Grade 5 – Module 6 Module Focus Session

Grade 5 – Module 6 Module Focus Session
May 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X A Story of Units Grade 5 – Module 6 Problem Solving with the Coordinate Plane NOTE THAT THIS SESSION IS DESIGNED TO BE ~270 MINUTES IN LENGTH. Welcome! In this module focus session, we will examine Grade 5 – Module 6.

May 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X Session Objectives Analyze Module 6 in order to implement its content. Explore specific lessons to support planning. Consider scaffolding to provide multiple entry points for students at all levels. The objectives for this session are to: Analyze Module 6 in order to implement its content. Explore specific lessons to support planning. As an overall theme of this NTI, we’ve been asked to pay special attention to the ways in which we can provide scaffolds to support specific student needs. Before we begin our examination of the mathematics in this module, let’s take a few minutes to review some of the principles we can use to support learning.

A Story of Units Scaffolding Mathematics Instruction
Grade 3 – Module 5 Module Focus Session February 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X A Story of Units Scaffolding Mathematics Instruction Key Points Amplify Language Move from Concrete to Representation to Abstract Give Specific Guidelines for Speaking, Reading, Writing, or Listening The mathematics modules were created based on the premise that scaffolding must be folded into the curriculum in such a way that it is part of its very DNA. The instruction in these modules is intentionally designed to provide multiple entry points for students at all levels. Teachers are encouraged to pay particular attention to the manner in which knowledge is sequenced in the curriculum and to capitalize on that sequence when working with special student populations. Most lessons move from simple to complex allowing teachers to locate specific steps where students are struggling or need a challenge. That said, there are specific resources to highlight and enhance strategies that can provide critical access for all students. In developing the scaffolds already contained in the curriculum, Universal Design for Learning (UDL) has provided a structure for thinking about how to meet the needs of diverse learners. Broadly speaking, that structure asks teachers to consider multiple means of representation; multiple means of action and expression; and multiple means of engagement. These dimensions promote engagement of students and provide multiple approaches to the same content. Individual lessons contain marginal notes to teachers (in text boxes) highlighting specific UDL information about scaffolds that might be employed with particular intentionality when working with students. These tips are strategically placed in the lesson where the teacher might use the strategy to the best advantage. Let’s now examine additional strategies that can be considered. In this module study, we will focus on three key ideas for developing scaffolds that can be adapted for your classroom to meet the needs of your students. Explicit focus on the language of mathematics, using the development from concrete to representation to abstract in the building of concepts, and communicating clear expectations in instructions are areas that can provide multiple entry points for students and can be used to promote student learning.

February 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X Amplify Language Give clear mathematical definitions Explain multiple meanings Maintain consistency and point out interchangeable terminology Much of what we share in the mathematics classroom with students is embedded in language that is specific. Students learn casual language before academic language. This means they may sound comfortable and fluent, but may need additional support in their writing and speaking in an academic environment. Presenters should stress that academic language is an essential component of closing the achievement gap and providing access to grade level content and beyond. Students may have a preconceived or informal idea of the meaning of a mathematical term. Be specific in the definition or meaning that will be used. Be cautions of words with multiple meanings that might be confusing a garden plot and the request to plot points on a coordinate plane Words with multiple meaning must be anticipated and then addressed, and teachers must also be prepared to pause and provide explanations when students identify words the teacher has not anticipated. Whenever possible, words with multiple means should be avoided on assessments, particularly when the meanings may be close enough to be confusing. Make sure that Language is internally consistent (if practice problems ask students to solve, the assessments should use the same term). If language is not internally consistent, then different terms are highlighted and taught. add, plus, sum, combine, all mean the same thing prism, a rectangular prism, box, package all reference the same figure in G6M5_L11

Move from Concrete to Representation to Abstract
Grade 3 – Module 5 Module Focus Session February 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X Move from Concrete to Representation to Abstract Use familiar contexts Visually organize thinking Provide multiple representations The more concrete and visual these ideas can be in foundational stages, the better! Use contexts that are familiar to students in your classroom. Use graphic organizers or other means for students to visually organize thinking. Note: Teachers should be thoughtful and purposeful about which graphic organizers they select. Are teachers introducing a new concept with a need to organize notes or are they connecting ideas comparing and contrasting? The goal is always to help students make those connections and not use a graphic organizer just for the novelty of it. Consider using non-verbal displays of mathematical relationships in your scaffolding. Use multiple representations and multiple approaches in explaining problems and allowing students to express solutions. Use pictures/ visuals/ illustrations are used to make content clearer.

Give Guidelines for Speaking, Reading, Writing, or Listening
Grade 3 – Module 5 Module Focus Session February 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X Give Guidelines for Speaking, Reading, Writing, or Listening Provide structured opportunities to speak and write in English Give explicit instructions in student-friendly language Use visuals or examples in giving instructions. Each day needs structured opportunities for students to speak and write in English. Students can chorally repeat key vocabulary or phrases Have them “turn to a neighbor and explain” Clearly set expectations by the explicit instructions in student-friendly language. Use visuals in your instructions. Be direct about language. Pause to discuss a vocabulary term and discuss how it may be used in the lesson. Have students repeat the word chorally so that they can all hear and practice. Provide sentence frames for anyone who may benefit. “The volume of my prism is ___units cubed. I found this by ______. “My idea is similar to _____’s because ____.” Generic/ universal sentence frames may remain posted in the classroom throughout the year. These might include: “I agree with ____ because ___” or “I think the answer is _____ because...”

February 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 2 minutes MATERIALS NEEDED: X Key Points Amplify Language Move from Concrete to Representation to Abstract Give Guidelines for Speaking, Reading, Writing, or Listening Let’s review some key points of scaffolding instruction. As we study the module for this session, be thinking about specific scaffolds that might be most helpful for your classroom. We will pause at various points in the session to intentionally examine and discuss suggestions for scaffolds.

February 2014 Network Team Institute Turn and Talk What difficulties would you anticipate with student understanding of the mathematics in this section? What scaffolds would be effective for addressing those difficulties? Note to presenter: Insert this slide at appropriate points in the module study for an in-depth look at scaffolds. You may highlight a scaffold that already exists and discuss it or locate a point where a student might encounter difficulty and explore options. Delete the slide from this current sequence after you’ve inserted it in appropriate places throughout your session. Note to presenter: When you have inserted the slide, list several suggestions for scaffolds that would address the situation. Possible scaffolds:

February 2014 Network Team Institute Turn and Talk How does this task align with the Universal Design for Learning (UDL) in providing multiple options for: Representation: the “what of learning” Action/Expression: the “how” of learning Engagement: the “why” of learning Note to presenter: If applicable, insert this slide at an appropriate point in the module study for an in-depth examination of a problem or task for multiple entry points through the principles of the Universal Design for Learning (UDL). Delete this slide from this current sequence after you’ve used it elsewhere as needed. REPRESENTATION: The “what” of learning. How does the task present information and content in different ways? How students gather facts and categorize what they see, hear, and read. How are they identifying letters, words, or an author's style? In this task, teachers can ... Pre-teach vocabulary and symbols, especially in ways that build a connection to the learners’ experience and prior knowledge by providing text based examples and illustrations of fields. Integrate numbers and symbols into word problems. ACTION/EXPRESSION: The “how” of learning. How does the task differentiate the ways that students can express what they know? How do they plan and perform tasks? How do students organize and express their ideas? In this task, teachers can... Anchor instruction by pre-teaching critical prerequisite concepts through demonstration or models (i.e. use of two dimensional representations of space and geometric models). ENGAGEMENT: The “why” of learning. How does the task stimulate interest and motivation for learning? How do students get engaged? How are they challenged, excited, or interested? Optimize relevance, value and authenticity by designing activities so that learning outcomes are authentic, communicate to real audiences, and reflect a purpose that is clear to the participants. If available, reviewing student work would provide participants with the opportunity to deeply understand the benefits of students sharing their thinking in working the problem. Assessments in the module have rubrics that clearly outline expectations and could be used in the discussion.

Curriculum Overview of A Story of Units
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X Curriculum Overview of A Story of Units The fifth module in Grade 5 is Problem Solving with the Coordinate Plane. The module includes 34 lessons and is allotted 40 instructional days. This module helps to prepare students for the work with ratios, graphing, and proportional relationships in grade 6.

May 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X Agenda Introduction to Module Concept Development Module Review Let’s begin with an introduction to M6.

May 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 10 minutes 5 mins reading 1 min jotting 2 min turn/talk 2 min sharing MATERIALS NEEDED: X Module Overview Read the descriptive narrative and underline key phrases. Discuss the major learning of the module with a neighbor. Take a few minutes to read the Module Overview. As you read, highlight key phrases that help build a picture of what the learning in this Module will look like. After you finish reading, gather your thoughts by jotting down 1-2 sentences that summarize the major learning of the module. (Allow 1 minute for jotting.) Turn and talk with others at your table. Share observations about what is new or different to you about the way these concepts are presented. (Allow 2 minutes for discussion.)

Mid-Module Assessment
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 7 minutes 5 mins reading/solving 2 min turn/talk MATERIALS NEEDED: X Mid-Module Assessment What concepts are new to you as a teacher? What vocabulary and skills will be new to students? Now that you know the focus of the module, let’s see how students are assessed. The Mid-Module Assessment is administered after Topic B. Take a look at the questions on the assessment. It provides a glimpse of the key concepts taught in the first 12 lessons of the Module. Take some time to work on the assessment then talk to your neighbor, what concepts will students need to master at the midpoint of the module? Keep these problems in mind as we look at the concepts developed in the module.

May 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X Agenda Introduction to Module Concept Development Module Review Let’s take a closer look now at some of the content of Topic A.

Topic A: Coordinate Systems
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: X Topic A: Coordinate Systems What is a coordinate system? How does this work seem different from your past experiences with the coordinate plane? Participants read Topic Opener A. Give participants time to discuss each guiding question in their groups. If time allows, have participants share their thoughts. 6 Lessons

Lesson 1 Construct a coordinate system on a line.
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 1 Construct a coordinate system on a line. TIME ALLOTTED FOR THIS SLIDE: 10 minutes MATERIALS NEEDED: X Model this problem as a teacher would with fifth grade students. A vignette is included in the Concept Development. It is one possible way to guide students’ thinking. Complete CD with participants. Create number lines & discuss coordinates Materials: Straightedge or ruler, scissor, (2) pieces of unlined paper, (1) piece of lined paper, (2) 1” x 4¼" tag board strips Topic A: Lesson 1 – Concept Development

Lesson 1 Construct a coordinate system on a line.
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 1 Construct a coordinate system on a line. TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: X Complete problems L1 – 1 & 2 in your Problem Set. This is an opportunity for participants to practice the strategies just demonstrated in Lesson 1. The facilitator should circulate, and model how the teacher might get students to articulate their thinking. Topic A: Lesson 1 – Problem Set

Lesson 2 Construct a coordinate system on a plane.
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 2 Construct a coordinate system on a plane. TIME ALLOTTED FOR THIS SLIDE: 10 minutes MATERIALS NEEDED: X Model this problem as a teacher would with fifth grade students. A vignette is included in the CD. It is one possible way to guide students’ thinking. Complete problem 1 in C.D. and discuss problem 2. -Create x & y axes, and discuss coordinate pairs Materials: (2) Sheets of unlined paper (one to make a set square with) Topic A: Lesson 2 – Concept Development

Lesson 2 Construct a coordinate system on a plane.
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 2 Construct a coordinate system on a plane. TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: X Complete problems L2 – 1 & 2 in the Problem Set. This is an opportunity for participants to practice the strategies just demonstrated in Lesson 2. The facilitator should circulate, and model how the teacher might get students to articulate their thinking. Topic A: Lesson 2 – Problem Set

May 2014 Network Team Institute Lessons 3-4 Name points using coordinate pairs, and use the coordinate pairs to plot points. TIME ALLOTTED FOR THIS SLIDE: 10 minutes MATERIALS NEEDED: X Lessons 3-4 are devoted to naming points on the plane using coordinate pairs. Topic A: Lessons 3 – Concept Development

May 2014 Network Team Institute Lessons 3-4 Name points using coordinate pairs, and use the coordinate pairs to plot points. (Play Battleship!) Problem Set L4- 1 & 2 TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: X In Lesson 4, students play a version of Battleship by creating a coordinate system, choosing a unit, and marking the placement of their boats. Topic A: Lessons 4 – Concept Development

May 2014 Network Team Institute Lessons 5-6 Investigate patterns in vertical and horizontal lines and interpret points on the plane as distances from the axes. TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: X Have participants look at the coordinate pairs for H-L and see what they notice. Of course, all of the y-coordinates are 3. (CLICK) Students then plot each point and connect the points to make a line. Students begin to realize that lines containing a constant y-value are horizontal lines (run parallel to x-axis, and perpendicular to the y-axis). Also, the opposite is true of vertical lines and x-values. Topic A: Lessons 5 – Concept Development

May 2014 Network Team Institute Lessons 5-6 Investigate patterns in vertical and horizontal lines and interpret points on the plane as distances from the axes. TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: X Complete problem L6 in the Problem Set. This is an opportunity for participants to practice the strategies just demonstrated in Lesson 6. The facilitator should circulate, and model how the teacher might get students to articulate their thinking. Topic A: Lessons 6 – Problem Set

May 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: X Topic B: Patterns in the Coordinate Plane & Graphing Number Patterns from Rules What do you know about graphing patterns on the coordinate plane? Read Topic Opener B. Give participants a moment to discuss with tables. Ask for volunteers to make comments. 6 Lessons

May 2014 Network Team Institute Lesson 7 Plot points, use them to draw lines in the plane, and describe patterns within the coordinate pairs. TIME ALLOTTED FOR THIS SLIDE: 10 minutes MATERIALS NEEDED: X In this lesson, students are shown charts, one at a time, and asked to notice the relationship between the x- and y-values. They then generate rules to define each set of coordinate pairs. Y is always 3 Y is double x  multiply y by 2  x is half of y  multiply x by 1/2 Y is ½ less than x  x is ½ more than y  subtract ½ from x  add ½ to y Y is 3 times greater than x  x is 1/3 of y  multiply x by 3  divide y by 3  multiply y by 1/3 (CLICK) Students then plot the points and draw lines. In this lesson students also name other coordinate pairs that would fall on each line. Identify which coordinate pairs satisfy which rule Identify why a coordinate pair will not fall on a line Topic B: Lesson 7 – Concept Development

Lesson 8 Generate a number pattern from a given rule and plot points.
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 8 Generate a number pattern from a given rule and plot points. TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: X Line a: y is 2 more than x Line b: y is 2 times x Line c: y is 1 more than x doubled In this lesson, students are given rules and asked to generate coordinate pairs to satisfy each rule. Let’s take a look at how this might play out in your classroom. Topic B: Lesson 8 – Concept Development

Lesson 8 Generate a number pattern from a given rule and plot points.
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 8 Generate a number pattern from a given rule and plot points. TIME ALLOTTED FOR THIS SLIDE: 10 minutes MATERIALS NEEDED: X Complete problem L8 in your Problem Set. This is an opportunity for participants to practice the strategies just demonstrated in Lesson 8. The facilitator should circulate and model how the teacher might get students to articulate their thinking. Topic B: Lesson 8 – Problem Set

May 2014 Network Team Institute Lessons 9-10 Compare the lines and patterns generated by addition and multiplication rules. TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: X Multiplication Rules: Addition Rules: In lessons 9 & 10 students begin to analyze the patterns found in lines created by both addition and multiplication rules. Here in the lesson 9, we see a series of addition rules and the coordinate pairs that satisfy each rule, along with the lines they create. What do you notice about all of these lines? They are parallel to one another Each line has the same “steepness” (we cannot yet call this slope… that’s a G6 standard) The size of the addend makes the line move away from x=y (CLICK) Here, we see a series of multiplication rules and the coordinate pairs that satisfy each rule, along with the lines they create. Topic B: Lessons 9 – Concept Development

May 2014 Network Team Institute Lessons 9-10 Compare the lines and patterns generated by addition and multiplication rules. TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: X Multiplication Rules: Addition & Subtraction Rules: Here in lesson 10, we see a series of multiplication rules and the coordinate pairs that satisfy each rule, along with the lines they create. What do you notice about all of these lines? They are not parallel to one another  they intersect They all begin at the origin Size of the factor impacts the “steepness” Students also begin to reason about where a line will fall based upon its rule. For example, the line whose rule is “multiply x by 10” will be steeper than a line whose rule is “multiply x by 1/5”. (CLICK) Here, we see a series of addition and subtraction rules and the coordinate pairs that satisfy each rule, along with the lines they create. Topic B: Lesson 10 – Concept Development

Lesson 11 Analyze number patterns created by mixed operations.
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 11 Analyze number patterns created by mixed operations. TIME ALLOTTED FOR THIS SLIDE: 4 minutes MATERIALS NEEDED: X In lessons 11 students begin to analyze the patterns found in lines created by both mixed operations. Here, we see a series of mixed operation rules involving the tripling of x, and the coordinate pairs that satisfy each rule, along with the lines they create. What do you notice about all of these lines? They are parallel to one another Each line has the same “steepness” (we cannot yet call this slope… that’s a G6 standard) The size of the addend makes the line move away from y=3x Topic B: Lesson 11 Concept Development

Lesson 11 Analyze number patterns created by mixed operations.
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 11 Analyze number patterns created by mixed operations. TIME ALLOTTED FOR THIS SLIDE: 9 minutes MATERIALS NEEDED: X Complete problem L11 in your Problem Set. This is an opportunity for participants to practice the strategies just demonstrated in Lesson 11. The facilitator should circulate and model how the teacher might get students to articulate their thinking. Topic B: Lesson 11 – Problem Set

May 2014 Network Team Institute Lesson 12 Create a rule to generate a number pattern, and plot the points. TIME ALLOTTED FOR THIS SLIDE: 4 minutes MATERIALS NEEDED: X B: (2 , 3 ½) A: (1 ½ , 3) Plot A on your coordinate plane. What do you notice about the relationship between the x- and y-coordinate? Model this problem as a teacher would with fifth grade students. A vignette is included in the Concept Development. It is one possible way to guide students’ thinking. Complete CD with participants. (CLICK) Point B: (2, 3 ½) Topic B: Lesson 11 Concept Development

May 2014 Network Team Institute Lesson 12 Create a rule to generate a number pattern, and plot the points. TIME ALLOTTED FOR THIS SLIDE: 9 minutes MATERIALS NEEDED: X Complete problem L12 in your Problem Set. Line m also contains point E (2 ½ , 5) Generate the rule for line m, Identify the locations of F and G, then plot line m. This is an opportunity for participants to practice the strategies just demonstrated in Lesson 12. The facilitator should circulate and model how the teacher might get students to articulate their thinking. Point A (1 ½, 3) is also on the line. Topic B: Lesson 12 – Problem Set

End-Module Assessment
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 7 minutes 5 mins reading/solving 2 min turn/talk MATERIALS NEEDED: X End-Module Assessment What concepts are new to you as a teacher? What vocabulary and skills will be new to students? The End-Mod Assessment is administered after Topics C & D and covers 8 lessons. The final 2 topics of the Module are considered extensions and are therefore, not tested. Take some time to work on the assessment then talk to your neighbor, what concepts will students need to master at the midpoint of the module? Keep these problems in mind as we look at the concepts developed in the module.

Topic C: Drawing Figures in the Coordinate Plane
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: X Topic C: Drawing Figures in the Coordinate Plane Read Topic Opener and discuss with your table/neighbor. Ask volunteers to share comments. 5 Lessons

Lesson 13 Construct parallel line segments on a rectangular grid.
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 13 Construct parallel line segments on a rectangular grid. TIME ALLOTTED FOR THIS SLIDE: 10 minutes MATERIALS NEEDED: X Model this problem as a teacher would with fifth grade students. A vignette is included in the Concept Development. It is one possible way to guide students’ thinking. Complete CD with participants. Materials: Piece of unlined paper Use rectangle template for CD #1 from Problem Set L13-1. Use parallel lines template for CD #2 from Problem Set L13-2. Topic C: Lesson 13 Concept Development

May 2014 Network Team Institute Lesson 14 Construct parallel line segments, and analyze relationship of the coordinate pairs. TIME ALLOTTED FOR THIS SLIDE: 10 minutes MATERIALS NEEDED: X In Lesson 14, students continue to construct parallel line segments, but this time they do so on the coordinate plane. Here a student has used the long side of triangle RST to draw segment AB. Then triangle RST is moved along the plane, and it will now be used to draw a parallel segment. Look at the relationship that is created between the x- and y-coordinates. What happens? Since the triangle is being slid to the right and down, the x- values increase and the y-values decrease. Topic C: Lesson 14 Concept Development

May 2014 Network Team Institute Lesson 14 Construct parallel line segments, and analyze relationships of the coordinate pairs. TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: X Complete problem L14 in your Problem Set. This is an opportunity for participants to practice the strategies just demonstrated in Lesson 14. The facilitator should circulate and model how the teacher might get students to articulate their thinking. Topic C: Lesson 14 – Problem Set

Lesson 15 Construct perpendicular line segments on a rectangular grid.
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 15 Construct perpendicular line segments on a rectangular grid. TIME ALLOTTED FOR THIS SLIDE: 9 minutes MATERIALS NEEDED: X Model this problem as a teacher would with fifth grade students. A vignette is included in the Concept Development. It is one possible way to guide students’ thinking. Complete CD with participants. Materials: Presenter Only – L15 Triangle Template. Participants – (1) sheet of unlined paper Topic C: Lesson 15 Concept Development

Lesson 15 Construct perpendicular line segments on a rectangular grid.
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 15 Construct perpendicular line segments on a rectangular grid. TIME ALLOTTED FOR THIS SLIDE: 3 minutes MATERIALS NEEDED: X Complete problem L15 in your Problem Set. This is an opportunity for participants to practice the strategies just demonstrated in Lesson 15. The facilitator should circulate and model how the teacher might get students to articulate their thinking. Topic C: Lesson 15 – Problem Set

May 2014 Network Team Institute Lesson 16 Construct perpendicular line segments, and analyze relationships of the coordinate pairs. TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: X Lesson 16 is similar to L15, except now students are again constructing perpendicular segments on the coordinate plane and analyzing the relationship between the resultant coordinate pairs. Explain how the change in the values of the coordinate pairs is the result of sliding and rotating the triangles used to construct each segment. Topic C: Lesson 16 Concept Development

May 2014 Network Team Institute Lesson 16 Construct perpendicular line segments, and analyze relationships of the coordinate pairs. TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: X Complete problem L16 – 1 & 2 in your Problem Set. This is an opportunity for participants to practice the strategies just demonstrated in Lesson 16. The facilitator should circulate and model how the teacher might get students to articulate their thinking. Topic C: Lesson 16 – Problem Set

Lesson 17 Draw symmetric figures using distance and angle measure.
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 17 Draw symmetric figures using distance and angle measure. TIME ALLOTTED FOR THIS SLIDE: 9 minutes MATERIALS NEEDED: X Model this problem as a teacher would with fifth grade students. A vignette is included in the Concept Development. It is one possible way to guide students’ thinking. Complete CD with participants. Materials: Sheet of unlined paper, set square, ruler Topic C: Lesson 17 Concept Development

Lesson 17 Draw symmetric figures using distance and angle measure.
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 17 Draw symmetric figures using distance and angle measure. TIME ALLOTTED FOR THIS SLIDE: 4 minutes MATERIALS NEEDED: X Complete problem L & 2 in your Problem Set. This is an opportunity for participants to practice the strategies just demonstrated in Lesson 17. The facilitator should circulate and model how the teacher might get students to articulate their thinking. Topic C: Lesson 17 – Problem Set

Topic D: Problem Solving on the Coordinate Plane.
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: X Topic D: Problem Solving on the Coordinate Plane. Read Topic Opener D and discuss with your neighbor/table. 3 Lessons

Lesson 18 Draw symmetric figures on the coordinate plane.
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 18 Draw symmetric figures on the coordinate plane. TIME ALLOTTED FOR THIS SLIDE: 3 minutes MATERIALS NEEDED: X In Lesson 18, students continue to create symmetric figures, but this time on the coordinate plane. In this image, we see a figure being drawn about a vertical line of symmetry. Students analyze the relationship between the coordinates in corresponding points. What do you notice? Vertical line of symmetry… only x values change Topic D: Lesson 18 Concept Development

Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 18 Draw symmetric figures on the coordinate plane. TIME ALLOTTED FOR THIS SLIDE: 3 minutes MATERIALS NEEDED: X Table D Students then create another symmetric figure about a horizontal line (m) of symmetry and analyze the relationship between corresponding coordinate pairs. What do you notice?  Horizontal line of symmetry… only y values change Note: Since A and F are points on the line, their distance from line of symmetry is zero, therefore they do not have a point symmetric about line m. Topic D: Lesson 18 Concept Development

Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 18 Draw symmetric figures on the coordinate plane. TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: X Complete problem L18 in your Problem Set. This is an opportunity for participants to practice the strategies just demonstrated in Lesson 18. The facilitator should circulate and model how the teacher might get students to articulate their thinking. Topic C: Lesson 18 – Problem Set

Lesson 19 Plot data on line graphs and analyze trends.
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 19 Plot data on line graphs and analyze trends. TIME ALLOTTED FOR THIS SLIDE: 3 minutes MATERIALS NEEDED: X In Lesson 19, students begin to plot data on a line graph and analyze the information shown. Here we see a graph of Fido’s weight from birth to age 28 months. Students are asked to comment about what they notice about Fido’s weight. What do you notice? (Get participants to respond.) Students can answer a series of questions about this graph, like: How much weight did Fido gain during the first 4 months? Between 4 mos. and 8 mos.? When did he gain weight most quickly? How do you know? What happened to his weight between months 20-28? How do you know? What does the graph look like during these months? What might the graph look like after 28 months?  really, no prediction can be made… many things could happen but we simply don’t know… this graph merely shows what DOES happen between birth and 28 months. Topic D: Lesson 19 Concept Development

Lesson 19 Plot data on line graphs and analyze trends.
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 19 Plot data on line graphs and analyze trends. TIME ALLOTTED FOR THIS SLIDE: 8 minutes MATERIALS NEEDED: X Discuss solutions to problem L19 – 1 & 2 in your Problem Set, with a neighbor. This is an opportunity for participants to practice the strategies just demonstrated in Lesson 19. Have participants study the graph and discuss the answers with their neighbor/table. Topic D: Lesson 19 – Problem Set

Lesson 20 Use coordinate system to solve real world problems.
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 20 Use coordinate system to solve real world problems. TIME ALLOTTED FOR THIS SLIDE: 2 minutes MATERIALS NEEDED: X The number of fifth-grade students attending Magnolia School has changed over time. The school opened in 2006, with 156 students in the fifth grade. The student population grew the same amount each year before reaching its largest class of 210 students in The following year, Magnolia lost one-seventh of its fifth-graders. In 2010, the enrollment dropped to 154 students and remained constant in For the next two years, the enrollment grew by 7 students each year. In Lesson 20, students continue to read and create line graphs and analyze the data shown. Here is an example of a problem that students must use to create a line graph about Magnolia School. Topic D: Lesson 20 - Concept Development

Lesson 20 Use coordinate system to solve real world problems.
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute Lesson 20 Use coordinate system to solve real world problems. TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: X Discuss solutions to problem L20 in your Problem Set. Here is the graph that can be created from the information given in the text on previous slide. Students then answer a series of questions about this graph. *How many more fifth-grade students attended Magnolia in 2009 than in 2013? *Between which two years was there the greatest change in student population? *If the fifth-grade population continues to follow the same growth pattern as in 2012 and 2013, in what year will the number of students match 2008’s enrollment? Topic D: Lesson 20 – Problem Set

Topic E: Multi-Step Word Problems
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 2 minutes MATERIALS NEEDED: X Topic E: Multi-Step Word Problems If the area of figure one is 1 ft2, and the area of figure four is 9 ft2, what is the total area of the figure shown? In Topic E, students spend a series of days solving complex, multi-step word problems, then share and critique their solutions with the class. 5 Lessons

May 2014 Network Team Institute Lessons Make sense of complex, multi-step problems and persevere in solving them. TIME ALLOTTED FOR THIS SLIDE: 2 minutes MATERIALS NEEDED: X Teams of 4 One problem at a time (Your Problem Set L21) Think-Pair-Share Picture walk During these 5 lessons, students are: Split into teams of 4 (either group systematically by teacher, or chosen by students) Students are given one problem at a time, in different orders They follow the Think-Pair-Share protocol Each team member reads the problem Then shares their ideas for solution with 1 partner from their team Then the partner’s swap teammates and share their solution strategies with the rest of the team Each participant then solves the problem using the RDW process The solutions are collected by teacher and will be used for a “Solution Picture Walk” to be done on the final day of lessons.

May 2014 Network Team Institute Lessons Make sense of complex, multi-step problems and persevere in solving them. TIME ALLOTTED FOR THIS SLIDE: 6 minutes MATERIALS NEEDED: X Elise saved $184. She bought a scarf, a necklace, and a notebook. After her purchases, she still had $ The scarf cost three-fifths the cost of the necklace, and the notebook was one-sixth as much as the scarf. What was the cost of each item? How much more did the necklace cost than the notebook? Follow think-pair-share protocol with participants. Give them few minutes to solve, then model one solution strategy with the group. Topic E: Lesson 21 – Problem Set

Topic F: The Years in Review – A Reflection on A Story of Units
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 2 minutes MATERIALS NEEDED: X Topic F: The Years in Review – A Reflection on A Story of Units Writing & interpretation of numerical expressions Fluency of 5th grade skills Geometric terminology and figures Explore Fibonacci sequence Patterns in saving money Topic F is the final topic of G5 and the final topic in A Story of Units. The goal here is to reflect on student growth, have fun, and celebrate the successes of the year. Students will be focusing on… (read slide) 9 Lessons

Topic F: The Years in Review – A Reflection on A Story of Units
Grade 5 – Module 6 Module Focus Session May 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 2 minutes MATERIALS NEEDED: X Topic F: The Years in Review – A Reflection on A Story of Units Games & Activities Pictionary, Concentration, Attribute Buzz, Bingo, “Guess my Term” Role Play as Teacher YouTube videos Design and Creation of Memory Box The lessons in Topic F are far from typical. In them students will be playing games and activities, role playing, watching youtube videos and both designing and then creating a Memory Box to store some pieces that reflect their growth through A Story of Units. 9 Lessons

May 2014 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 2 minutes MATERIALS NEEDED: X Biggest Takeaways What big ideas are you leaving with today? What questions do you still have? Take two minutes to turn and talk with others at your table. During this session, what information was particularly helpful and/or insightful? What new questions do you have? Allow few minutes for participants to turn and talk

Grade 5 – Module 6 Module Focus Session

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Grade 5 – Module 6 Module Focus Session

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