems Tools and diagrams that aid problem solving Problems are designed for a healthy mix of PARCC Type I, II and III tasks. Fluency and application practice daily

10. Approach to Assessment 1. Daily Assessment – activity sheets, exit tickets, homework sheets Mid-Module Assessment Task End of Module Assessment Task Cross-Modular Assessment Task

11. Daily Assessment Check Ins Activity Sheets – apply conceptual understanding, can be independent, group work, or with teacher guidance, graded or not Exit Tickets – Critical element of lesson 1. Individual accountability 2. Valuable evidence of the effectiveness of that day’s instruction – for planning purposes Homework – additional practice, not introduce brand new concepts or ideas, build student confidence and check understanding

12. Mid-Module Assessment Address first ½ of a module Rubric will provide guidance for pre-conceptions or mis-conceptions Complete independently

13. End-Of-Module Assessment Task Summative Gauge full range of understanding Tasks will help prepare them for PARCC Some items will assess specific standards Some items will synthesize broader concepts

14. Cross-Modular Assessment Task Multiple modules Important connections across major topics Require students to retain skills and also make connections to deepen their understanding of key math topics

15. Rigor in Assessments Simple to Complex Demonstrate procedural skill, fluency and conceptual understanding Application problems, including multi-step work problems are always part of the assessments

16. Differentiating Modules contain scaffold charts Marginal notes regarding scaffolds in each lesson Pay attention to sequence – ideas move from simple to complex throughout the lesson – can help you locate specific steps that students are struggling with

17. Differentiating - TIME Utilize a “TIME FRAME” rather that a “TASK FRAME” “Class, you have 10 minutes to work independently.” Teacher circulates and monitors, error-correcting Always bonus tasks for accelerated students PERSONAL SUCCESS IS THE GOAL! Not completion of an activity page.

18. Differentiating – EXIT TICKETS Teaching practice can be firmly grounded in student learning “Precise Error Correcting” Demonstrate, Model and Intelligent Practice Skills are acquired incrementally

19. Lesson Structure Fluency Practice Concept Development Application Problems Student Debrief Most lesson are structured for 60 minutes, can easily be stretched to 90 minutes.

20. Fluency Practice Promote AUTOMATICY Engaging – gets adrenaline flowing Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they need to be addressing higher-level problems. Minimum of 10 minutes daily Use it or lose it

21. Concept Development Major portion of instructional time At least 20 minutes of total lesson New learning is introduced Concrete-Pictoral-Abstract

22. Application Problems Student chance to choose and apply the correct mathematics to solve real world problems Beginning of the year – establishes routines, model behaviors Differ from fluency “quick answers” Read-Draw-Write Connect to Concept Development part of the lesson

23. Student Debrief Reflect back and analyze the learning that occurred Objective of lesson See and hear multiple perspectives Share and analyze multiple student work Exit Tickets

24. Team Planning Module 1