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Sequencing

Sequencing. Elko County School District CCSS Math Professional Development Module 5, Week A. Video: Keep Your Eye on the Ball. Where We’ve Been. District-Wide Weekly Professional Learning on Mathematics within each building Sister School Meetings Website with resources

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Sequencing

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  1. Sequencing Elko County School District CCSS Math Professional Development Module 5, Week A

  2. Video:Keep Your Eye on the Ball

  3. Where We’ve Been District-Wide • Weekly Professional Learning on Mathematics within each building • Sister School Meetings • Website with resources • Teacher-made math tasks

  4. Impact The power of making a strong, immediate impression.

  5. teachers Impact • 36 • received • hours • in • Job-embedded • professional development

  6. Elko County School District • 25 Facilitators Impact • 16Administrators • 304 Teachers

  7. 5,093 • Students Impact

  8. Where We Are Headed • First Semester • Domain 5 - Fractions • Work on sequencing documents • Strengthening understanding of the Mathematical Practices • Second Semester • English Language Arts

  9. Sequence Planning • Week A- Introduce Sequencing • Week B- Sequencing Planning Guide • Week C-Sister School Sequencing Share We will continue working on Sequence Planning Guides throughout this semester. There will also be more Sister School meeting set aside to discuss sequencing.

  10. Building a Strong Foundation Why should we have a sequence? R.J. Marzano-What Works in Schools

  11. Dana Center Scope & Sequence • Instructional unit of study titles • Standards for Mathematical Content for each unit • Standards for Mathematical Practice for each unit. • Smarter Balanced aligned • Reoccurring standards throughout the year

  12. Dana Center Scope & Sequence • ECSD Purpose: • Having a guaranteed and viable curriculum has the most impact on student achievement (Marzano). • Putting a math in a learning sequence that makes sense. • Allows coherence between topics. • Provides continuity throughout the district. • Please note that the Dana Center has suggested the number of days for each unit of study. Please remember that it is important to meet the needs of your learners.

  13. Planning Guide

  14. Example of how one standard my be played out throughout the year… Unit 1.2 Unit 3.2 Unit 4.3

  15. Focus on a Standard Cluster What will be challenging for your students (and possibly for you, too). With the CCSS, the idea is to zoom out a bit and think of a grain size of learning built upon a complete unit or chapter of study consisting of a cluster of 4-6 standards lasting three to four weeks. A “unit” now refers to a period of instructional time, not necessarily a discrete unit of mathematics content, as has traditionally been the case. This is because the mathematics domains of the CCSS are connected and integrated in meaningful ways. And the Mathematical Practices are the glue that pull them together. -Timothy Kanold

  16. Planning Guide:What is the primary Content Standard Cluster of focus? Unit 1.2 Understanding and Using Place Value within 1,000 Understand Place Value 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a) 100 can be thought of as a bundle of ten tens-called a “hundred” b) The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones) Use place value understanding and properties of operations to add and subtract 2.NBT.5Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens and hundreds. 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.

  17. Planning GuideClarification of Standards- *What content needs to be Unpacked for lesson design around this cluster? *What part(s) of the content standard cluster will be challenging for the students and/or teacher? 2.NBT.1 372= 3 hundreds , 7 tens, 2 ones =2 hundreds, 17 tens, 2 ones =7 tens, 3 hundreds, 2 ones 100=10 tens (using base ten blocks) 600=6 hundreds, 0 tens, 0 ones 2.NBT.5 Commutative 4+5=9 5+4=9 Associative 7+5=12(7+3)+2=12 fact family relationship (2,4,6) 2.NBT.7

  18. Planning GuidePrerequisite Knowledge–*List standards linked to content taught in previous grade. *What do you need to make sure the students know before teaching the standard cluster? Grade 1 Students counted, read, and wrote numbers to 120 Given a two-digit number, they mentally found 10 more or 10 less. Students explained their reasoning and they developed understanding of place value as a bundle of ten ones and some more ones (e.g., 14 is a bundle of ten ones and four more ones).

  19. Planning Guide :Grade Level Learning Targets • Understand a three-digit number represents amounts of hundreds, tens, and ones. • Understand a “hundred” is a bundle of ten tens. • Use place value strategies to add within 100. • Add within 1,000 using concrete models or drawings. • Relate models and drawings to a written method. • Explain why addition strategies work using place value. • Use place value strategies to compose and decompose three-digit numbers.

  20. Planning Guide :Vocabulary- verbs and content vocabulary • understand, represent, model, digit, hundreds, tens, ones, model • fluently, add, subtract, addition, subtraction, strategies, relationship of addition and subtraction, place value, properties of operations • add, subtract, models, drawings, strategies • explain, using, place value, properties of operations

  21. Planning Guide :What Current Resources will be used? • base ten blocks, bundles of sticks, beans and cups, connecting cubes, A Place for Zero by Angeline SparagnaLopresti, Sir Conference and All the Kings Tens by Cindy Neuschwander • Guess My Number on a Hundred Chart (game), Spunky Monkeys on Parade by Stuart J. Murphy, Count by Fives and Count by Tens by Jerry Pallotta • I Have, Who Has (game), place value chart • number tiles, base ten blocks, Alphie the Alligator by Sandy Turley

  22. Planning GuideHow will students be engaged in the Mathematical Practices as they learn content? • SMP.4 Model with Mathematics- Apply mathematics to solve problems in everyday life. Write an addition equation to describe a situation. Use tools such as drawings and equations. Analyze relationships to draw conclusions. Reflect on whether the results make sense. Revise work as needed. • SMP.5 Use appropriate tools strategically-Choosing and evaluation strategies (i.e. decomposing, combine same base-ten units) • SMP.6 Attend to precision- Using drawings, diagrams, and numerical recordings to make sure answers are precise. Calculate accurately and efficiently. • SMP.8 Look for and express regularly in repeated reasoning- Using general methods (algorithms) as expressions of repeated reasoning

  23. Planning Guide:Exemplar Task(s) Composing and Decomposing within 100 (MVE 2nd Grade) Standards: Building Knowledge for 2.NBT 1,2,3 Take 100 (georgiastandards.org) Standards: NBT.2, NBT.5 Description: Students will develop mental math strategies in a game adding 2 two-digit numbers. The goal is to make sets of 100.

  24. Planning Guide:Formative Assessment How will students demonstrate learning of this content standard cluster during the learning? • Student interviews • Which drawings or models would you use to represent your understanding of adding two or more three-digit numbers? Why? • How can you use place value to add these amounts? • How do you know your strategy is accurate? • Exit Cards • What is the difference between place and value? • White Boards • What are different ways we can show or make (represent) a number? • What is the sum of __ + __?

  25. Planning GuideSummative Assessment- *How will students demonstrate learning of this content standard cluster at the end of the learning? *What does proficiency look like for your grade level? Grade Level Assessment • 457=__ hundreds, __tens, and __ones. • Choose a place value strategy to add 45 and 37. • Add 432 and 129 using concrete models or drawings. Write an equation to describe your work. • What is another way we can write 456 using place value strategies (compose and decompose)?

  26. Wrap Up: Reflection

  27. Reference Kanold, Timothy D. 2012 Common Core Mathematics in a PLC at Work: Grades K-2. Solution Tree Press. Bloomington, IN. Kanold, Timothy D. 2013 Turning Vision into Action. Available Online. tkanold@blogspot.com Marzano, R.J. 2003. What Works in Schools: Translating research into action. Alexandria, VA. Association for Supervision of Curriculum Development. Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin. June 2013. Available Online. http://www.utdanacenter.org

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