NOTE THAT THIS SESSION IS DESIGNED TO BE ~270 MINUTES IN LENGTH.
Welcome! In this module focus session, we will examine Grade 5 – Module 6.
1 min
The objectives for this session are to:
Analyze Module 6 in order to implement its content.
Explore specific lessons to support planning.
As an overall theme of this NTI, we’ve been asked to pay special attention to the ways in which we can provide scaffolds to support specific student needs. Before we begin our examination of the mathematics in this module, let’s take a few minutes to review some of the principles we can use to support learning.
1 min
The mathematics modules were created based on the premise that scaffolding must be folded into the curriculum in such a way that it is part of its very DNA. The instruction in these modules is intentionally designed to provide multiple entry points for students at all levels.
Teachers are encouraged to pay particular attention to the manner in which knowledge is sequenced in the curriculum and to capitalize on that sequence when working with special student populations. Most lessons move from simple to complex allowing teachers to locate specific steps where students are struggling or need a challenge.
That said, there are specific resources to highlight and enhance strategies that can provide critical access for all students.
In developing the scaffolds already contained in the curriculum, Universal Design for Learning (UDL) has provided a structure for thinking about how to meet the needs of diverse learners. Broadly speaking, that structure asks teachers to consider multiple means of representation; multiple means of action and expression; and multiple means of engagement. These dimensions promote engagement of students and provide multiple approaches to the same content.
Individual lessons contain marginal notes to teachers (in text boxes) highlighting specific UDL information about scaffolds that might be employed with particular intentionality when working with students. These tips are strategically placed in the lesson where the teacher might use the strategy to the best advantage.
Let’s now examine additional strategies that can be considered.
In this module study, we will focus on three key ideas for developing scaffolds that can be adapted for your classroom to meet the needs of your students.
Explicit focus on the language of mathematics, using the development from concrete to representation to abstract in the building of concepts, and communicating clear expectations in instructions are areas that can provide multiple entry points for students and can be used to promote student learning.
1 min
Much of what we share in the mathematics classroom with students is embedded in language that is specific. Students learn casual language before academic language. This means they may sound comfortable and fluent, but may need additional support in their writing and speaking in an academic environment.
Presenters should stress that academic language is an essential component of closing the achievement gap and providing access to grade level content and beyond.
Students may have a preconceived or informal idea of the meaning of a mathematical term. Be specific in the definition or meaning that will be used.
Be cautions of words with multiple meanings that might be confusing
a garden plot and the request to plot points on a coordinate plane
Words with multiple meaning must be anticipated and then addressed, and teachers must also be prepared to pause and provide explanations when students identify words the teacher has not anticipated. Whenever possible, words with multiple means should be avoided on assessments, particularly when the meanings may be close enough to be confusing.
Make sure that Language is internally consistent (if practice problems ask students to solve, the assessments should use the same term). If language is not internally consistent, then different terms are highlighted and taught.
add, plus, sum, combine, all mean the same thing
prism, a rectangular prism, box, package all reference the same figure in G6M5_L11
1 min
The more concrete and visual these ideas can be in foundational stages, the better!
Use contexts that are familiar to students in your classroom.
Use graphic organizers or other means for students to visually organize thinking.
Note: Teachers should be thoughtful and purposeful about which graphic organizers they select. Are teachers introducing a new concept with a need to organize notes or are they connecting ideas comparing and contrasting? The goal is always to help students make those connections and not use a graphic organizer just for the novelty of it.
Consider using non-verbal displays of mathematical relationships in your scaffolding.
Use multiple representations and multiple approaches in explaining problems and allowing students to express solutions.
Use pictures/ visuals/ illustrations are used to make content clearer.
1 min
Each day needs structured opportunities for students to speak and write in English.
Students can chorally repeat key vocabulary or phrases
Have them “turn to a neighbor and explain”
Clearly set expectations by the explicit instructions in student-friendly language.
Use visuals in your instructions.
Be direct about language.
Pause to discuss a vocabulary term and discuss how it may be used in the lesson. Have students repeat the word chorally so that they can all hear and practice.
Provide sentence frames for anyone who may benefit.
“The volume of my prism is ___units cubed. I found this by ______.
“My idea is similar to _____’s because ____.”
Generic/ universal sentence frames may remain posted in the classroom throughout the year. These might include:
“I agree with ____ because ___” or “I think the answer is _____ because...”
2 min
Let’s review some key points of scaffolding instruction.
As we study the module for this session, be thinking about specific scaffolds that might be most helpful for your classroom. We will pause at various points in the session to intentionally examine and discuss suggestions for scaffolds.
Note to presenter: Insert this slide at appropriate points in the module study for an in-depth look at scaffolds. You may highlight a scaffold that already exists and discuss it or locate a point where a student might encounter difficulty and explore options.
Delete the slide from this current sequence after you’ve inserted it in appropriate places throughout your session.
Note to presenter: When you have inserted the slide, list several suggestions for scaffolds that would address the situation. Possible scaffolds:
Note to presenter: If applicable, insert this slide at an appropriate point in the module study for an in-depth examination of a problem or task for multiple entry points through the principles of the Universal Design for Learning (UDL).
Delete this slide from this current sequence after you’ve used it elsewhere as needed.
REPRESENTATION: The “what” of learning.
How does the task present information and content in different ways?
How students gather facts and categorize what they see, hear, and read.
How are they identifying letters, words, or an author's style?
In this task, teachers can ...
Pre-teach vocabulary and symbols, especially in ways that build a connection to the learners’ experience and prior knowledge by providing text based examples and
illustrations of fields. Integrate numbers and symbols into word problems.
ACTION/EXPRESSION: The “how” of learning.
How does the task differentiate the ways that students can express what they know?
How do they plan and perform tasks?
How do students organize and express their ideas?
In this task, teachers can...
Anchor instruction by pre-teaching critical prerequisite concepts through demonstration or models (i.e. use of two dimensional representations of space and geometric models).
ENGAGEMENT: The “why” of learning.
How does the task stimulate interest and motivation for learning?
How do students get engaged?
How are they challenged, excited, or interested?
In this task, teachers can...
Optimize relevance, value and authenticity by designing activities so that learning outcomes are authentic, communicate to real audiences, and reflect a purpose that is clear to the participants.
If available, reviewing student work would provide participants with the opportunity to deeply understand the benefits of students sharing their thinking in working the problem. Assessments in the module have rubrics that clearly outline expectations and could be used in the discussion.
1 min
The fifth module in Grade 5 is Problem Solving with the Coordinate Plane. The module includes 34 lessons and is allotted 40 instructional days.
This module helps to prepare students for the work with ratios, graphing, and proportional relationships in grade 6.
1 min
Let’s begin with an introduction to M6.
10 min
Take a few minutes to read the Module Overview. As you read, highlight key phrases that help build a picture of what the learning in this Module will look like. After you finish reading, gather your thoughts by jotting down 1-2 sentences that summarize the major learning of the module.
(Allow 1 minute for jotting.)
Turn and talk with others at your table. Share observations about what is new or different to you about the way these concepts are presented. (Allow 2 minutes for discussion.)
7 min
Now that you know the focus of the module, let’s see how students are assessed. The Mid-Module Assessment is administered after Topic B. Take a look at the questions on the assessment. It provides a glimpse of the key concepts taught in the first 12 lessons of the Module.
Take some time to work on the assessment then talk to your neighbor, what concepts will students need to master at the midpoint of the module?
Keep these problems in mind as we look at the concepts developed in the module.
Section: Topic A: Coordinate Systems
Time: 61 minutes
In this section, you will focus on coordinate systems and how they are different from other experiences on the coordinate plane.
