N YS CO MMO N COR E MAT H E MAT I C S C U RR I C U LU M A Story of Units

A Story of Units
Module Focus

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Session Objectives
• Draw connections between the progression documents and
the careful sequence of mathematical concepts that develop
within each module.
• Articulate how the topics and lessons promote mastery of the
focus standards and how the module addresses the major
work of the grade.
• Prepare to implement the module and make appropriate
instructional choices to meet the needs of students while
maintaining the balance of rigor that is built into the
curriculum.
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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Participant Poll
• Classroom teacher
• School leader
• Principal
• District leader
• BOCES representative
• Attended Grade 4 Presentation at the May NTI

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

AGENDA
Study of the Progression Document
Examination of Module Overview and Assessments
Exploration of Selected Lessons
Bringing the Module to Life

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Progression Study
• Read the Geometric Measurement Progression page 20.
• Highlight the information relevant to the content of this
module.
• Which measurement concepts are students
expected to learn in Grade 4?

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Progression Study
• Which measurement concepts are students
expected to learn in Grade 4?
• What appears to be missing from this
Progression that you would expect to find
when teaching about measurement?

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

AGENDA
Study of the Progression Document
Examination of Module Overview and Assessments
Exploration of Selected Lessons
Bringing the Module to Life

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Review of Module Structure

Module Overview

Topic Topic Topic

L1 L2 L3 L4 L5 L6 L7 L8

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Module Overview
• Read the descriptive narrative.
• Make note of important
information that will help
educators understand the
content and prepare to
implement this module.

10

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Module Overview
• How does this Module compare to your
past experiences with this content?
• How does each component of the
Module Overview prepare you to
implement this material in your
classroom?
Turn and talk with others at your table
about your observations.

11

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Module Mathematics in Practice

12

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Module Mathematics in Practice

500 m

13

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Module Assessments
• Complete the End of Module Assessment.
• Label each problem with the standard it assesses.

14

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Module Assessments: Rubrics

15

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Module Assessments: Scoring Sample

Student Work
• Score the assessment assigned to your table using
the Rubric.
• Discuss the scores at your table.
• How can the Levels of Performance
and the Step descriptions assist a
teacher in assessing student
understanding?

16

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Module Assessments: Reflection

How could this rubric be used?

17

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Lunch Break

18

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

AGENDA
Study of the Progression Document
Examination of Module Overview and Assessments
Exploration of Selected Lessons
Bringing the Module to Life

19

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Topic Openers
• Read the descriptive narrative.
• Make note of important
information that will help
educators implement these
lessons.

20

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Topic Openers
• How does Topic A lay the foundation
for the work in Topic B?
• How do Topic Openers A and B allow
teachers to understand the vertical
alignment amongst grade levels?
• How are the Topic Openers useful as a
planning tool for this model?

21

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Lesson Study
• Fluency Practice
• Application Problems
• Concept Development
• Student Debrief

22

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Lesson 1-3
Unit conversions with metric measurements of length, weight, and capacity.

• Application of Module 1: addition and

subtraction; algorithms and strategies
• New Terms: kilometer, milliliter, mass,
mixed units
• 2-column table used to show
conversions
• Number line used as a strategy for
counting up or down.
• Simplifying strategies are encouraged.
• Standards alignment

23

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Lesson 1
2- column tables Distance

km m

10

24

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Lesson 2
Number Lines 10 kg – 2 kg 250g

25

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Lesson 3
Label the strategy modeled in each solution.
Problem 1:
Algorithm with mixed units

Algorithm using smaller units

Special Strategy, one unit at a time
Special Strategy, number line

Special Strategy, counting up

26

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Lesson 3
Label the strategy modeled in each solution.
Problem 2:
Algorithm with mixed units

Algorithm using smaller units

Special Strategy, one unit at a time
Special Strategy, number line

Special Strategy, counting up

27

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Lesson 3
Label the strategy modeled in each solution.
Problem 3:
Algorithm with mixed units

Algorithm using smaller units

Special Strategy, one unit at a time
Special Strategy, number line

Special Strategy, counting up

28

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Lesson 3
Label the strategy modeled in each solution.
Problem 4:
Algorithm with mixed units

Algorithm using smaller units

Special Strategy, one unit at a time
Special Strategy, number line

Special Strategy, counting up

29

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Lesson 3
Label the strategy modeled in each solution.
Problem 5:
Algorithm with mixed units

Algorithm using smaller units

Special Strategy, one unit at a time
Special Strategy, number line

Special Strategy, counting up

30

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Lesson 4:
Know and relate metric units to place value units in order to express
measurements in different units.

• Connect metric units to place

value units.
• Compare and order
measurements

31

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Lesson 4
What do you notice about the relationship between
grams and kilogram?

1 kilogram = 1,000 grams

Write your answer as an equation.

1 kg = 1,000 x 1g
32

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Lesson 5:
Use addition and subtraction to solve multi-step word problems involving
distance, liquid volume, and mass.

• Apply what students learned in

Lessons 1-4
• Structured to use the Problem
Set within the Concept
Development
• Utilize the RDW strategy

33

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Lesson 5:
Problem Set- Problem 1
• The potatoes Beth bought weighed 3 kilograms 420 grams.
Her onions weighed 1050 g less than the potatoes. How
much did the potatoes and onions weigh altogether?

34

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Balanced, Rigorous Instruction

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Biggest Takeaways
• How do these lessons compare to your
past experiences with mathematics
instruction?

• Turn and talk with a partner at your

table about your reflections.

36

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Key Points
• Measurement provides a context to apply addition and
subtraction skills and strategies.
• Measurement provides a context to strengthen place value
patterns and number theory.
• Students are encouraged to track their thinking through
written work (simplifying strategies vs. mental math).

37

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Module 3
Multi-Digit Multiplication
and Division

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Module 3 Overview
• Read the Module
Overview
independently.
• Mark important
information that will
help the
implementation of this
module.

40

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Module 3 Overview
• Re-read the Overview to find your table’s assigned
Topic
• Using the Topic Analysis Handout, complete the focus
question for your Topic and list the standards.
• Column 1 - Focus questions
• Column 2 - Answers
• Column 3 - Standards addressed

41

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Module 3 Topic A
• Multiplicative Comparison Word Problems
• What context will students use to explore multiplicative
comparisons?
• What does Topic A lay the foundation for in upcoming year?

The width of David’s tent is 5 feet. The length is twice the width. David’s rectangular air

mattress measures 3 feet by 6 feet. If David puts the air mattress in the tent, how many

square feel of floor space will be available for the rest of this things?

42

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Module 3 Topic B
• Multiplication by 10, 100, and 1000
• Why are students asked to reason between number disks and
numerical work?
• Topic B lays the foundation for which upcoming Module 3
Topics?

Brianna bought 3 packs of balloons for a party. Each pack had 60

balloons. How many balloons does Brianna have?

43

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

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?

44

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Module 3 Topic D
• Two-Step Multiplication Word Problems
• What is the purpose of Topic D?
• What operations will students be able to use to solve the
problems?
In one month, Charlie read 814 pages. In the same month his mom read 4 times as

many pages as Charlie, and that was 143 pages more than Charlie’s dad read. What

was the total number of pages read by Charlie and his parents?

45

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Module 3 Topic E
• Division of Tens and Ones with Successive Remainders
• Which foundational concepts does Topic E build upon?
• What clarifications are provided by footnotes 2 and 3?

22 ÷ 5

Solve using an array and an area model.

46

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Module 3 Topic F
• Reasoning with Divisibility
• How is Topic F connected to the work of this module?
• Topic F provides the foundation for which upcoming Module 3
Topic?

Is the following statement true?

Any number that has 2 as a factor and 4 as a factor also has 8 as a

factor. Prove your answer.

47

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Module 3 Topic G
• Division of Thousands, Hundreds, Tens and Ones
• Topic G builds upon the work of which Topics that came
earlier in the Module?
• What is the purpose of using number disks in this Topic?

Use number disks to model this problem:

Zach filled 581 one-liter bottles of apple cider.

He distributed the bottles to 4 stores.

How many liter bottles will each store receive?

Will there be any bottles left over?

If so, how many?

48

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Module 3 Topic H
• Multiplication of Two-Digit by Two-Digit Numbers
• Why is the work of Topic H placed last in this Module?
• What should students understand about partial products
written vertically?

Use the area model to solve

23 × 15.

49

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

AGENDA
Study of the Progression Document
Examination of Module Overview and Assessments
Exploration of Selected Lessons
Bringing the Module to Life

50

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Another Look
Given your role, consider the next steps you would need
to take to move forward with this work.

Jot down a mini action plan of 3-5 steps.

51

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Action Plans
Meet with a group of 4-6 people who have a similar
role.
Create a combined action plan.

52

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Biggest Takeaways / Next Steps

• I now know…

• I need to figure out…

• The first thing I’ll do is…

Turn and talk with a partner at your table.

53

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 N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units

Key Points
• These lessons are carefully designed.
• Teaching these lessons requires thought and
preparation.
• Preparing teachers to use these lessons also requires
thought and preparation.
• Collaboration and communication are key!

54

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 Pulse Check
Please go to
http://www.engageny.org/resource/network-t
eam-institute-materials-july-8-12-2013
and
fill out the online plus-delta for the
P-5 Math session.

Thank You!
CONFIDENTIAL – DO NOT CIRCULATE

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