1. 3 RD AND 4 TH GRADE July 26, 2013

2. Learning Targets I can identify how the process of planning lessons with the modules differs from planning lessons using other resources. I can analyze the Overview and Topic Openers from each module to identify the progression of the instruction over the course of the fall semester. I can share thinking and work done while planning for module lessons to facilitate the planning process.

3. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Instructional Shifts 3 Focus Coherence Fluency Deep Understanding Applications Dual Intensity

4. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Curriculum Modules: Designed to Address the Shifts 4

5. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Philosophy and Workflow of A Story of Units 5

6. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 6

7. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Modules for the Fall 7 Getting Ready for September: GK–M1 Count Numbers to 10 G1–M1 Module 1 Sums and Differences to 10 G2–M1 Sums and Differences to 20 G2–M2 Relate Addition and Subtraction to Length G3–M1 Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10 G4–M1 Place Value, Rounding, and Algorithms for Addition and Subtraction G5–M1 Place Value and Decimal Fractions

8. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Informal Assessment within Lesson Components 8 Are students aware of the purpose of each portion of the lesson ?

9. Grade 3- Module 2 Lesson 10 There are 1,000 milliliters in 1 liter of water. You are measuring 100 milliliters each time. Think back to yesterday. How many times will you need to measure and mark 100 milliliters of water to make 1 liter?

10. Fluency 2 x 7 =____ Grade 3- Module 1 Topic C Lesson 10

11. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Application- Read, Draw, Write (RDW) 11 Mathematicians and teachers suggest a simple process applicable to all grades: 1) Read. 2) Draw and Label. 3) Write a number sentence. (equation) 4) Write a word sentence. (statement) MP1 MP2 Grade 3- X Grade 5 - IV

12. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Application- Read, Draw, Write (RDW) 12 The more students participate in reasoning through problems with a systematic approach, the more they internalize those behaviors and thought processes. What do I see? Can I draw something? What conclusions can I make from my drawing?

13. Application A guitar has 6 strings. How many strings are there on 3 guitars? Write a multiplication sentence to solve. (Try to model this problem with a number bond) Grade 3- Module 1 Topic C Lesson 10

14. Concept Development Problem Set Debrief Grade 3- Module 1 Topic C Lesson 10

15. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Grade 4 Module 3 Topic C 15 Multiplication of Up to Four-Digit by Single-Digit Numbers What methods will students use to record their work in Topic C? What clarification does the footnote 1 provide for the multiplication algorithm?

16. Grade 4 Module 1 Topic C Vertical Number Lines