ACTIVITY 3: EXPLORING A COMMON-CORE ALIGNED UNIT/LESSON
10:30
1. Reflect on “Over time”
Framework Indicators
Focused on Planning
Review the list of “Over Time”
indicators from the NPS Teacher
Framework and discuss in small groups:
- Which is a particular strength for
teachers in your school?
- Imagine one of the grades in your
school, where would you want your
teachers to focus their energy?
Which one would give you the best
leverage point in your school?
Slides on Unit Planning
& Selected NPS Teacher
Framework indicators
10:40
2. Develop an understanding
of key criteria in the
Common Core-developed
criteria from the EQuIP
rubric and MET rubric?
-
Common Core PreTest
Slides on selected
publishers’ criteria or
selected standards
-
Whole group debrief of key
questions from Pre-Test related to
over time planning
Whole group discussion of 1
standard and what it would take to
ensure teachers knew how to help
all students master that standard.
5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or
whole number by a fraction.
a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts;
equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a
visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this
equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of
the appropriate unit fraction side lengths, and show that the area is the same as would
be found by multiplying the side lengths. Multiply fractional side lengths to find areas of
rectangles, and represent fraction products as rectangular areas.
How would you interpret the standards above? What understandings should students have? What do
the standards expect students to be able to do?
Page 1
ACTIVITY 3: EXPLORING A COMMON-CORE ALIGNED UNIT/LESSON
How would we use what we learned from the Pretest to explore and unpack the standards 5.NF.4a and
5.NF.4b?
WARM UP
STANDARD NOTATION
What grade level is associated with the standards 5.NF.4a
and 5.NF.4b? How do you know?
What domain is addressed by standards 5.NF.4a and
5.NF.4b??
Q1 & Q2
CRITICAL AREAS
How do standards 5.NF.4a and 5.NF.4b relate to the Major
Work of the grade?
Q4
RIGOR
How, if at all, do standards 5.NF.4a and 5.NF.4b relate to the
3 aspects of rigor?
Q12
COHERENCE/PROGRESSION List all of the requisite skills that relate to standards 5.NF.4a
OF KNOWLEDGE
and 5.NF.4b? (See pages 161 and 162)
Q5
MULTIPLE
REPRESENTATIONS
Read Q5’s definition of Multiple Representations. Which
representations are explicitly referenced within the
standards 5.NF.4a and 5.NF.4b?
Q6
TASK ANALYSIS
Determine whether the following tasks align to the
expectations of standards 5.NF.4a and 5.NF.4b. Why or why
not?
Page 2
ACTIVITY 3: EXPLORING A COMMON-CORE ALIGNED UNIT/LESSON
1. Multiply and express in simplest form.
3
8
2.
Use the models above to find
1
2
of
x
1
2
3
4
3. Drew has 4/5 gallons of paint and uses ¼ of it to paint one wall. How much paint did he
use? How much paint is left?
Page 3
ACTIVITY 3: EXPLORING A COMMON-CORE ALIGNED UNIT/LESSON
11:00
3. Explore how the Common
Core criteria connect to the
NPS Teacher Framework.
See-Think-Wonder:
Review the Note-taking Template and
discuss in small groups:
- What do you see in the note-taking
template? What do you think?
What questions do you have?
- Address 2 questions as a group.
Note-taking Template
11:15
4. Determine how selected
CCSS-Aligned lessons and
units are organized.
Presentation on the key components of
a Math in Focus Unit
- Walk participants through the
highlighted components of the
selected curricular documents.
Sample unit or module
from Math in Focus
To address “Coherent Planning,” read Planning Guide pages 160F and 160G then review the Grade 5
Assessment Framework’s content headlines to see how standards are addressed over the course of the
year.
11:25
5. Analyze a selected CCSSAligned unit with the
Common Core Planning
“Note-Taking Template”
Present to the group on how to
evaluate the sample unit/lesson based
on the first indicator (1e Coherent
Planning)
Ask participants to form small groups
and assign two indicators to each group
6-7 small groups of 3 people each.
Note-taking Template +
Unit
To address the remaining questions, review pages 160 -164 (Chapter Intro) and pages 165 – 168A
(Lesson 4.1); Look for features that are inherent in a CCSSM-aligned unit/lesson: Visualization and use
of pictures, models, and diagrams, fewer topics in greater depth, resources for differentiation,
mathematical problem solving at the core, opportunities for students to ‘learn’, ‘consolidate thinking’
through practice’, and ‘apply,’.
Determine how your assigned indicators are addressed within the lesson. Use the next page to help
guide your thinking.
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ACTIVITY 3: EXPLORING A COMMON-CORE ALIGNED UNIT/LESSON
Learning Progression


Pgs 161 – 162: Recalling Prior Knowledge (w/explanations)
Pgs 162 – 164: Quick Check
Depth of Knowledge

Emphasis on Conceptual Understanding (Understanding multiplication of fractions) and
Procedural Skill (using algorithms to find the product of two fractions)
High Expectations for All


Pg 165: Using Models….
Pg 166: Removing the Models
Understanding Growth

Pg 164: Pretest
Use of Data

Pg 164: Pretest, Let’s Practice
Questions & Tasks; Precision & Evidence

Teach and Learn Sections
Tailored Instruction


Pg 165: Reteach, extra Practice, Interactive Lessons, Guided practice,; Teach then Learn
approach
Pg 167: Hands On
**Enrichment Guide
11:55
6. Final Debrief
Ask each group to share one key
takeaway
Possible Reflection Questions:
• What still needs to be defined for
you? List the words and ideas.
• What are the messages behind
these materials?
• What do you need help with?
Page 5
Slide with reflection
questions (Slide 62)
ACTIVITY 3: EXPLORING A COMMON-CORE ALIGNED UNIT/LESSON
Units
Addressed
In-Depth
Standard(s)
Math In
Focus
Sections
Go Math
Sections
Module(s)
Content
Headline
Assessment Cycle 1
Assessment Cycle 2
Assessment Cycle 3
November 7 – November 19
January 13 – January 24
March 19 – April 11*
Assessment Cycle 4
May 28 – June 7*
1A, 1B
2A, 2B
3, 4, 5
6, 7, 8
5.NBT.1, 5.NBT.6
5.NBT.1, 5.NBT.6
5.NF.2, 5.NF.4
5.NF.2, 5.NF.4, 5.MD.5
Chapter 1, Chapter 2
8.0, 8.1, 8.2, 8.3
9.0, 9.1, 9.2, 9.3, 9.4, 9.5, 9.6
3.0, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7
4.1, 4.2, 4.3, 4.4, 4.5
Comments:
 22 days
 Include review an module
work
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8,
1.9, 1.10, 1.11, 1.12
2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.8, 2.9
Comments:
 18 days
 Include review an module
work
3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8,
3.9, 3.10, 3.11, 3.12
4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8
5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8
Chapter 10
Comments:
 16 days
 Include review an module
work
6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8,
6.9, 6.10
7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8,
7.9, 7.10
8.3
4.6, 4.7
11.2
13.1, 13.3, 13.5
15.4, 15.5, 15.5a, 15.5b
Comments:
 20 days
Comments:
 34 days
 Clarity needed on whether or
not to include chapter 10
Comments:
 22 days
Comments:
 19 days
5.NF.3, 5.NF.1-2 , 5.NF.4
Seeing Fractions as Division:
multi-digit whole numbers;
decimals to hundredths; symbolic
notation in expressions
N/A
Division: fractions
Comments:
 23 days
 Include review an module
work
5.NBT.1-2
Place Value: Multidigit Whole #’s
Performing Operations: multidigit whole numbers; decimals to
hundredths; symbolic notation in
expressions
5.NBT.1-2
Place Value: decimals
Performing Operations: decimals
Addition and Subtraction:
fractions with unlike
denominators
Multiplication: fractions
* DATES WILL BE ADJUSTED.
Page 6
8.1, 8.2, 8.4, 8.5
9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7
11.5, 11.6, 11.7, 11.8, 11.9, 11.10,
11.11, 11.12
Understanding Volume
Ordered Pairs and The Coordinate
Plane
2-D Figures