general session #3

General Session #3

Then: Please sit by grade level

As you enter: Place a post-it on your grade-level chart to indicate which chapter you are currently teaching.

Context for Today’s Work:

Session 1 Implementation

Essentials

Session 2 Understanding the Parts of a Go Math

Lesson & ThinkCentral

Session 3 Chapter-level

Planning

Session 4 Assessment

Developing a chapter-level view of content.

Using that view to inform lesson-level

decision making.

Session Goals

As a result of this session, you will:

Develop an understanding of how models are used to support students’ conceptual understanding across the lessons of a chapter. Understand how key mathematical concepts develop over time within a grade and across grades. Be able to use your understanding of chapter goals to inform your instructional decisions and lesson-level planning.

Agenda Overview

Activity One - Taking a Chapter-Level View on Planning a) Performance Tasks

b) Teaching for Depth c) Show What You Know d) Selected problems across the chapter

Activity Two - Using Chapter-Level understanding to Plan Individual Lessons Activity Three – Practice Sharing

Furthering Your Learning:

Your level of experience: Some next places to look…

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Math!

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teaching and share your

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Give One, Get One

• Respond to each of the 4 questions on

the top half of your handout.

• Get up – move around – and GIVE a

response and GET a response for each

question, each from different people in

the room.

What do you consider when planning for a chapter?

Activity 1: Chapter Level View

What • Think about a chapter with the end in mind by looking

closely at the end-of-chapter performance task

• Review the chapter “front matter” to identify what prior knowledge is presumed, what Common Core Standards are being addressed, and what research says about how students learn the content

• Work through the “Unlock the Problems”, “Investigations”, “Model and Draw”, and/or “Listen and Draw” problems from a chapter to understand the instructional models and how they develop across the chapter

• Dig into specific lessons and consider the instructional decisions that need to be made

Why

• Understanding models and connecting them to procedures is critical in Go Math!

• Models support students’ development of mathematical understandings

• Concepts and skills build within a unit and across grades in domains, so it’s important to understand where models and lessons build to

Examining Performance Tasks Beginning with the end in mind

Step 1: Do the Performance Task Step 2: Review the Standards and Implementation Notes


Step 3: Share your work with your table, and respond to the first reflection question on your Chapter Level Overview Reflection Sheet


Examining Performance Tasks Reflection Questions

What do students need to know and be able to do to successfully complete the performance task? Additional question for consideration: What are the different ways that this task was completed by your tablemates?

Teaching for Depth

Step 1: Read “Teaching for Depth” Step 2: Respond to Reflection Question

Summarize the big ideas before digging into the chapter

Chapter Reflection Sheet Question: What important information about the chapter is shared on

the “Teaching for Depth” page?

Teaching for Depth

Step 1: Read “Teaching for Depth” Step 2: Respond to Reflection Question Step 3: Talk to Tablemates


Chapter Reflection Sheet Question: What important information about the chapter is shared on

the “Teaching for Depth” page?

Teaching for Depth---Share

Step 1: As a grade level team identify one important thing to share with the whole group from this page The individual closest to the door will share the table’s response with the whole


Show What you Know

Step 1: Review Show What you Know page Step 2: Respond to the reflection question

Understand the prerequisite skills demonstrated and be able to prioritize intervention accordingly.

Show What you Know

Chapter Reflection Sheet Question: What important skills and understandings

are checked for in the “Show What You Know”?

Understand the prerequisite skills demonstrated and be able to prioritize intervention accordingly.

Step 1: Review Show What you Know page Step 2: Respond to the reflection question

Selected Problems from Lessons

To learn about the progression of mathematical ideas, use of models, and introduction of strategies over the course of this chapter, we are going to do some of the math from each lesson.

CHAPTER REFLECTION SHEET QUESTIONS: How do the models, tasks and ideas build across the chapter?

Step 1: Solve all problems in packet

Step 2: Respond to the first reflection question on the Chapter Level Overview Reflection Sheet


CHAPTER REFLECTION SHEET QUESTIONS: How do they support students in meeting the expectations of the CCLS?

Step 3: Read the CCLS that apply to this chapter

Step 4: Respond to second reflection question on the Chapter Level Overview Reflection Sheet Step 5: Talk about your responses


Reflect on the big picture of chapter

CHAPTER REFLECTION SHEET QUESTION: Identify one thing you learned (about the math or

how it is taught) as you surveyed the chapter.

Consolidate what you’ve learned about this chapter

Step 1: Respond to the reflection question on the organizer Step 2: Share with your tablemates

Reflect on the big picture of chapter

CHAPTER REFLECTION SHEET QUESTION: Identify one thing you learned (about the math or

how it is taught) as you surveyed the chapter.

Consolidate what you’ve learned about this chapter

Step 1: Respond to the reflection question on the organizer Step 2: Share with your tablemates Step 3: Room Level Share

Lesson Level Decision Making

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20 mins

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10 mins

Jump to the red check items

40

Activity 2: Lesson-level Planning with the Chapter Overview in Mind

Example Grade 2 Lesson 6.1

Thinking about Grade 2, Lesson 6.1

45

This is the FIRST lesson of Chapter 6. The goal of this lesson is to reinforce the representation of 3-digit numbers with quick pictures and to use those pictures to model adding hundreds to hundreds, tens to tens, and ones to ones. It builds on the work we did representing 2-digit addition and subtraction. In this lesson, I want to make sure my students have a solid understanding of these representations.

Thinking about Grade 2, Lesson 6.1 (continued)

46

I will arrange the blocks for 46 so that the ones and tens are mixed around. I want to see if my students are holding on to the value of each block, not just counting how many blocks. When they share their quick pictures, we’ll count out loud together to check them. Tens by ten and ones by one 10, 20, 30, 40 and 1, 2, 3, 4, 5, 6.


47

I want to reinforce how this model represents numbers into the hundreds, so I’m going to expand on the first question offered in the teacher’s edition. I’ll circle the 2 in 234, and ask “In 234, what does the 2 stand for?” 200 “So which part of my quick picture should I trace to show 200?” …I’ll continue with the 3 and the 4 in 234 and the 1, 4 and 1 in 141 The quick pictures are very close together on this page, so I will use blue to trace 234 and red to trace 141. I’ll circle the totals of hundreds, tens and ones with black.


48

I already have a sense of who needs extra support from reviewing the Show What You Know , and I will use the Quick Check to decide who I will pull into a small group for Tier 1 RTI while the rest of the class continues with the On Your Own problems.

Example Grade 3 Lesson 8.6

Thinking about Grade 3, Lesson 8.6

50

This lesson addresses an important standard in third grade. In particular, we’re focusing on expressing whole numbers as fractions and recognizing when fractions are equivalent to whole numbers. Now, I wonder if this essential question is the right one for my class and my students. I’ll come back to that question in a bit.


51

While it’s a challenge to pace my Go Math! lessons, I know how important it is to provide periodic practice with previously learned concepts and skills. So, I’m going to do the spiral review. I’ll want to make this a quick activity—no more that 5 minutes—at the beginning of the day or right before I start my lesson.


52

So students have used a rectangular area model with a number line. Now they’re using circular area models. I think this is going to be hard for some of my students, so I’m going to make fraction circle manipulatives available as a support.


53

I know this is going to be really important to emphasize, so I’ll make sure to ask this question. I’m also going to ask for a volunteer to identify another whole number that can be represented as a fraction, and have students use their whiteboards to represent it with fraction circles.


54

I’m going to capture students’ performance on these two questions on sticky labels during class. In particular, I want to know which of my students are able to rename the fraction as a whole number (#8) and which of my students are able to rename a whole number as a fraction (#11). I’ll use this assessment data in the moment and as I plan for future lessons.

Get to know one lesson in depth

Step 1: Decide who will review each of the prioritized lessons

K- 6.1, 6.2, 6.4, 6.6 1st-6.4, 6.5, 6.7, 6.8, 2nd-6.2, 6.5, 6.7, 6.10 3rd- 8.1, 8.2, 8.3, 8.4 4th- 8.1, 8.2, 8.3, 8.4 5th- 7.3, 7.5, 7.6, 7.7

To understand how models, problem structures, problem sequencing, questioning and math talk come together to further student understanding over the course of a lesson.

Goalofthelesson:

Whatistheheartofthislesson?

ModelsandRepresenta ons:

Whatmodels/representa onsareusedin

thislesson?

Howdotheysupportlearning?

DoingtheMath:

Whatproblems/exampleswouldyouwant

topriori zeinthislesson?

Whatwouldbechallengingforyourstudents?Whatstrategieswouldhelptosolvetheseproblems?

Assessment:

Whatinforma onwouldyouwantto

collecttoinformyourviewofhow

studentsaremakingsenseofthecontent?

Howwouldyoucapturethatdata?

Differen a on:Inwhatwaysmightyoudifferen atethislessonforthepar cularneedsofyourstudents?(e.g.,ELLs,SWDs,etc.)

Whatdecisionswouldyoumakeandwhatresourceswouldyouuse?

IndividualLesson-LevelReflec onSheet

Get to know one lesson in depth

Step 2: Review your lesson in the TE of your focus chapter Step 3: Respond to the questions on the Individual Lesson Level reflection sheet

To understand how models, problem structures, problem sequencing, questioning and math talk come together to further student understanding over the course of a lesson.

Goalofthelesson:

Whatistheheartofthislesson?

ModelsandRepresenta ons:

Whatmodels/representa onsareusedin

thislesson?

Howdotheysupportlearning?

DoingtheMath:

Whatproblems/exampleswouldyouwant

topriori zeinthislesson?

Whatwouldbechallengingforyourstudents?Whatstrategieswouldhelptosolvetheseproblems?

Assessment:

Whatinforma onwouldyouwantto

collecttoinformyourviewofhow

studentsaremakingsenseofthecontent?

Howwouldyoucapturethatdata?

Differen a on:Inwhatwaysmightyoudifferen atethislessonforthepar cularneedsofyourstudents?(e.g.,ELLs,SWDs,etc.)

Whatdecisionswouldyoumakeandwhatresourceswouldyouuse?

IndividualLesson-LevelReflec onSheet

Share lesson-level insights with group

Step 1: Review notes and prepare to share with your colleagues Step 2: Participants share for 5 minutes the important insights they gained and responds to questions from their tablemates Step 3: Record lesson level information on Group Reflection Sheet

To understand more of the unit deeply and to share teaching insights with colleagues focused on the same grade.

LessonNumber ThingstoRemember

GroupReflec onSheetforconnec ngmul plelessonreviews

Thisorganizerwillbeusedbyagroupofpar cipantswhoworkedondifferentlessonsfromthesamegradeleveltocapturetheir

insightsabouttheclusteroflessons.

Group

Reflection

Sheet

Each grade-level group

share one thing you are taking away from the chapter-level review

Please write one thing that you are taking away about the work at your grade level today.

Room-Level Share

Write---On your Give One Get One form: Please write one thing that you are taking away about the work at your grade level today. Aloud Share with the Room----What insights did you gain about teaching the content of this chapter?

Reminder----Juli Dixon is hosting Webinar 5

62

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General Session #3

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general session #3

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