How are these ideas being developed over the course of the unit/module?

Why are they developed this way?

What is the math story in this module?

Once you have identified them, please snap a picture & upload these work samples below.

• Based on the mathematics you did and discussed, what would you want students to notice, wonder & figure out from these tasks and this unit/module.

  
  

• What are the prerequisites for succeeding with the tasks in this module/unit?

  
  

• What are the big ideas of the problems? How are they connected to the story of the module/unit?

  
  

• What pushes or challenges students to think in this module/unit?

  
  

• How did the big ideas show up from the problem solutions?

  
  

What do you notice about the work and different solutions?

What do you wonder about the different solutions?

Did you find more than one solution path?

How do the solutions connect to each other?

How would you describe what students have to understand in order to be successful with the problems?

How did solutions build on each other?

How did the solutions connect to students prior knowledge?

How does this mathematics support/enable future understandings?

What are some checkpoints that will serve as strong checks for understanding along this Module?

·      Introduced?

·      Explored?

·      Methods compared (efficient, sense making)?

·      Justifiable procedures stamped?

·      Where does practice occur?

·      Is there a grade level fluency in the Topic or Section?

Which Exit Tickets/Cool Downs are most essential and why?

What worked well during the Do the Math section for you?

What types of preparation is required to successfully facilitate this section of the Module/Unit Internalization (Do the Math!) with your leaders/teachers?

Noticings: there were different processes. One process identified the misconception and then completed the work where you decomposed but didn't show how the decomposition correlated with the explanation. One process shows the use of the associative process as taught in the unit.

Wonder: around pushing teachers to stamp for scholars usage of the properties taught throughout the lesson ie. associative, distributive, etc.

Solution path: chose strategies most familiar with

Connection: Arrived at same answer using similar steps

Noticings: one process utilized mental math, the other process used the associative property to solve.

Wondering: what work took place to solve for the solution and how could I support possible misconceptions with scholars completing work using mental math to solve.

For teachers, how do we teach scholars to solve showing their work and engage in similar practices just as we are.

Scholars need to know how to use the place value chart and unbundle tens, using the associative property, key understanding of the distributive property, sound understanding of decomposing numbers using tens and ones, multiplication, and division. They also need to understand the formula for both area and perimeter.

Decompose a factor into a sum and multiply each part to make easier numbers 5 x 15 -> 5 x (10 + 5) -> 5x10+5x5. This is supported by the area model.

We can track our decomposition using a number bond.

Renaming numbers in unit form to use place value to allow you to use friendly facts. 350/5 -> 35 tens/5

fluency with multiplication and division and how they are working as one, associative property making use of familiar facts by decomposing numbers using multiples of ten and distributive property understanding, using various strategies such as the area model, place value chart and distributing, and number bonds, and converting units of measurement using multiplication and understanding of the ten.