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Module Focus: Grade 6 – Module 5 Sequence of Sessions Overarching Objectives of this February 2014 Network Team Institute  Participants will develop a deeper understanding of the sequence of mathematical concepts within the specified modules and will be able to articulate how these modules contribute to the accomplishment of the major work of the grade.

 Participants will be able to articulate and model the instructional approaches that support implementation of specified modules (both as classroom teachers and school leaders), including an understanding of how this instruction exemplifies the shifts called for by the CCLS.

 Participants will be able to articulate connections between the content of the specified module and content of grades above and below, understanding how the mathematical concepts that develop in the modules reflect the connections outlined in the progressions documents.

 Participants will be able to articulate critical aspects of instruction that prepare students to express reasoning and/or conduct modeling required on the mid-module assessment and end-of-module assessment.

High-Level Purpose of this Session ● Implementation: Participants will be able to articulate and model the instructional approaches to teaching the content of the first half of the lessons. ● Standards alignment and focus: Participants will be able to articulate how the topics and lessons promote mastery of the focus standards and how the module addresses the major work of the grade. ● Coherence: Participants will be able to articulate connections from the content of previous grade levels to the content of this module.

Related Learning Experiences ● This session is part of a sequence of Module Focus sessions examining the Grade 6 curriculum, A Story of Ratios. Key Points

 Students utilize and build upon their previous understanding of composition and decomposition from Grades 1 – 5.

 Area and volume are additive.

 Students determine the formulas for area from their knowledge of the area of a rectangle and how it can be composed and decomposed.

 Students use their prior knowledge of Module 2 to calculate the volume of right rectangular prisms with unit cubes with fractional lengths.  Students use their prior knowledge of Module 3 to determine area and surface area of polygons through distance calculations.

 Students use their prior knowledge of Module 4 to use equations to determine missing angles, as well as to use formulas for area, volume, and surface area.

 Students apply formulas to real-life contexts and distinguish between the need to find surface area or volume within contextual situations.

Session Outcomes

What do we want participants to be able to do as a result of this How will we know that they are able to do this? session?  Participants will develop a deeper understanding of the sequence of Participants will be able to articulate the key points listed above. mathematical concepts within the specified modules and will be able to articulate how these modules contribute to the accomplishment of the major work of the grade.

 Participants will be able to articulate and model the instructional approaches that support implementation of specified modules (both as classroom teachers and school leaders), including an understanding of how this instruction exemplifies the shifts called for by the CCLS.

 Participants will be able to articulate connections between the content of the specified module and content of grades above and below, understanding how the mathematical concepts that develop in the modules reflect the connections outlined in the progressions documents.

 Participants will be able to articulate critical aspects of instruction that prepare students to express reasoning and/or conduct modeling required on the mid- module assessment and end-of-module assessment. Session Overview

Section Time Overview Prepared Resources Facilitator Preparation Establish the instructional  Grade 6 Module 5 Module Overview 25 mins Review Grade 6 Module 5 focus of Grade  Grade 6 Module 5 PPT 6 Module 5. Examine  Grade 6 Module 5 Topics A and B 30 mins lesson of Topic  Grade 6 Module 5 PPT A and B. Examine representative Complete assessent, review Mid-Module  Grade 6 Module 5 10 mins portions of the rubric and sample Assessment  Grade 6 Module 5 PPT mid-module solutions. assessent. Examine  Grade 6 Module 5 Topics C and D 30 lesson of Topic  Grade 6 Module 5 PPT C and D. Examine representative Complete assessent, review End-of-Module  Grade 6 Module 5 15 mins portions of the rubric and sample Assessment  Grade 6 Module 5 PPT end-of-module solutions. assessent.

Session Roadmap

Section: Time:

Tim Slid Slide #/ Pic of Slide Script/ Activity directions GROU e e # P 1. Welcome! In this module focus session, we will examine Grade 6 – Module 5.

1 min 2. Our objectives for this session are: •Examination of the development of mathematical understanding across the module using a focus on Concept Development within the lessons. •Introduction to mathematical models and instructional strategies to support implementation of A Story of Ratios. 1 min 3. We will begin by exploring the module overview to understand the purpose of this module. Then we will dig in to the math of the module. We’ll lead you through the teaching sequence, one concept at a time. Along the way, we’ll also examine the other lesson components and how they function in collaboration with the concept development. Finally, we’ll take a look back at the module, reflecting on all the parts as one cohesive whole.

Let’s get started with the module overview.

1 min 4. The third module in Grade 6 is called Area, Surface Area and Volume Problems (click for red ring). The module is allotted 25 instructional days. 6 min 5. Locate “K-6, Geometry” progressions document in your extra materials. Take a few minutes to read and highlight interesting areas and key take aways that you would like to discuss with the whole group.

(After 4 minutes) As you read this portion of the document, what were some of your key take-aways? (Click twice after participants share their thoughts.) Answers will vary.

3 min 6. Turn to the Module Overview document. Our session today will provide an overview of these topics, with a focus on the conceptual understandings and an in-depth look at select lessons and the models and representations used in those lessons.

Take a moment to look at the table of contents at the beginning of the Module Overview. Notice the Module is broken into four topics which span 19 lessons with a bonus model lesson after lesson 19. Following the Table of Contents is the narrative section. Focus and Foundational standards, as well as the standards for Mathematical Practice are listed in this overview document as well. You will want to read the entire document at your leisure, following today’s session. 7 min 7. Turn to the Module Overview document. Take four minutes to read through and highlight key areas that you would like to discuss with the whole group. Three minutes to share with whole group.

3 min 8. Let’s start by looking at the vocabulary, tools and representations that are used in this Module. They are located near the end of the Module Overview document. What questions might you have about the vocabulary? 1 min 9. The Module is broken into four topics which span 19 lesson with an additional modeling lesson after lesson 19. Our session today will provide an overview of these topics, with a focus on the conceptual understandings along with an in-depth look at select lessons and the terminology and representations used in those lessons.

1 min 1 Let’s take a closer look at the development of key 0. understandings in Topic A. 4 min 1 Turn to Topic Opener A in your materials. Read the Topic 1. Opener to yourself.

What conceptual understandings and mathematical representations are included in Lessons 1-6? What is your previous experience with this material? Take a moment to discuss with table members the ways in which students develop a deep understanding of positive and negative numbers.

1 min 1 Let’s take a closer look at the development of key 2. understandings in Topic B. 4 min 1 Turn to Topic Opener B in your materials. Read the Topic 3. Opener to yourself.

What material is included in Lessons 7-10? What is your previous experience with this material? Take a moment to discuss with table members the ways in which students develop a conceptual understanding of the ordering of rational numbers and absolute value.

20 1 Half of the participants will study Lessons 1 – 5 and the min 4. other half will study lessons 6-10. Participants will read through their lessons for 10 minutes. The whole group will share for ten minutes their findings on the lessons. Discussion will include but will not be limited to how the lessons match the progressions document, how the lessons build upon each other, and any questions or concerns participants have with the material. 9 min 1 Following Topics A and B is the Mid-Module Assessment. 5. There are 4 questions; but you will complete just one right now – question 4. It is listed in your additional materials. Take 5 minutes to complete the question. (After 5 minutes:) Spend the next 2 minutes sharing your completed task with table members. Following your share-out session, take a minute to refer to the rubric and sample student work for this question, provided in the Module’s materials (After 3 minutes:) Which standards relate to this question? Which Mathematical Practices are embodied in the task? What are the challenges students might face as they complete this task? How does students’ work in Topics A and B’s lessons prepare them for this task?

1 min 1 Let’s take a closer look at the development of key 6. understandings in Topic C. 4 min 1 Turn to Topic Opener C in your materials. Read the Topic 7. Opener to yourself.

What material is included in Lessons 11-14? How do Topics A and B prepare students for Topic C?

1 min 1 Let’s take a closer look at the development of key 8. understandings in Topic D. 3 min 1 Turn to Topic Opener D in your materials. Read the Topic 9. Opener to yourself.

What material is included in Lessons 15-19? How do Topics A, B and C prepare students for Topic D?

20 2 Half of the participants will study Lessons 11 – 15 and the min 0. other half will study lessons 16-19a. Participants will read through their lessons for 10 minutes. The whole group will share for ten minutes their findings on the lessons. Discussion will include but will not be limited to how the lessons match the progressions document, how the lessons build upon each other, and any questions or concerns participants have with the material. 8 min 2 Let’s take a look at the End-of-Module Assessment: 1. questions 1 and 5. Count off at your table 1,2,1,2... , so that half of you will complete question 1, and the other half will complete question 5. Locate the questions in your additional materials and complete your assigned question independently. When everyone at your table is finished, the 1’s should discuss their question (question 1), and the 2’s should discuss their question (question 5)*. (*Remind participants that they may spend time outside of this session completing the entire assessment and analyzing the sample student responses and rubric.)

(After 6 minutes) What is the progression from Topic A through Topic D? We have come full-circle back to where we began today’s session: the progressions document. You are encouraged to read the document again outside of this session, as well as the Module Overview, Topic Openers, and Assessments, so that you are comfortable with the material presented in this Module. 1 min 2 Let’s take a few minutes to reflect on the purpose of 2. today’s session.

2 min 2 Take two minutes to turn and talk with others at your 3. table. During this session, what information was particularly helpful and/or insightful? What new questions do you have?

Allow 2 minutes for participants to turn and talk. Bring the group to order and advance to the next slide. 5 min 2 Let’s review some key points of this session. I would like 4. each tables’ members to take one minute to write down a key point from today’s session. Then, each table will share.

Use the following icons in the script to indicate different learning modes. Video Reflect on a prompt Active learning Turn and talk

Turnkey Materials Provided

 Grade 6 Module 5 PPT

 Grade 6 Module 5 Facilitator Guide Additional Suggested Resources

 A Story of Ratios Curriculum Overview

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