Common Core - Transition to the Common Core
- 1. Transforming Teaching & Learning Grades 3 - 5 May 22, 2014 Transition To The Common Core
- 2. Use an area model to show how you can determine the product of the following problems. 5 x 14 = ? 22 x 4 = ? Warm-Up
- 3. 3.OA5 Apply properties of operations as strategies to multiply and divide. Example: Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 = (8 x 5) + (8 x 2) = 40 +16 =56 (Distributive property). How could we use an area model to teach the distributive property of multiplication? • decomposing a factor • multiplying each term • adding the products
- 4. This morning we will explore how the use of the area model evolves through the standards from Grades 3 through 5.
- 5. How can we use the area model to teach multi-digit multiplication? 4.NBT.5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Use an area model to solve: 23 x 14 = 143 x 28 =
- 6. How can we use the area model to develop conceptual understanding when multiplying fractions? 5.NF.4b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. Use an area model to solve: ⅓ x ¼ = ⅚ x ⅔ =
- 7. Why use the area model? • Can be introduced concretely (base 10 materials, unifix cubes, etc.) • Is a visual approach and geometric representation of the problem • Students move to more approximate ‘abstract’ representations • A tool for supporting understanding from the concrete to the abstract
- 8. What do we need to consider when we use the area model in each grade level? How do the students’ previous experiences impact their understanding? How can we connect this learning effectively, so understanding is developed?
- 9. Participants will: • Connect content standards to content pedagogy. • Celebrate successes. • Translate SBAC practice and field test observations to instructional implications. • Analyze the curriculum map and use it to plan for coherent, cohesive, and connected instruction. Outcomes
- 10. 1. Warm-Up 2. Celebrating Success 3. SBAC Assessment Analysis 4. Curriculum Maps Agenda
- 11. • Growth vs. Fixed Mindset • Formative Assessment – Feedback that moves Learning Forward • Talk Moves/Productive Talk • Open-Ended Questions • Standards for Mathematical Practice • Today’s Number – Tell Me All You Know About … • Problem-Solving Strategies • My Favorite No – Valuing Wrong Answers • Backward Lesson Design • Number Lines • Content Analysis • Wikispace Celebrate Success – Share Your Common Core Story
- 12. • What was familiar to you? • What surprised you? • What were you pleased to see? • What instructional implications are indicated? SBAC Assessment
- 13. • Independently study the curriculum map • Then answer Questions 1 and 2 on Curriculum Map Guiding Questions sheet. • Benefits of Curriculum Maps • Unit 1 – Examine it more closely and use your observations to answer Question 3. Curriculum Maps – What Are They?
- 14. Curriculum Maps – What Are They?
- 15. Break
- 16. Two objectives: • Model the process of using the curriculum map to prepare for creating a learning unit and lesson planning. • Provide feedback on the curriculum map – Use Plus/Delta Recording Sheet Curriculum Maps – How are They Used to Plan for Instruction?
- 17. Think, Pair, Share • Think – Using “Why Plan Units of Study” sheet, prioritize the benefits by selecting your personal Top 3. • Pair – Share your Top 3 and your reasons for the selections with another person at your table. • Share – Share with whole group. Why Plan Units of Study?
- 18. Why Plan Units of Study? In short… You can’t outsource your thinking to anyone or anything!
- 19. Unit 1 • Close Reading – Read with a pen • Content Analysis 1. Read the actual complete text of the standards to which this unit is aligned. 2. Use Resource column – study standards support tools to deepen understanding of what the content standards mean. Curriculum Maps – How are They Used to Plan for Instruction?
- 20. Lunch
- 21. Unit 1 • Answer the essential questions • Do the items/tasks in the assessment column • Examine/Analyze the Sequence of Learning Experiences and the Instructional Strategies – use them to create a cohesive and connected sequence of lessons Curriculum Maps – How are They Used to Plan for Instruction?
- 22. Unit 1 • Fully develop one lesson of the sequence incorporating at least specific instructional or content pedagogy strategy learned this year. – Use SCUSD Lesson Plan Template as a guide. – Share with your training specialist for posting on the wikispace before leaving today. Curriculum Maps – How are They Used to Plan for Instruction?
- 23. March Content Analysis 1. Find the unit aligned to the content cluster which you studied in March. 2. Use a second +/ to provide feedback. Curriculum Maps – How are They Used to Plan for Instruction?
- 24. • What are the obstacles/possible solutions to implementing curriculum maps? - In your classroom? - In your grade? - In your school? Moving Forward - CCSSM
- 25. “Teachers are the key to children’s math learning, the conduits between the child and the math curriculum.” Marilyn Burns, Leading The Way Moving Forward
Editor's Notes
- #2: Decomposing or splitting a factor problems. K-5 Math Teaching Resources has some ideas for this.
- #3: Decomposing or splitting a factor problems. K-5 Math Teaching Resources has some ideas for this.
- #4: This model is commonly used in 2nd and 3rd Grade to build multiplicative understanding. Moving from counting, to repeated addition to multiplication. It is a crucial model for connecting addition to subtraction.
- #9: Joy
- #10: Joy
- #11: Joy Think Musical Shares Return to table – share something that you heard that you are excited to incorporate instructionally either as a school or individually Share out intention as a whole group.
- #12: Joy – will discuss with Mikila Consider these as you continue to work throughout the day.
- #13: Joy First Bullet – About 7 minutes. Then share with table. Then share out each question separately. Use Add on and agree or disagree. Second Bullet – Benefits – About 7 minutes. At table, each person complete one section. Then share ideas around the table. . One person share Teacher Benefits – others to add on. One person share Student Benefits – others to add on. And so on. Third Bullet – Work with a partner – each writing your observations on your own paper. Share your observations with another partner pair.
- #14: Joy Curriculum Maps are like a road map – set a course – don’t define every stop and every turn.
- #15: Physically move yourself and all of your materials to grade specific groups – where you will spend the majority of the rest of the day – where you will be immersed in using the curriculum map for the purpose of preparing for instructional planning. Shut the doors most of the way.
- #19: Cannot outsource the thinking required to build a coherent, cohesive, connected instructional unit – As a teacher you must replicate the thinking used to create the curriculum map so that you are well-grounded in both the content and the pedagogy for teaching that content Be specific and intentional about the time it takes to do this – our process today will be lengthy – as we are explicit about each part of the process. In practice, it will be smooth and one step will flow into another – collaboration will make the process more efficient.
- #21: Click on one bullet at a time – giving participants ample time to collaborate and complete the bulleted task. Bullet 3 – Use Lesson Sequence handout
- #22: In small group – divide up the lessons – work together – on one today – collaborate on the development of others – using technology and your training specialist.
- #24: We have worked with the benefits of using a curriculum map as our instructional guide throughout the day – it may be a change in our practice/process for preparing for instruction – consider –