Module 4Shift of

ApplicationSunnyside School District

Good AfternoonDiscuss the following with a partner:

1. How have you incorporated word problems with your students since the last training?

2. What challenges have they faced when doing daily word problems?

CCSS Math Shifts1. Focus2. Coherence3. Rigor

Procedural Skill and FluencyConceptual UnderstandingApplication of Math Standards

Math Practice Standards

1. Make sense of problems and persevere is solving them.

2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the

reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated

reasoning.

Math Practice 2

Read MP 2, then answer:

1. Define quantitative reasoning.

2. Define abstract reasoning.

3. What do these look like when students are solving word problems?

Application (Problem Solving)

2 Levels with a full range of problems in between:1. Word Problems• Daily• Related to standard you are teaching• One and two step problems

2. Performance Tasks• Multiple standards • Complex problems (more than two steps)• 45-60 minutes to solve (25-30 minutes K-1)• Every two weeks

7

Performance TasksGoal: By the end of the year, students will be able to solve a multi-step problem independently and communicate their process verbally and in writing.

Performance Task Attributes

oReal worldoComplex o Multiple Standardso Multiple Steps

o45-60 minutes (30 minutes in K-1)

oMultiple ways to solve

Problem Solving Steps1. Teacher and students read the problem

together to determine what the problem is asking.

2. Students take 5-10 minutes to attempt to solve independently. • The amount of time for independent work should

increase throughout the year.

3. Students join a group and share their work thus far.

4. As a small group, they solve the problem by computation and/or graphic representation.

5. The group shares their solution with the class on poster paper or other methods.

Application Challenges• Frustration goes with problem solving.

• Students need to stretch and discover.• Teachers need a new way to measure their

success when doing problem solving:• Not correct answers• Not lack of frustration

• What to look for in problem solving:• Perseverance, Questioning, Explanation,

Tools, Communication• Math Practices

Garden ProblemI’ve had enough of this winter weather and I’m ready for spring. Today I started to plan my garden. The length of the rectangle area that I am going to plant is three feet longer than it is wide. I decided to plant one-third of the garden area with Sunflowers. Another fourth of my garden will be planted with Brown-eyed Susans. Only one-fifth of my garden will contain Columbine. Exactly one square yard in the rectangular garden will be devoted to Foxglove. The last one-sixth of my garden will be filled with Trillium.

Garden Problem

Find the area, as well as the length and width, of my fractional garden. Please be sure to include the units of measure in your answer.

Reflection1. What are some things that your teacher

did or did not do while you were solving the problem?

2. How difficult would the problem be if you couldn’t have worked with a partner?

3. Did you feel that you needed more or less independent work time before joining with a partner to solve? Why?

Choose a Task Use your resources to find two tasks

to use with students in the next month.

Some resources: Your textbook Illustrativemathematics.com Parcconline.com (practice test) AZMerit (practice test) Smarterbalanced.org (practice test or

sample items) Edit if necessary

Closure

1. How can you make the task process match your teaching style?

2. When will you do these tasks with your students? Make a specific plan.

Standards Study

K: K.NBT.11st: 1.NBT4-62nd: 2.NBT.5-93rd: 3.NF.34th: 4.NF.4-75th: 5.NF.4-76th: 6.EE.1-4