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Math Pathway II Session Handouts

(Grades K-5)

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Equity & Power in the Classroom Write and reflect silently: How do you—or how can you—address the Five

Aspects of Power in your school or district?

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Focus: Is There a Difference? Grade 3

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Analyzing Your Unit of Study Focus – What is the evidence?

What standards does my unit address? Are the standards major work of the grade/course?

Are the lessons, tasks, and assessments aligned to the standards? Do I see similarities between the tasks in the Content Guide and what is in my unit?

To Do List (Commitments)

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Rigor – What is the evidence? Aligned Task(s)

Alignment to Standard(s)

Teacher Actions

Student Actions

Conc

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al

Und

erst

andi

ng

Proc

edur

al S

kill

and

Flue

ncy

Appl

icat

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To Do List (Commitments)

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Within-Grade Coherence – What is the evidence?

1. Do you notice lessons that allow students to connect their understanding of the major work clusters tosupporting clusters? Why might this connection be missing in your unit?

2. How do the lessons connect to the major work of the grade?3. Are the aspects of rigor reflected in these lessons? If so, how?4. Is your unit missing connections between the major and supporting work of the grade?

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To Do List (Commitments)

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Productive Beliefs TRUE FALSE

Notes:

Adapting: Using Progressions of Learning

Access to Academic Language for ALL

Do the math. What MLR does this task exemplify? How does this MLR support access to the mathematics? What design principles are reflected in the MLR? How does the implementation of this MLR support equity?

0, 1.5, 3, 4.5, 6, 7.5

6, 12, 24, 48, 96, 192

9, 12, 15, 18, 21, 24

10, 15, 20, 25, 30, 35

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Sampling the MLRs

Do the math. What MLR does this task exemplify? How does this MLR support access to the mathematics? What design principles are reflected in the MLR? How does the implementation of this MLR support equity?

Write a story problem that can be solved by finding 5 x 4.

Draw two different diagrams that show that 5 x 4 = 20. Explain how your diagrams represent 5 x 4 = 20.

Which of the diagrams you used to represent 5 x 4 = 20 can be used to represent 5 x !"? Draw the diagram if possible.

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Standing in Line

Do the math. What MLR does this task exemplify? How does this MLR support access to the mathematics? What design principles are reflected in the MLR? How does the implementation of this MLR support equity?

Alysha is nervously checking the time as she is moving forward in the line. By 2:03 she

has made it to point B in line.

What is your best estimate for how long it will take Alysha to reach the front of the

line? If the ride lasts 3 minutes, can she ride one more time before her parents arrive?

Alysha really wants to ride her favorite ride at the amusement park one more time

before her parents pick her up at 2:30 p.m. There is a very long line at this ride, which

Alysha joins at 1:50 p.m. (point A in the diagram below).

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Modeling Planning for Unfinished Learning Assessment Approach Prerequisite Skills Curricular Intervention

[TOOL] + [TIME] [STANDARDS] / [KNOWLEDGE] /

[SKILLS]

[TYPE] + [RESOURCE]

Identify Major Work

Lesson Objectives

Prerequisite Skills

Content Guide

Design Intervention

Assessment Approach

Performance Task

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Practicing Planning for Unfinished Learning Assessment Approach Prerequisite Skills Intervention

[TOOL] + [TIME] [STANDARDS] /

[KNOWLEDGE] / [SKILLS]

[TYPE] + [RESOURCE]

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Naming Levels Activity• With your table group, examine the Benchmark Tasks Grid for your grade band (elementary,

middle, high).• What words or phrases could be the “header” for each column?• What words or phrases could be the “header” for each row?

• When your group has agreed on the header names, please make a Post-it for each one.

Analyzing & Implementing Math Tasks

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Naming Levels ActivityLevel Characteristics

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3

2

1

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Orchestrating Productive Mathematical Discourse Chart for Monitoring, Selecting, Sequencing, and Connecting Student Thinking

Strategy Work of Specific Students Sequence Compare

Notes:

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78910

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16171819

202122

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3

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78910

1112131415

16171819

202122

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78910

1112131415

16171819

202122

Core Action 1Ensure the work of the enacted lesson reflects the Focus, Coherence, and Rigor required by college- and career-ready standards in mathematics.

For the complete Instructional Practice Guide, go to achievethecore.org/instructional-practice.

Core Action 2Employ instructional practices that allow all students to learn the content of the lesson.

Core Action 3Provide all students with opportunities to exhibit mathematical practices while engaging with the content of the lesson.

CORE ACTIONS AND INDICATORS

The enacted lesson focuses on the grade-level cluster(s), grade-level content standard(s), or part(s) thereof.

The teacher makes the mathematics of the lesson explicit through the use of explanations, representations, tasks, and/or examples.

The teacher provides opportunities for all students to work with and practice grade-level problems and exercises. Students work with and practice grade-level problems and exercises.

The enacted lesson appropriately relates new content to math content within or across grades.

The teacher strengthens all students’ understanding of the content by strategically sharing students’ representations and/or solution methods.

The teacher cultivates reasoning and problem solving by allowing students to productively struggle. Students persevere in solving problems in the face of difficulty.

The enacted lesson intentionally targets the aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, application) called for by the standard(s) being addressed.

Circle the aspect(s) of Rigor targeted in the standard(s) addressed in this lesson: Conceptual understanding / Procedural skill and fluency / Application

Circle the aspect(s) of Rigor targeted in this lesson: Conceptual understanding / Procedural skill and fluency / Application

The teacher deliberately checks for understanding throughout the lesson to surface misconceptions and opportunities for growth, and adapts the lesson according to student understanding.

The teacher poses questions and problems that prompt students to explain their thinking about the content of the lesson. Students share their thinking about the content of the lesson beyond just stating answers.

The teacher facilitates the summary of the mathematics with references to student work and discussion in order to reinforce the purpose of the lesson.

The teacher creates the conditions for student conversations where students are encouraged to talk about each other’s thinking. Students talk and ask questions about each other’s thinking, in order to clarify or improve their own mathematical understanding.

The teacher connects and develops students’ informal language and mathematical ideas to precise mathematical language and ideas. Students use increasingly precise mathematical language and ideas.

If any uncorrected mathematical errors are made during the context of the lesson (instruction, materials, or classroom displays), note them here.

A.

A.

A.

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B.

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K–8MATHGRADESSUBJECT

Mathematical learning goal:

Standard(s) addressed in this lesson:

Published 08.2018. 2

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Observing Instruction Low-Inference Notes

Time Teacher Actions Student Actions

Feedback:

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Describe the Challenge

Unpack the System

Adaptive or Technical?

Moving Forward

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