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5 th Grade

5 th Grade. August 16, 2013. Learning Targets. I can identify how the process of planning lessons with the modules differs from planning lessons using other resources.

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5 th Grade

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  1. 5th Grade August 16, 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. Instructional Shifts Focus Focus Coherence Coherence Fluency Deep Understanding Rigor Applications Dual Intensity

  4. Curriculum Modules: Designed to Address the Shifts

  5. Philosophy and Workflow of A Story of Units

  6. A Story of Units

  7. Modules for the Fall • Getting Ready for September: • G5-M1 Place Value and Decimal Fractions • G5-M2 • G5-M3

  8. Seeing the Focus and Coherence Read the Overview for Module 1 of your grade. Answer the questions for your Topic. Meet with your team and share your Topic responses in order.

  9. Seeing the Focus and Coherence Read the Overview for Module 2 of your grade Where do you see connections to the work that you will be doing in Module 1? How can this connections help you as you prepare to implement the modules?

  10. Informal Assessment within Lesson Components

  11. Are students aware of the purpose of each portion of the lesson ? Lisa Tryon’s class- Orchard Park Empower students to join you in the learning process. Invest time into helping students understand how they should approach their learning

  12. Rename the Units 10 ones = _____ ten.

  13. Rename the Units 20 ones = _____ tens.

  14. Decimal Place Value 3 0 3 tens = ___ 30

  15. Decimal Place Value 0 3 3 tenths = ___ 0.3

  16. Decimal Place Value 4 tenths = ___

  17. Grade 1 Module 1 Lesson 14Counting On (Level 2 Strategy) 4 + 3 = 

  18. Application- Read, Draw, Write (RDW) 1) Read. 2) Draw and Label. 3) Write a number sentence. (equation) 4) Write a word sentence. (statement) MP1 MP2 Mathematicians and teachers suggest a simple process applicable to all grades:

  19. Application- Read, Draw, Write (RDW) • 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?

  20. Application Problem Farmer Jim keeps 12 hens in every coop. If Farmer Jim has 20 coops, how many hens does he have in all? If every hen lays 9 eggs on Monday, how many eggs will Farmer Jim collect on Monday? Explain your reasoning using pictures, numbers or words

  21. Finding Patterns

  22. The Debrief Same total?

  23. Assessment CompleteEnd-of-Module Assessment Label each question with the module standard it addresses.

  24. Plan Write down at least one question you would ask each student to either: • Further assess • Advance their thinking

  25. Planning

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