NYS MATH MODULES An Unpacking of a Module
Feb 25, 2016
NYS MATH MODULES An Unpacking of a Module
Learning Targets I can identify the components of the math
modules I can understand the content included in
the math modules I can identify the ways the curriculum will
be used to change teaching practices
Resourceswww.engageny.org
Common Core Curriculum & Assessments Common Core Curriculum
Mathematics
Or...www.engageny.org/mathematicsOr…Just add a favorite shortcut
Table of Contents
Overview
Overview con’t
Overview con’t 2
Distribution of Minutes
Distribution of Minutes
Focus Content Standards
Focus Content Standards Con’t
Foundational Standards
Focus Standards for Mathematical Practice
Overview of Module Topics and Lesson Focus
Overview of Module Topics and Lesson Focus
Overview of Module Topics and Lesson Focus
Terminology
Suggested Tools and Representations
Assessment Summary
Mid-module Assessment
Mid-module Assessment Con’t
Mid-module Assessment Con’t
Mid-module Assessment cont’d.
Mid-module Assessment Progression
Mid-module Assessment Progression
Mid-module Assessment Progression
Mid-module Assessment Scoring
Mid-module Assessment Student Work
Mid-module Assessment Student Work cont’d.
Mid-module Assessment Student Work cont’d.
Scaffolds
From a 2nd Grade Module
Topic Cover Sheet
Topic Cover Sheet con’t
Lesson Plan
Lesson Plan cont’d.
Fluency
Fluency Con’t
Sprints
Sprint Videohttp://www.youtube.com/watch?v=G_y9gGnd68M
Lesson 1 Sprint - A
Lesson 1 Sprint - B
RDW
Personal white board directions
Application
Application cont’d.
Concept Development
Student Debrief
Student Debrief cont’d.
Exit Tickets "Exit Tickets" close the Student
Debrief, they are short formative assessments meant to provide a quick glimpse of the days major learning
Lesson 1 Exit Ticket
Lesson 1 Problem Set
Lesson 1 Problem Set Con’t
Lesson 1 Homework
Lesson 1 Homework Con’t
5 Practices for Orchestrating Productive Mathematics Discussion
Margaret Smith's book, 5 Practices for Orchestrating Productive Mathematics Discussions is designed to help teachers to use students' responses to advance the mathematical understanding of the class as a whole by providing the teachers with some control over what is likely to happen on the discussion as well as more time to make instructional decisions by shifting some of the decision making to the planning phase of the lesson
The 5 practices are:
1. anticipating likely student responses to challenging mathematical tasks
2. monitoring students' actual responses to the tasks(while students work on the tasks in pairs or small groups)
3. selecting particular students to present their mathematical work during the whole- class discussion 4. sequencing the student's responses that will be displayed in a specific order
5. connecting different student's responses and connecting the responses to key mathematical ideas.
ModulesEngageNY.org
K 1 2 3 4 5
Module 1 Module 1 Module 1 Module 1 Module 1 Module 1
Module 2 Module 2 Module 2 Module 2 Module 2 Module 2
Module 3 Module 3 Module 3 Module 3 Module 3
Module 5 Module 4 Module 5