**Engage NY 101**

**How Many of You Feel Like This?**

**Today's Objectives**

Teachers will…

Understand the structure of Engage NY lessons

Decompose future Engage NY lessons to identify mathematical conceptual models

Develop stronger mathematical content knowledge through exploration, guided discovery, and direct instruction

Feel more comfortable with the implementation of Engage NY and newer math concepts

Overview

**Presented and Created by:**

Hilary Kreisberg, Math Coach

Hilary Kreisberg, Math Coach

It's Time To Stop Feeling...

OVERWHELMED

ANNOYED

TIRED

FRUSTRATED

&

... MATH INCOMPETENT

Let's Redefine Math Together

Structure

Think Math!

Engage NY

Chapters give overviews of the

lessons and the objectives

Chapters address how to meet

the needs of all learners

Chapters offer vocabulary activities in the student handbook

Modules give overviews of the lessons and the objectives

Modules offer differentiation

strategies in the margins of

the lesson

Modules introduce new terms

in the overview section

Format of Lessons

Think Math!

Engage NY

Student Objective(s) listed

Student Objective(s) listed

Skills Practice and Review (SPRs)

Fluency Practice or Sprints

Headline News

Application Problem

Teach and Practice

(Lab books and Lab pages)

Concept Development and Problem Set

Student Objectives

Can be found right at the beginning of the Lesson.

These objectives are based off of the Common Core State Standard (CCSS).

Use these objectives when formulating your student-friendly objectives.

i.e.: Students will be able to partition a whole into equal parts and identify unit fractions.

Fluency Practice or Sprints

These are suggested methods to practice and reinforce fluency of math facts and to develop numeracy (number sense).

These can be done outside of the math instructional block.

Application Problems

Application problems are used to activate prior knowledge of the

concept being taught in the lesson - similar to Headline story.

RDW and problem solving strategies should be modeled during this time (Read, Draw, Write) = (Understand, Plan, Solve)

*You may find that you will have to modify these based upon your students’ needs and that is okay!

Concept Development

Heart of Your Instruction:

Use of mathematical models to aid students in

building their conceptualization of the math

content.

Modeling, direct instruction, inquiry-based learning time to build understanding of main concept.

Students practice (Problem Sets) using these models to solve problems with the math content taught in the lesson.

Student Debrief

The last 5 - 10 minutes of a lesson should be for:

demonstrating understanding of the math objective

having academic conversations

reflecting on learning

assessing students quickly and informally

**Allowing students time to elaborate and clarify, support

ideas with evidence, build and/or challenge ideas, paraphrase, and

synthesize will help develop their mathematical thinking skills.

Mathematical Practice Standards

Understand, Plan, Solve, Check

Read, Draw, Write

REMEMBER:

You are a Highly-Qualified Teacher

You are dedicated

You are passionate

You are a FANTASTIC teacher

You KNOW how to teach

We need to embrace this

organizational shift with

confidence... and here's how.

Look for during

small group work

Listen for this during academic conversations

Look for during

LAB pages or

Problem Sets

(Application of

Concept Development)

Number Bonds in Action - Grade 2

Understanding the Math Content

How Ideas Build Through Engage NY

Grade 2

Grade 3

Grade 5

Grade 4

Grade 1

Kindergarten

Second Graders must

The student is faced with finding the sum of 37 and 25, which would normally be thought of as a "regrouping" problem.

This student is still looking to make 10s, so s/he knows s/he needs 3 more to make 37 into 40.

Notice that s/he is really still splitting 5, even though now it's actually 25. After splitting, s/he's got an easier problem that can be solved mentally (40 + 22).

Third Graders must

Doesn't this actually mirror what

we do when we calculate elapsed

time mentally?

Fourth graders must

Decompose a fraction into a sum of fractions with the same denominator

in more than one way

(4.NF.3b)

Add and subtract mixed numbers with like denominators

(4.NF.3c)

Add and convert measurement units

(4.MD.2)

Fifth graders must

Add and subtract fractions with unlike denominators (including mixed numbers) by

replacing given fractions with equivalent fractions in such a way as to produce an

equivalent sum or difference of fractions with like denominators

(5.NF.1)

Use benchmark fractions and number sense of fractions to estimate mentally and

assess the reasonableness of answers

(5.NF.2)

Add, subtract, multiply, and divide decimals to hundredths,

using concrete models or drawings and strategies based on

place value, properties of operations, and/or the

relationship between addition and subtraction

(5.NBT.7)

Kindergartners must

Fluently add and subtract within 5

(k.OA.5)

Decompose numbers less than or equal to 10 into pairs in more than one way

(k.OA.3)

Find the number that makes 10 when added to a digit

(k.OA.4)

First Graders must

This example shows one way a 1st Grade child might determine the sum of 8 and 5 using the skills s/he

learned in Kindergarten.

The student knows s/he wants to make 10 (K.OA.4)

and s/he knows s/he can decompose 5 into

2 and 3 (K.OA.5). So now the child is thinking of

10 + 3, or 13.

Example: Number Bonds

Number bonds help students see that numbers can be "broken" into pieces to make computation easier. With number bonds, students recognize the relationships between numbers through a written model that shows how the numbers are related.

number bond

ten frame

Add and subtract within 20

(1.OA.6)

Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums

(1.OA.6)

Add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction

(2.NBT.5)

Fluently add and subtract within 1000 using strategies and

algorithms based on place value, properties of operations,

and/or the relationship between addition and subtraction

(3.NBT.2)

Tell and write time to the nearest minute and measure time intervals in minutes.

(3.MD.1)

We split the 4/5 into 2/5 and 2/5 (4.NF.3b) to create a whole out of the 3/5, resulting in 1 2/5 (4.NF.3c). Seems a bit easier than finding an improper fraction and then introducing a totally different procedure for converting it to a mixed number.

Number Bonds = Life Savers!

Understanding the Math Content

Using the remainder of the PD Workshop time,

meet with your grade level team

to break apart a future module (unit) for Engage NY to identify new and old math concepts that will be covered.

How to Access Engage NY Modules:

1. Go to itslearning.com

2. Click "communities".

3. Click "K-5 Curriculum Library.

4. Click on your respective grade-level.

5. Use the pacing guide to identify the next Engage NY unit to be taught and click on the unit.

6. Download Module from link.

7. Explore!

Debrief

*We will meet back together 10 minutes before the end of the session to debrief. Be ready to share

one

thing you feel more confident about!*

Example of Easy Embedded Fluency Outside of Math Instruction:

Before your class heads to specials or recess, hand out cards with a math problem on it (i.e. 4 + 6 or 5 x 9). Kids have to line up in ascending or descending order!

As a preface, this is a 2nd grade student trying to apply a lesson on decomposing numbers to make addition sentences easier to solve by making 10's.

Look for beginning conceptual knowledge and try to identify how she will expand her thinking as she continues to apply the number bond strategy.

Looking back at the objectives, do you:

Understand the structure of Engage NY lessons?

Feel more knowledgeable about newer mathematical conceptual models?

Have a stronger mathematical content knowledge?

Feel more comfortable with the implementation of Engage NY and newer math concepts?

Student Objective(s)

Fluency Practice or Sprints

Application Problem

Concept Development and Problem Set

Read, Draw, Write

Student Objective(s)

Fluency Practice

Application Problem

Concept Development and Problem Set

Read, Draw, Write

Student Objective(s)

Fluency Practice or Sprints

Application Problem

Concept Development and Problem Set

Read, Draw, Write

Student Objective(s)

Fluency Practice or Sprints

Application Problem

Concept Development and Problem Set

Read, Draw, Write

Student Objective(s)

Fluency Practice or Sprints

Application Problem

Concept Development and Problem Set

Read, Draw, Write