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3 rd and 4 th Grade

3 rd and 4 th Grade. July 26, 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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3 rd and 4 th Grade

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  1. 3rd and 4th 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. 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: • 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. Informal Assessment within Lesson Components 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. Grade 3- Module 1 Topic C Lesson 10 Fluency 2 x 7 =____

  11. 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 Grade 3- X Grade 5 - IV Mathematicians and teachers suggest a simple process applicable to all grades:

  12. 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?

  13. Grade 3- Module 1 Topic C Lesson 10 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)

  14. Grade 3- Module 1 Topic C Lesson 10 Concept DevelopmentProblem SetDebrief

  15. Grade 4 Module 3 Topic C • 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

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