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NYS COMMON CORE MATHE MATICS CURRI CULUM A Story of Units

A Story of UnitsApplication and Concept Development in Practice

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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 ObjectivesRevisit Module 1 in order to further examine the lesson components of Application Problems and Concept Development in preparation to:

• Model, teach, and practice the instructional routines that will support implementation of A Story of Units.

• Differentiate according to the needs of diverse learners and varied student populations in any given district, school, or classroom.

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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

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Implementation of Application Problems and Concept Development

Modeling and PracticeDifferentiation in Application Problems and Concept

DevelopmentReflection on Preparation and Implementation

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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

Application Problems and Concept Development

• From our previous sessions, what do you recall about the role of Application Problems and Concept Development in A Story of 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

Application Problems

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• Application involves using relevant conceptual understandings and appropriate strategies even when not prompted to do so.

• Time allotted to application varies, but is commonly 5-10 minutes of the lesson.

• The Read, Draw, Write (RDW) process is modeled and encouraged through daily problem solving.

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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

Concept Development

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• Constitutes the major portion of instruction and generally comprises at least 20 minutes of the total lesson time.

• Builds toward new learning through intentional sequencing within the lesson and across the module.

• Often utilizes the deliberate progression from concrete to pictorial to abstract, which compliments and supports an increasingly complex understanding of concepts.

• Accompanied by thoughtfully sequenced problem sets and reproducible student sheets.

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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

Application Problems and Concept Development: Getting Started

• Ah-has!

• I can use the application problem in my morning meeting.

• I can link the application problems to the end of the lesson.

• The Concept Development moves from simple to complex.

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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

Application Problems and Concept Development: Getting Started

• What solutions can you implement in order to overcome anticipated obstacles?

• Modifications

• Adaptations

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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

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Implementation of Application Problems and Concept Development

Modeling and PracticeDifferentiation in Application Problems and Concept

DevelopmentReflection on Preparation and Implementation

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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

Modeling and Practice: Application Problems

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Ben has a rectangular area 9 meters long and 6 meters wide. He

wants a fence that will go around it as well as grass sod to cover

it. How many meters of fence will he need? How many square

meters of grass sod will he need to cover the entire area?

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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

Modeling and Practice: Application Problems

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• With a partner, choose another Lesson 1 from the set

provided and consider the instructional choices you might

make.

• Role play an introduction to the Application Problem based

on the lesson you selected.

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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

Modeling and Practice: Concept Development

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Grade 4 Lesson 1

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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

Modeling and Practice: Concept Development

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• With a partner, examine the remaining portion of the

Concept Development.

• What choices will you make as you introduce students to A

Story of 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

Reflection

• What have you learned by modeling and practice of the Application Problem and Concept Development?

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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

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• Successful implementation of both Application Problems and Concept Development in A Story of Units requires the support of well-established instructional routines.

• Carefully introducing students to tools and strategies such as the RDW process at the beginning of the school year is an investment in their success throughout the year.

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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

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Implementation of Application Problems and Concept Development

Modeling and PracticeDifferentiation in Application Problems and Concept

DevelopmentReflection on Preparation and Implementation

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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

Differentiation in Application Problems and Concept Development

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• Multiple means of representation: Use manipulatives

• Multiple means of action and expression or engagement: Allow students to write their answer in Problem 1

if unable to communicate in words.

• Multiple means of engagement: Create a cheer to repeat the mathematical equation elicited in each

Problem.

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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

Differentiation in Application Problems and Concept Development

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• Chose from the set of Lesson 1 materials provided. With your table, discuss how you might adapt the Application Problem or Concept Development.

• Develop your own sample dialogue for either the Application Problem or Concept Development, keeping in mind the needs of a specific student population.

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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

Differentiation in Application Problems and Concept Development

• What did you learn about differentiating these lesson components?

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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

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• Multiple means of representation, action and expression, and engagement will support the wide variety of learners in our classrooms and enhance their ability to develop and apply procedural skills and conceptual understanding.

• As with all the lesson components, teachers should make instructional choices that are best suited to the needs of the learners they serve, using sample vignettes and suggested tools as models rather than mandates.

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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

Reflection on Preparation and Implementation• Take 2 minutes to reflect on what you

have learned about using Application Problems and Concept Development to meet the needs of the diverse learners that you serve.

• How will you use what you have learned today as you prepare to implement A Story of Units?

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