Orient participants in how and Common Addition and Subtraction Review and download video file as where application is addressed in A Situations a back-up in case there is a problem Story of Units Common Multiplication and Division with the embedded video Watch a video clip of Example 1 of Situations Application 0:05-0:25 work that promotes application Clip: Candy Problem – (25 min) Analyze the methods, impact and Word Problems advantages of Example 1 Identify evidence of Standards for Mathematical Practice from Example 1 Engage in Example 2 of work that Standards Calling for Real World promotes application Problems Analyze the methods, impact and Application 0:25-0:45 – advantages of Example 2 (10 min) Real-World Problems Identify evidence of Standards for Mathematical Practice from Example 2 Engage in Example 3 of work that Generic counters, 24 per participant Distribute generic counters to 0:45-1:05 promotes application Common Multiplication and Division participants Application Modeling – (25 min) Compare and Contrast the three Situations examples of application Summarize key points How to Implement A of Units 1:05-1:15 Reflect on next steps Closing (10 min) Reflect on the components of rigor in balanced instruction TOTAL TIME 75 min Session Roadmap Opening Time: 0:00-0:05 [5 minutes] In this section, you will… Link to previous sessions; frame the session, referencing the agenda Provide an overview of application as defined in the Shifts and Publishers’ Criteria Provide an overview of how A Story of Units implements application Review the flow and objectives of this session Materials used include: Session PowerPoint (SLIDE 1) In the previous two sessions we have examined the fluency and deep understanding components of rigor. Our third and final rigor session will address the application component of rigor. (SLIDE 2) The objectives of this session are to: Understand the application component of called for in the Standards, as defined by the Instructional Shifts and the Publishers’ Criteria
Application – Word Problems 0:05-0:25 (25 min) Orient participants in how and where application is addressed in A Story of Units Watch a video clip of Example 1 of work that promotes application Analyze the methods, impact and advantages of Example 1 Identify evidence of Standards for Mathematical Practice from Example 1 Common Addition and Subtraction Situations Common Multiplication and Division Situations Clip: Candy Problem Review and download video file as a back-up in case there is a problem with the embedded video Application – Real-World Problems 0:25-0:45 (10 min) Engage in Example 2 of work that promotes application Analyze the methods, impact and advantages of Example 2 Identify evidence of Standards for Mathematical Practice from Example 2 Standards Calling for Real World Problems Application – Modeling 0:45-1:05 (25 min) Engage in Example 3 of work that promotes application Compare and Contrast the three examples of application Generic counters, 24 per participant Common Multiplication and Division Situations Distribute generic counters to participants Closing 1:05-1:15 (10 min) Summarize key points Reflect on next steps Reflect on the components of rigor in balanced instruction How to Implement A of Units TOTAL TIME 75 min Session Roadmap Opening Time: 0:00-0:05 [5 minutes] In this section, you will… Link to previous sessions; frame the session, referencing the agenda Provide an overview of application as defined in the Shifts and Publishers’ Criteria Provide an overview of how A Story of Units implements application Review the flow and objectives of this session Materials used include: Session PowerPoint (SLIDE 1) In the previous two sessions we have examined the fluency and deep understanding components of rigor. Our third and final rigor session will address the application component of rigor. (SLIDE 2) The objectives of this session are to: Understand the application component of called for in the Standards, as defined by the Instructional Shifts and the Publishers’ Criteria
session_6_-_rigor_breakdown_-_application_-_grades_p-2_-_notes.docx