[PPT]PowerPoint Presentation - Erie 2 Math -...
Transcript of [PPT]PowerPoint Presentation - Erie 2 Math -...
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© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHE MATICS CURRI CULUM A Story of Units
A Story of UnitsModule 2
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Session Objectives
2
• Draw connections between the progression documents and the careful sequence of mathematical concepts that develop within each module.
• Articulate how the topics and lessons promote mastery of the focus standards and how the module addresses the major work of the grade.
• Prepare to implement the module and make appropriate instructional choices to meet the needs of students while maintaining the balance of rigor that is built into the curriculum.
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3
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Curriculum Map (pg 48)
4
What is taught in this module, and what will be
reserved for later units?
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Progression Study
5
• Read the Geometric Measurement Progression page 20.
• Highlight the information relevant to the content of this module.
• Which measurement concepts are students expected to learn in Grade 4?
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Progression Study
6
• Which measurement concepts are students expected to learn in Grade 4?
• What appears to be missing from this Progression that you would expect to find when teaching about measurement?
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Building off of Module 1
7
What did the students learn in Module 1 that is being practiced in this module?
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Review of Module Structure
8
Module Overview
Topic
L1 L2 L3
Topic
L4 L5
Topic
L6 L7 L8
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Module Overview
9
• Read the descriptive narrative. • Make note of important
information that will help educators understand the content and prepare to implement this module.
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Module Overview
10
• How does this Module compare to your past experiences with this content?
• How does each component of the Module Overview prepare you to implement this material in your classroom?
Turn and talk with others at your table about your observations.
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Module Mathematics in Practice
11
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Module Mathematics in Practice
12
500 m
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Module Assessments
13
• Complete the End of Module Assessment.
• Label each problem with the standard it assesses.
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Module Assessments: Rubrics
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Module Assessments: Scoring Sample Student Work
15
• Score the assessment assigned to your table using the Rubric.
• Discuss the scores at your table.• How can the Levels of Performance
and the Step descriptions assist a teacher in assessing student understanding?
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Module Assessments: Reflection
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How could this rubric be used?
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
AGENDA
17
Study of the Progression DocumentExamination of Module Overview and AssessmentsExploration of Selected LessonsBringing the Module to Life
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Topic Openers
18
• Read the descriptive narrative. • Make note of important
information that will help educators implement these lessons.
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Topic Openers
19
• How does Topic A lay the foundation for the work in Topic B?
• How do Topic Openers A and B allow teachers to understand the vertical alignment amongst grade levels?
• How are the Topic Openers useful as a planning tool for this model?
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson Study
20
• Fluency Practice • Application Problems• Concept Development• Student Debrief
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 1-3 Unit conversions with metric measurements of length, weight, and capacity.
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• Application of Module 1: addition and subtraction; algorithms and strategies
• New Terms: kilometer, milliliter, mass, mixed units
• 2-column table used to show conversions
• Number line used as a strategy for counting up or down.
• Simplifying strategies are encouraged.• Standards alignment
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 1
22
2- column tables Distance
km m
1
2
3
7
10
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 2
23
Number Lines 10 kg – 2 kg 250g
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 3
24
Label the strategy modeled in each solution.Problem 1:
Algorithm with mixed units
Algorithm using smaller units
Special Strategy, one unit at a time
Special Strategy, number line
Special Strategy, counting up
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 3
25
Label the strategy modeled in each solution.Problem 2:
Algorithm with mixed units
Algorithm using smaller units
Special Strategy, one unit at a time
Special Strategy, number line
Special Strategy, counting up
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 3
26
Label the strategy modeled in each solution.Problem 3:
Algorithm with mixed units
Algorithm using smaller units
Special Strategy, one unit at a time
Special Strategy, number line
Special Strategy, counting up
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 3
27
Label the strategy modeled in each solution.Problem 4:
Algorithm with mixed units
Algorithm using smaller units
Special Strategy, one unit at a time
Special Strategy, number line
Special Strategy, counting up
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 3
28
Label the strategy modeled in each solution.Problem 5:
Algorithm with mixed units
Algorithm using smaller units
Special Strategy, one unit at a time
Special Strategy, number line
Special Strategy, counting up
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 4: Know and relate metric units to place value units in order to express measurements in different units.
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• Connect metric units to place value units.
• Compare and order measurements
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 4
30
What do you notice about the relationship between grams and kilogram?
1 kilogram = 1,000 grams
Write your answer as an equation.
1 kg = 1,000 x 1g
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 5: Use addition and subtraction to solve multi-step word problems involving distance, liquid volume, and mass.
31
• Apply what students learned in Lessons 1-4
• Structured to use the Problem Set within the Concept Development
• Utilize the RDW strategy
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 5:
32
Problem Set- Problem 1• The potatoes Beth bought weighed 3 kilograms 420 grams.
Her onions weighed 1050 g less than the potatoes. How much did the potatoes and onions weigh altogether?
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Balanced, Rigorous Instruction
33
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Biggest Takeaways
34
• How do these lessons compare to your past experiences with mathematics instruction?
• Turn and talk with a partner at your table about your reflections.
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Key Points
35
• Measurement provides a context to apply addition and subtraction skills and strategies.
• Measurement provides a context to strengthen place value patterns and number theory.
• Students are encouraged to track their thinking through written work (simplifying strategies vs. mental math).