Mike Klavon Robyn Lucasmklavon@oaisd.org rlucas@oaisd.org

Essential Information◦ Food and Drink◦ Restrooms◦ Begin at 9:00 pm◦ End by 11:30 pm◦ Name Tags

Why are we here?◦ To walk through the instructional components,

pacing and assessment guide for Unit 1 of Math Expressions.

◦ To explore the research based math strategies and how they support each other in Unit 1 and Unit 2.

A Message from Karen Fuson Read and Share Curriculum and Assessment Guide

Unit 1 Overview Beginning a Unit Daily Instruction Unit Assessment

Program Scaffolding Daily Routines for Volume 1

Units 1 and 2 Highlights

Please find the document titled, “Getting Started with Math Expressions”.

Read pages 1 and 2 and highlight any parts that you feel would be “nice to share” with your table group.

Share your insights with your table group. Eg. Try to stay 5 days ahead of your class!

As a table group, be ready to share 1 insight with the rest of your colleagues.

Turn to page 4 from the “Getting Started with Math Expressions” handout and read paragraph D.◦ Do we really need to teach every unit?

Our Response…◦ Compare the OAISD unit pacing guide with the

pacing guide provided by Karen Fuson. (p. xxxviii)◦ Please note…the OAISD pacing guide is completely

aligned to the Michigan GLCEs.

Teacher Factors School Factors

#1 Factor leading to student achievement

Guaranteed and Viable Curriculum

Guaranteed ◦ “No matter who teaches a given course or a given

grade level, certain content will be taught.” The intended curriculum is the implemented curriculum!

Viable◦ “Teachers can adequately address the guaranteed

content in the instructional time available to them.” Resources are identified and available to support learning!

(Robert J. Marzano, 2000)

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1. Identify and communicate “essential content” for all students (“unpacking” the benchmark statements)

2. Ensure time is available for essential content (formal “time audit”)

3. Sequence and organize essential content for adequate learning opportunities

4. Ensure all teachers address these essentials5. Protect instructional time

(Robert J. Marzano, 2000)

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1. Identify and communicate “essential content” for all students (“unpacking” the benchmark statements)

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2. Ensure time is available for essential content (formal “time audit”)

3. Sequence and organize essential content for adequate learning opportunities

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Look at Units 3 and 6. ◦ Why do you think our guide is different?

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Essential lessons are recommended for all students, but ALL activities are not always required to reach mastery!

Non-Essential lessons are recommended for advanced students who need extension opportunities

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Provides 3 and 5 days for mastery learningDay 1 of Mastery Learning Loop – Unit test from SAB (p. 212)Days 2 and 3 – Re-teach/EnrichLast Day – Test Forms A or B or OAISD (when necessary)

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This page will let you know the Math Expressions materials and what to use if they did not come in your kit or where to make the copies

Only the * indicates what is unique The rest of the manipulative

contents are not specific to the program

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What they are and where to find them◦ Beginning a Unit◦ Daily Instruction◦ Unit Assessment

Personal Learning suggested by Karen Fuson◦ Unit Overview (p. 1A)◦ Getting Ready to Teach (p. 1K – 1N)◦ Extending the Assessment (p. 126)

Take 2-3 minutes to look these over as a table group and record what’s new to you?

Whole group discussion.

◦ Great for Parents!

Lesson design (≈ 30 minutes)◦ Warm-up (≈ 5 minutes)◦ Teach (≈ 10-15 minutes)◦ Check for Understanding (Through Observation)◦ Practice (≈ 5-8 minutes)◦ Reflect/Assess (≈ 2 minutes)

Warm-up◦ “Quick Practice” and “Daily

Routines” (p. 1) These should not take very long.

This section provides repetitive, short activities that either help students become faster and more accurate at a skill or help to prepare ground for new concepts.

Teach◦ Introduce learning target (p. 1)

“Discuss links between math and

the real world”

I will see where math is used in the

world around us.

“Count objects in the classroom

and in a counting book” I will count objects.

◦ Formative assessment research tells us that clear learning targets communicated to students before and during a unit increases student achievement. (Marzano, 2001)

Teach (Continued)◦ Class Activities (p. 2-5)

You are not required to do all of

the class activities provided in each lesson.

◦ Instructional Conversation Suggested questions and

answers are offered to orchestrate and nurture Math Talk in your classroom

Teach (Continued)◦ Going Further

Differentiated Instruction (p. 6) These activities may also be used

as a substitute for the Class Activities.

Note: These differentiation cards are not often used during first year of implementation.

Extension (p. 37) These activities may go beyond the

stated learning objectives and may only be appropriate to differentiate for students who need enrichment.

Check for Understanding (p. 36)◦ As you are teaching the

lesson Walk around and check

student work to provide immediate descriptive feedback.

Look for assessment questions in the red “Ongoing Assessment” box in margin.

Practice◦ Home or School Activity

(p. 44) Extension of a previous activity.

◦ Homework (p. 52) This could begin in the

classroom and then completed

at home.

Homework is not required to go home everyday.

◦ Differentiated Instruction Cards Another option for practice

Reflect/Assess◦ Discuss Math Writing Prompt with DI Cards

Lead a class discussion or have students complete an “Exit Card”◦ What did we learn today?

◦ Did we meet our “learning target”

today?

◦ What was easy?

◦ What was hard?

◦ What was fun?

◦ What do I need more help on?

Unit Tests (p. 124 and 125)◦ Approximately 4 days per unit

Day 1, Pre-test (p. 124) Days 2 and 3, Re-teach/Extend (Assessment Alignment) Day 4, Test (Forms A or B or OAISD)

120 Poster

Count to the New Total

Money Flip Chart

Giant Number Cards

Four Ways to Show the Same Number

Student Leader 1 draws a new circle Previous total 28:

I am adding 1. So, 28 plus 1 is 29. Do I have a new 10 –no 29 = 20 + 9

Previous total 29 I am adding 1. So, 29 plus 1 is 30. I have a new 10, so I am

going to erase all of the circles on these 20s and mark the new 10 at the bottom 30 Just leave the number without an equation

The focus is on the final number in standard form (29) and expanded form (20 + 9).

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Count to the New Total◦ Less than 50

Student Leader 1 leads the class and points to each number to reach the new total

◦ After 50 - Finger Flashes for 52 Student Leader 1 moves the pointer down each column

by tens and ones Children do the finger flashes in unison

10, 20, 30, 40, 50 freeze 51, 52

The focus is on the decade numbers for counting up to 52.

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Student Leader 2 removes 1 sticky note representing the addition of 1 penny◦ Previous total 28 pennies

I am adding 1 penny. Will I make a new 10 – no. 28 plus 1 is 29 Removing the sticky note and putting it in the rectangles

at the bottom of the Money Flip Chart We now have 9 ones so I’ll erase the 8 and write a 9

10 plus 10 plus 9 That’s 2 tens and 9 ones equals 29

The focus is on tens and ones. The ten rectangles reinforce partners of 10

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New Ten◦ Previous total 29 pennies

I am adding 1 penny. Will I make a new 10 – yes So I’ll write it below

Erase the 9 write a 10 10 plus 10 plus 10 equals 30 Removing the sticky note and putting it in the rectangles

at the bottom of the Money Flip Chart

◦ Next Day Student Leader 2 Flip over the next column of pennies and cover all

the ten pennies with sticky notes with all children Continue the routine – previous total 30 add 1

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Student Leader 3 shows the new total using the cards◦ New Total is 29

Say, “20”. Show the 20 card. Say, “Plus 9”. Show the 9 card

Class responds, “20 plus 9 makes 29”

◦ New Total 30 Show the 30 card Class responds, “3 tens make 30”

Focus on the standard and expanded form of numbers.

Focus on pictures to 10.

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Unit 1 – Understand Numbers 1 – 10◦ Explore number represented as words, numerals

and quantities and how they relate to each other.◦ Connects numbers to the world around us.◦ Introduces geometry activities and patterning.

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Lesson 2, Relate Objects and Numbers Through 5

Lesson 9, More Coin Values and Numbers 6-10

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Arrange your counting mat Choose a number Make a number

Multiple Options◦ Relate visual quantity to

fingers, sounds or body movements

◦ Practice visual imagery◦ Describe arrangements◦ Change arrangements◦ Copy arrangement of another

person◦ See partners of a number

Vertical Graphs◦ Which is tower taller, 2 or 5?◦ Which number is more, 2 or 5?◦ Which tower is shorter, 2 or 5?◦ Which number is less, 2 or 5?◦ How do you know?

Horizontal Graphs◦ Which row is longer, 2 or 5?◦ Which number is more, 2 or 5?◦ Which row is shorter, 2 or 5?◦ Which number is less, 2 or 5?◦ How do you know?

Questions, comments, concerns?

Thank you for your hard work and dedication

Contact Information:

Mike Klavon Robyn Lucasmklavon@oaisd.org rlucas@oaisd.org

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