A Story of Units

1. A Story of Units Module Focus

2. Session Objectives • Draw connections between the progression documents and the careful sequence of mathematical concepts that develop within each module. • Articulate how the topics and lessons promote mastery of the focus standards and how the module addresses the major work of the grade. • Prepare to implement the module and make appropriate instructional choices to meet the needs of students while maintaining the balance of rigor that is built into the curriculum.

3. Participant Poll • Classroom teacher • School leader • Principal • District leader • BOCES representative

4. AGENDA Study of the Progression Document Examination of Module Overview and Assessments Exploration of Selected Lessons Bringing the Module to Life

6. Progression Study • What possible impact could teaching these strategies have on students as they approach later mathematics? • What are the successes and challenges you’ve had in sharing this information at your school/district? • Read/review the selected portion of the Progression. • Pages 36 – 39 (Appendix) • Page 9 (Table 2) • Code: A: Agree, Q: Questions, C: Connections

7. Progression Study • For students who accomplished the goals of Module 1, what strategies would they be using? What would their next strategy level be? • What possible impact could teaching these strategies have on students as they approach later mathematics?

8. AGENDA Study of the Progression Document Examination of Module Overview and Assessments Exploration of Selected Lessons Bringing the Module to Life

9. Review of Module Structure

10. Module Overview • Read the descriptive narrative. • Make note of important information that will help educators understand the content and prepare to implement this module.

11. Module Overview • How does this Module compare to your past experiences with this content? • How does each component of the Module Overview prepare you to implement this material in your classroom? • Turn and talk with others at your table about your observations.

12. Module Assessments • Read the mid-module and end-of-module assessments. • For each question, determine which standard(s) are being addressed and how. • How do these questions allow for students to demonstrate their skills and understanding of this module?

13. Module Assessments: Rubrics • What is the purpose of the rubric? • As you look through the student samples, think about: • What skills or understanding has the student mastered? • Where do the student’s misunderstandings lie? • What can you do to support this student?

14. Module Assessments: Reflection • How do these assessment and rubrics compare to your past experiences with assessing student understanding? • What are some things you might consider before and after administering these assessments?

15. Lunch Break

16. AGENDA Study of the Progression Document Examination of Module Overview and Assessments Exploration of Selected Lessons Bringing the Module to Life

17. Topic Openers • Read the descriptive narrative. • With your table: • Make note of important information that will help educators implement these lessons. • Create a poster to convey your information to share.

18. Topic Openers • How does each topic contribute to the overall instructional goal of the module? • How are the Topic Openers useful as a planning tool for this module?

19. Lesson Study • Fluency Practice • Application Problems • Concept Development • Student Debrief

20. Lessons 7, 14, 22, and 27 • Read the entire lesson and work on demonstrating and explaining the highlights of your lesson components. • Think about: • What is the key learning component in the lesson that supports students learning this concept?

21. Balanced, Rigorous Instruction

22. Biggest Takeaways • How do these lessons compare to your past experiences with mathematics instruction? • What is key learning components in the lessons we examined that support student learning towards the module focus standards? • Turn and talk with a partner at your table about your biggest takeaways from this session.

23. Key Points • Module 2 supports student development towards Level 3 strategies as described in the Progressions Document. • The module’s lessons progress in the following order: • Counting on or making ten • Counting on or taking from ten • Thinking through RDW for varied change/addend unknown problems • Revisiting all of the above recognizing ten as a unit • The student debrief can be the critical moment for students in solidifying their understanding of the day’s lesson objective.

24. AGENDA Study of the Progression Document Examination of Module Overview and Assessments Exploration of Selected Lessons Bringing the Module to Life

25. Considering Student Needs Based on student misunderstandings, how might we modify one of the shared lessons to support mastery of this concept?

26. Biggest Takeaways / Next Steps • Take a minute to reflect on your biggest takeaway from this session. • Turn and talk with a partner at your table.

27. Key Points • Assessments, both Mid-Module and End-of-Module, can be essential tools to identifying student misconceptions and areas of specific need. • Modifications can, and should be, made to support diverse and specific student needs. • Modifications should be intentional, maintaining close ties to the standards and the progression document.