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## A Story of Units Overview

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**Session Objectives**• Examine the rationale and alignment of A Story of Units to the CCLS, Learning Progressions, Instructional Shifts, Publishers’ Criteria, PARCC, Major Content Emphases, and the Pre-Post Math Standards. • Explore the How to Implement A Story of Unitsdocument as a tool for facilitating effective implementation of the Common Core Math Standards aligned curriculum. • Prepare for redelivery of this information to teachers and other colleagues by identifying key tools and resources provided.**The Shape of Math in A+ Countries**Mathematics topics intended at each grade by at least two-thirds of 21 U.S. states Mathematics topics intended at each grade by at least two-thirds of A+ countries**“To meet the realities of the 21st century global economy**and maintain America’s competitive edge into the future, we need students who are prepared to compete not only with their American peers, but with students from all across the globe for the jobs of tomorrow.” “Benchmarking for Success: Ensuring U.S. Students Receive a World-Class Education”**AGENDA**Examine Alignment with the Instructional Shifts Examine Alignment with the Mathematical Practices Examine Alignment with the Publishers’ Criteria Examine PARCC Type I, II, and III Tasks Examine Alignment with the Major Content Emphases and the Pre-Post Math Standards Watch a Video Clip of A Story of Units in the Classroom**Turn and Talk**• What have your districts/schools found to be most engaging about CCLS and the Instructional Shifts? • What have your schools done to move toward implementing the Instructional Shifts in the mathematics classroom? • What is the general reaction from administrators, educators, and students?**A Story of Units Aligned to theLearning Progressions**Coherence Across the Grades Grade 2: 3 tens or 3 units of 10 (Grade 2 OA Standards) Grade 3: 3 fours or 3 units of/groups of four (Grade 3 OA Standards) Grade 4: 3 fourths or 3 units of one-fourth (Grade 3 NF Standards)**A Story of Units Aligned to theLearning Progressions**Coherence Across the Grades Learning 12 tens = 120 12 tenths = 1.2 Learning 4 thirds 4/3 = 1 1/3 or even 4 threes = 12**Turn and Talk**How do these examples of the Instructional Shifts in A Story of Units compare with evidence of coherence in your current curriculum?**Key Points:**• A Story of Units is being written in alignment with the Instructional Shifts required by the CCLS. • All standards for each grade have been carefully included in the module sequence. • The P-5 modules are designed with deliberate coherence to capitalize on the learning progressions that are embedded in the CCLS. • The activities promote a careful balance of fluency practice, conceptual understanding, and application, which aligns with the instructional shift, rigor.**AGENDA**Examine Alignment with the Instructional Shifts Examine Alignment with the Mathematical Practices Examine Alignment with the Publishers’ Criteria Examine PARCC Type I, II, and III Tasks Examine Alignment with the Major Content Emphases and the Pre-Post Math Standards Watch a Video Clip of A Story of Units in the Classroom**Standards for Mathematical Practice**Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.**Standards for Mathematical Practice**“… describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.”**Mathematical Practice Brought to Life**Lessons 2 and 3 include examples of MP.7, “Look for and make use of structure,” because, in counting, students make use of the structure provided by multiples of ten and a hundred. Students think in terms of “getting to a ten” or “getting to a hundred.”**Name this Math Practice**“Giving students opportunities to practice counting using ones and bundles of tens and hundreds while asking them to identify benchmark numbers will cue them to the ease and efficiency of skip-counting.” MP.7 – Look for and make use of structure.**Mathematical Practices**• At your table count off from 1 to 8. • Take two minutes to read your math practice. • Highlight the key phrases of the math practice. • Share with your table examples of how each math practice is integrated into the A Story of Units curriculum.**Table Talk**Share with members of your table, examples of how the Standards for Mathematical Practice are brought to life in A Story of Units. Person 1 shares MP.1, person 2 shares MP.2, etc.**Key Point**• A Story of Units brings the Standards for Mathematical Practice to life. Although all practices are integrated throughout the curriculum, individual lessons may highlight one or two practices specifically to facilitate educators in developing these habits of mind in their students.**AGENDA**Examine Alignment with the Instructional Shifts Examine Alignment with the Mathematical Practices Examine Alignment with the Publishers’ Criteria Examine PARCC Type I, II, and III Tasks Examine Alignment with the Major Content Emphases and the Pre-Post Math Standards Watch a Video Clip of A Story of Units in the Classroom**The Publishers’ Criteria**• Focus, Coherence, and Rigor in the CCSSM • Criteria for Materials and Tools Aligned to the Standards • Appendix: “The Structure is the Standards”**Focus, Coherence, and Rigor**• At any given grade level 75% of the year should be spent on major areas of work. • The first half of the year should predominantly cover major areas of work.**Criteria for Materials and Tools**Sally did some counting. Look at her work. Explain why you think Sally counted this way. 177, 178, 178, 190, 200, 210, 211, 212, 213, 214 Examples of Student Reasoning in A Story of Units**Criteria for Materials and Tools**Whisper the numbers as you count: Count by 1s from 367 to 375. Skip-count by 10s from 422 to 492. Skip-count by 100s from 156 to 856. Count by 1s from 269 to 261. Skip-count by 10s from 581 to 511. Skip-count by 100s from 914 to 314. I found letter ____ to be challenging, because ________. Examples of Student Reasoning in A Story of Units**“The Structure is the Standards”**You have just purchased an expensive Grecian urn and asked the dealer to ship it to your house. He picks up a hammer, shatters it into pieces, and explains that he will send one piece a day in an envelope for the next year… Standards for a Grecian Urn**Indicators of Quality in Instructional Materials and Tools**for Mathematics • Problems in the materials are worth doing. • Assignments aren’t haphazardly designed. Exercises are given to students in intentional sequences. • The modules contain different types of problems that are presented in a simple to complex format. There is variety to what students produce in response to prompts.**Indicators of Quality in Instructional Materials and Tools**for Mathematics • There are separate teacher materials that support and reward teacher study. • The use of manipulatives follows best-practices. • The visual design isn’t distracting or chaotic. • Support for English language learners and members of other special populations is provided.**Key Point**A Story of Units adheres to the guidelines established in the Publishers’ Criteria and benefits from on-going feedback from Student Achievement Partners throughout the writing process.**AGENDA**Examine Alignment with the Instructional Shifts Examine Alignment with the Mathematical Practices Examine Alignment with the Publishers’ Criteria Examine PARCC Type I, II, and III Tasks Examine Alignment with the Major Content Emphases and the Pre-Post Math Standards Watch a Video Clip of A Story of Units in the Classroom**PARCC Type I Tasks**• Assess concepts, skills and procedures • Include a balance of conceptual understanding, fluency, and application • Can involve any or all mathematical practice standards • Are machine-scored including innovative, computer-based formats**PARCC Type II Tasks**• Assess ability to express mathematical reasoning • Call for written arguments/justifications, critique of reasoning, or precision in mathematical statements (MP.3, MP.6) and can involve other mathematical practice standards • Are hand-scored, or machine-scored with innovative computer-based formats, or a combination**PARCC Type III Tasks**• Assess modeling/applications • Call for modeling/application in a real-world context or scenario (MP.4) and can also involve other mathematical practice standards • Are hand-scored, machine-scored with innovative computer-based formats, or a combination**PARCC Type III Tasks**Sample Grade 4 Problem Jim has three times as much money as Sally. If Jim has $14 more than Sally, how much money do they have altogether?**Turn and Talk**• How do the new PARCC assessments compare with current and previous assessments?**Key Point**• The problems woven throughout the modules, as well as the Mid-Module and End-of-Module Assessment Tasks, are aligned with the PARCC Type I, Type II, and Type III problems/tasks.**AGENDA**Examine Alignment with the Instructional Shifts Examine Alignment with the Mathematical Practices Examine Alignment with the Publishers’ Criteria Examine PARCC Type I, II, and III Tasks Examine Alignment with the Major Content Emphases and the Pre-Post Math Standards Watch a Video Clip of A Story of Units in the Classroom