2021-2022 mathematics curriculum pacing overview walk

2021-2022 Mathematics Curriculum Pacing Overview Walk-Through Guide Support for Administrators and Coaches Week of October 18-22, 2021

GLOBAL GRADUATE

NOTE: Complete instructional planning information and supports are in the HISD Curriculum documents (Unit Planning Guide, Check for Understanding). This document does not replace the HISD Planning Guides.

© Houston ISD Curriculum 2021-2022

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Teacher: Campus: Grade-Level:

Date: Time In: ___________ Time Out: ___________ # of Students: _________________

MATH BLOCK COMPONENT(S) TEACHER ACTION(S) STUDENT ACTION(S) COMMENTS/ NEXT STEPS

DA

ILY

RO

UTI

NES

10

-15

min

utes

Numerical Fluency � Number Talk � Number Strings � Number of the Day Problem Solving � Data-Driven Warm Up � Problem of the Day

� Encourages students to solve problems using mental strategies

� Provides adequate think time � Asks probing questions � Records student responses � Fosters students’ ability to

reason and justify answers

� Uses mental strategies to solve problems

� Explains thinking & justifies answers

� Discusses solutions with others � Thinks of multiple ways to

solve problems

ENG

AG

E 5-

10 m

inut

es

� Lesson Objective � Lesson Purpose � Prior Knowledge � Anticipatory Set � Guiding Question � Sheltered Instruction

� Creates interest � Generates curiosity � Raises questions � Elicits responses that

uncover what the students know or think about the concept or topic

� Shows interest in the topic � Asks questions such as, “Why

did this happen?” “What do I know?” “What do I need to know?”

EXPL

OR

E 5-

10 m

inut

es

� Cooperative Learning � Manipulatives to Explore � Guiding Questions � Partner / Group Work � Vocabulary Exploration � Sheltered Instruction

Strategies

� Encourages the students to work together without direct instruction from the teacher

� Observes & listens to the students as they interact

� Asks probing questions � Provides time for students’

productive struggle � Creates “need to know”

� Thinks freely, within the limits of the activity

� Discusses with others � Records thinking & ideas � Asks related questions � Suspends judgment

EXPL

AIN

15

-20

min

utes

� Mini-Lesson / Open Approach / Explicit Modeling / Guided Math

� You Do - We Do - I Do � Manipulatives to Explain � Multiple Representations � Clarifying Questions � Vocabulary Development � Sheltered Instruction

� Encourages students to explain concepts/definitions in their own words

� Asks for justification & clarification from students

� Formally clarifies definitions, explanations, & labels when needed

� Uses students’ experiences to explain concepts

� Assesses students’ growing understanding

� Explains possible solutions or answers to others

� Listens & questions others’ explanations

� Listens to and tries to comprehend explanations that the teacher offers

� Refers to previous activities � Assesses own understanding

ELA

BO

RA

TE

30-3

5 m

inut

es

� Engaging Authentic Task � Guided Math/Small Group � Workstations � Manipulatives to Learn � Partner / Group Work � Student Conferences � Sheltered Instruction

� Expects the students to use formal labels, definitions, & explanations provided previously

� Encourages the students to apply or extend the concepts and skills in new situations

� Applies new labels, definitions, explanations, & skills in new but similar situations

� Uses previous information to ask questions, propose solutions, & make decisions

� Checks for understanding among peers

EVA

LUA

TE

5-10

min

utes

� Close: Major Take-Aways � Exit Ticket � Performance Task � Formative Assessment � Math Journal Prompt

� Observes students as they apply concepts and skills

� Assesses students’ knowledge and skills

� Allows students to assess their own learning

� Asks open-ended questions

� Answers open-ended questions

� Demonstrates an understanding or knowledge of the concept or skill

� Evaluates his or her own progress & knowledge

http://www.houstonisd.org/cms/lib2/TX01001591/Centricity/Domain/21808/HISD-Graduate-Vision.pdf



GLOBAL GRADUATE



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Teacher: Campus: Grade-Level: Date: Time In: ___________ Time Out: ___________ # of Students: _______________

The Guided Math and Workstation Framework: Guided Math Group Student Conference Workstations Type of Intended Interaction: Teacher/Student Interaction Partner/Group Task Independent Task Objective:

GUIDED MATH AND WORKSTATION FRAMEWORK DESCRIPTORS

Guided Math and

Workstations Framework

YES NO Teacher has a dedicated Guided Math Table in the classroom YES NO Guided Math manipulatives/materials are ready and accessible for the session YES NO Evidence of Guided Math and Workstation labels and supports YES NO Workstations manipulatives/materials are ready and accessible YES NO Evidence of set routines and procedures for the Guided Math Table and Workstations

Guided Math Group

Session

YES NO Teacher uses plans to guide the lesson YES NO Teacher adjusts facilitation as needed YES NO Teacher activates prior knowledge and/or frontloads as needed YES NO Teacher checks for understanding in a variety of ways YES NO Teacher provides feedback and strategies for improvement.

Student Conference

Session

YES NO Teacher meets with individual student YES NO Teacher uses student observations, anecdotal notes, and/or data to guide session YES NO Teacher provides student with feedback and strategies for improvement. YES NO Teacher utilizes 1 of the 6 recommended conference types (Compliment,

Comprehension, Skill, Problem-Solving, Self-Assessment and Goal-Setting, Recheck)

Workstations

YES NO Workstations are based on grade-level expectations YES NO Workstations have evidence of student learning YES NO Workstations are authentic and engaging YES NO Students are engaged in 1 of the 4 recommended workstations (Problem- solving, Technology/games, Numerical fluency, Writing in Math)

Guided Math

Binder

YES NO Teacher records anecdotal notes during Guided Math Group session YES NO Teacher gathers students’ data and uses it to drive instruction (Pre- & Post-) YES NO Evidence of planning using sheltered instruction strategies

Comments/ Next Steps




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Teacher: Campus: Grade-Level: __________

Date: ______ Time In: ___________ Time Out: ___________ # of Students: _______________ Weekly Fluency Plan:

Day 1 Day 2 Day 3

Weekly Strategy:

HB3 MATH ACADEMIES FLUENCY PLAN Teacher Actions Student Actions

Day 1 Storytelling,

Building, Drawing and

Solving

• Teacher reads a math story to the students without a question. ☐ YES ☐ NO

• Teacher will post the math story with a question to solve. ☐ YES ☐ NO

• Students build or act out math story using manipulatives or pictures. ☐ YES ☐ NO

• Students will represent the math story using multiple representations and then solve using the strategy for the week. ☐ YES ☐ NO

Day 2 Describing and Justifying

• Teacher provides sentence stems. ☐ YES ☐ NO

• Teacher allows students to share writing whole group, in pairs, or small group. ☐ YES ☐ NO

• Teacher provides students with new number sentence that aligns to strategy for the week. ☐ YES ☐ NO

• Students explain the process and strategy used to solve math story problem in three to five sentences in writing. ☐ YES ☐ NO

• Students share writing in whole group, pairs, or small group. ☐ YES ☐ NO

• Students justify their work by applying a strategy to a new number sentence. ☐ YES ☐ NO

Day 3 Playing and Practicing

• Teacher facilitates a game using the weekly strategy in whole group or small group. ☐ YES ☐ NO

• Teacher introduces and models workstation to students. ☐ YES ☐ NO

• Students engage in activity or workstation in whole group or small group to practice weekly strategy. ☐ YES ☐ NO

Comments/Next Steps




GLOBAL GRADUATE



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Kindergarten Unit Unit 3: Count Numbers to 20 and Recite Numbers to 50 Oct. 5-20: Unit Window Oct. 21-22: Extend/Review/Assess

TEKS MATH.K.2A Count forward and backward to at least 20 with and without objects.

MATH.K.2B* Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. MATH.K.2C Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement. MATH.K.2D Recognize instantly the quantity of a small group of objects in organized and random arrangements. MATH.K.5* Recite numbers up to at least 100 by ones and tens beginning with any given number. [Recite numbers to 50 by ones; Recite numbers by tens to 100]

Recommended Daily Objectives Daily Objective CFU Guiding Question

10 Tier I, First Time Instruction: I can count forward and backward to 20 with objects. ( MATH.K.2A, MATH.K.2C)

CFU, Task 5 When reciting numbers forward, how do you know which numbers to say? Backward?

11 Tier I, First Time Instruction: I can count forward and backward to 20 with objects. ( MATH.K.2A, MATH.K.2C)

CFU, Q5, p.10

How do numbers change when you count forwards? Backwards?

12 Tier I, First Time Instruction: I can count forward and backward to 20 with and without objects. ( MATH.K.2A, MATH.K.2C, MATH.K.2F)

CFU, Q6, p.11

How can you count forward without objects? Backward?

Extend/Review/Assess


Instructional Strategies/Activities Count Backwards from 20

*Report Card Standard




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Grade 1 Unit Unit 3: Place Value – Numbers to 50 Oct. 5-6: Learning Recovery Days Oct. 7-20: Unit Window Oct. 21-22: Extend/Review/Assess

TEKS

MATH.1.2C Use objects, pictures, and expanded and standard forms to represent numbers up to 120. [Numbers to 50] MATH.1.2D Generate a number that is greater than or less than a given whole number up to 120. [Numbers to 50] MATH.1.2E Use place value to compare whole numbers up to 120 using comparative language. [Numbers to 50] MATH.1.2F Order whole numbers up to 120 using place value and open number lines. [Numbers to 50]

MATH.1.2G Represent the comparison of two numbers to 100 using the symbols >, <, or =. [Numbers to 50] MATH.1.5C Use relationships to determine the number that is 10 more and 10 less than a given number up to 120. [Numbers to 50]


8

Tier I, First Time Instruction: I can compare two numbers up to 50 using concrete and pictorial models and symbols >, <, or = to represent the comparison. ( MATH.1.2G)

CFU, Qs 8–9

How can you use symbols (<, >, and =) to represent a comparison between two numbers?

9 Tier I, First Time Instruction: I can order numbers up to 50 using concrete objects, pictorial models, and place value. (MATH.1.2F)

CFU, Q10 How can you use place value to order numbers?

10 Tier I, First Time Instruction: I can order numbers up to 50 using place value and open number lines. (MATH.1.2F)

CFU, Q11 How can you use an open number line to order numbers?



Instructional Strategies/Activities Using Place Value to Order Numbers to 50

Using Place Value and Open Number Lines to Order Numbers to 50




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Grade 2 Unit Unit 4: Time Oct. 12: Learning Recovery Days Oct. 13-21: Unit Window Oct. 22-27: Extend/Review/Assess

TEKS

MATH.2.9G Read and write time to the nearest one-minute increments using analog and digital clocks and distinguish between a.m. and p.m.


4 I can read and write time to the nearest one-minute interval using analog clocks. ( MATH.2.9G)

CFU, Q4 Performance

Task 1

What strategies can help me tell time to the nearest one-minute interval?

5 I can explain what a.m. and p.m. means when telling time. ( MATH.2.9G) CFU, Q5 How can you distinguish between events that occur within a

24-hour day cycle?

6

I can tell what activities typically happen in the a.m. and p.m. ( MATH.2.9G)

CFU, Qs 6, 7

Performance Task 2

How can I tell if an activity is happing during a.m. or the p.m. times?

7 I can read and write time and apply this knowledge to everyday situations. ( MATH.2.9G)

CFU, Q 8, 9 Performance

Task 3

How can I apply my knowledge of reading and writing time in my daily life?


Instructional Strategies/Activities Telling Time using Five Minute Increments and a Number Line

Sort Activities Between A.M. and P.M. Times




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Grade 3 Unit Unit 4: Multiplication and Division Fluency Oct. 11-12: Learning Recovery Days Oct. 13-21: Unit Window Oct. 22: Extend/Review/Assess

TEKS Ⓢ MATH.3.4D Determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10.

Ⓢ MATH.3.4E Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting. Ⓢ MATH.3.4F Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts. Ⓢ MATH.3.4H Determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally. Ⓢ MATH.3.4I Determine if a number is even or odd using divisibility rules.

Ⓢ MATH.3.4J Determine a quotient using the relationship between multiplication and division.

Ⓢ MATH.3.5D Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product.


4

I can determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally. Ⓢ MATH.3.4F, Ⓢ MATH.3.4H

CFU Qs 12, 13, 14 Performance

Task 2

How can we use models to find the number of objects in each group when a set is divided into equal shares? How can we use models to find the number of sets of objects when we share equally?

5 I can determine a quotient using the relationship between multiplication and division. Ⓢ MATH.3.4F, Ⓢ MATH.3.4J

CFU Q 15 Performance

Task 2

How can knowing multiplication facts help us find a quotient in a division equation?

6

I can find the unknown whole number in a multiplication or division equation. Ⓢ MATH.3.4F, Ⓢ MATH.3.5D

CFU Qs 16, 17, 18,

19 Performance

Task 3

What strategies can we use to find the unknown whole number in a multiplication or division equation?

7

Mini Lesson: I can tell if a number up to 40 is even or odd. (MATH.2.7A) I can use divisibility rules to determine if a number is even or odd. Ⓢ MATH.3.4I

CFU Qs 20, 21

Performance Task 4

How can you find out if a number is even or odd by using divisibility rules?


Instructional Strategies/Activities Concrete, Pictorial, and Symbolic Models of Division




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Grade 4 Unit Unit 6: Addition and Subtraction of Fractions Oct. 18-22: Unit Window Oct. 25: Extend/Review/Assess

TEKS Ⓡ MATH.4.3E Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations.

Ⓢ MATH.4.3F Evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 14

,12

, 34

, and 1, referring to

the same whole.


1

Tier I, First Time Instruction: I can evaluate the reasonableness of fraction addition and subtraction problems with equal denominators using benchmark fractions 0, 1

4,12, 34, and 1. (Ⓢ MATH.4.3F)

CFU Qs 2-3

How can linear models help you decide if a fraction is closest to 0? Closest to 1

4 ? Closest to 1

2? Closest to 3

4? Closest to 1?

2

Mini Lesson: I can decompose a fraction into a sum of fractional parts with the same denominator using concrete and pictorial models. (Ⓢ MATH.4.3B)

Tier I, First Time Instruction: I can represent and solve fraction addition and subtraction problems with equal denominators using concrete objects. (Ⓡ MATH.4.3E)

CFU Q1

How can you use concrete models to represent and solve real-world problems involving addition and subtraction of fractions with equal denominators?

3

Tier I, First Time Instruction: I can represent and solve fraction addition and subtraction problems with equal denominators using concrete and pictorial models. (Ⓡ MATH.4.3E)

CFU Qs 4-6

How is addition and subtraction of fractions with equal denominators like addition and subtraction of whole numbers?

4

Tier I, First Time Instruction: I can represent and solve fraction addition and subtraction problems with equal denominators using pictorial models including number lines. (Ⓡ MATH.4.3E)

CFU Qs 7 & 9

How do we use number lines to represent addition and subtraction of fractions?

5 Tier I, First Time Instruction: I can represent and solve fraction addition and subtraction real-world problems with equal denominators. (Ⓡ MATH.4.3E)

CFU Qs 8 &10

How can we solve addition and subtraction of fractions with equal denominators?

Instructional Strategies/Activities Add and Subtract Fractions with Equal Denominators




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Grade 5 Unit Unit 7: Simplify Numerical Expressions of Whole Numbers Oct. 18-21: Unit Window Oct. 22-27: Extend/Review/Assess

TEKS Ⓢ MATH.5.4E Describe the meaning of parentheses and brackets in a numeric expression.

Ⓡ MATH.5.4F Simplify numerical expressions that do not involve exponents, including up to two levels of grouping.


1 I can simplify expressions without parentheses and/or brackets involving whole number operations using concrete representations. (Ⓡ MATH.5.4F)

CFU Q1 What operation did you solve first in the numeric expression? Why?

2 I can simplify expressions with one level of grouping involving whole number operations using pictorial representations. (Ⓡ MATH.5.4F)

CFU Q2 What do you think the parentheses indicate for us to do?

3

I can simplify expressions with up to two levels of grouping involving whole number operations and describe the meaning of parentheses and/or brackets. (Ⓢ MATH.5.4E, Ⓡ MATH.5.4F)

CFU Qs 3-5

What meanings can parentheses and brackets have in numerical expressions?

4

I can simplify expressions with up to two levels of grouping with parentheses and brackets involving whole number operations. (Ⓢ MATH.5.4E, Ⓡ MATH.5.4F)

CFU Qs 6-8

Why is it necessary to follow an order of operations when simplifying numerical expressions?


Instructional Strategies/Activities Concrete Representations to Simplify Expressions Order of Operation Levels



2021-2022 mathematics curriculum pacing overview walk

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