A Story of Units

1. A Story of Units Module Focus Grade 2- Module 4

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 Documents Examination of Module Overview and Assessments Exploration of Selected Lessons Bringing the Module to Life

6. Progression Study • Read the selected portions of the Progressions. • OA, pages 18-19 and 21 • NBT, pages 8-10 • Page 9 (Table 2) • What possible impact could teaching these strategies have on students as they approach later mathematics? • What are the successes and challenges you anticipate in sharing this information at your school/district?

7. Progression Study • What possible impact could teaching these strategies have on students as they approach later mathematics? • What are the successes and challenges you anticipate in sharing this information at your school/district?

8. AGENDA Study of the Progression Documents 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 school? • Turn and talk with others at your table • about your observations.

12. Module Overview • Why does the module begin with mental strategies and how will that impact student learning throughout the module? • What is the importance of moving from number disks to drawings before moving to the abstract representation? • Through the lens of your role, what evidence would you look for of student understanding?

13. Module Assessments • Take 4 minutes to align the standards to the assessment. • How does this task measure the skills and understandings that are addressed in this module?

14. Module Assessments: Rubrics • Take 5 minutes to independently grade the student work samples using the rubric. • Compare your scores with a partner’s scores. • How does common scoring impact consistency across the grade level? • Which sample called for your professional judgment?

15. Module Assessments: Reflection • How does this assessment compare to your past experiences with this content? • How will student work help you understand what students master, what their misunderstandings are, and how to proceed with instruction? • Turn and talk with others at your table about your observations.

16. Lunch Break When you return from lunch, please sit at one of the tables that is designated for your professional group.

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

18. Topic Openers • Read the descriptive narrative. • Make note of important information that will help educators implement these lessons.

19. 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?

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

21. Lesson Study • Over the next 40 minutes you will study one lesson in depth. • As you read and discuss with your table, create a visual that you will present to the whole group. • This session ends with 20 minutes of practice using the strategies learned.

22. Fluency Study • Read the fluency component of the lesson assigned to your table. • Discuss the following questions with your group and create a visual to present of your responses. • Consider the following, based on your role: • What prerequisite knowledge do students need? • While observing this fluency lesson in action, how will you know that students are adequately prepared to be successful?

23. Application Problem Study • Read the application problem of the lesson assigned to your table. • Discuss the following questions with your group and create a visual to present of your responses. • Consider the following, based on your role: • What is the importance of daily application work? • How can you create a culture of rigor in relation to the application problem?

24. Concept Development and Debrief Study • Read the concept development and debrief of the lesson assigned to your table. • Discuss the following questions with your group and create a visual to present of your responses. • Consider the following, based on your role: • How can teachers plan to support all learners? • How will you support teachers in planning for differentiation? • How can you support teachers as they learn and implement new strategies.

25. Time to Practice • The arrow way • Compensation • Number disks • Chip model • As you practice, consider through the lens of your role how to support teachers as they learn and implement these strategies in the classroom.

26. Balanced, Rigorous Instruction

27. Biggest Takeaways • How do these lessons compare to your past experiences with mathematics instruction? • Turn and talk with a partner at your table about your biggest takeaways from this session.

28. Key Points • Conceptual understanding develops as lessons move from concrete to abstract. • Students relate models and math drawings to the written form. • Students begin with small numbers to develop understanding (simple to complex). • Students develop a wide range of problem solving strategies. • Module 4 is the precursor to Module 5.

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

30. Video Clip – Students Sharing Strategies As you watch this video, think about what you see and hear as evidence of student understanding. Reflections: • What are two things you notice in the video? • What is one thing you wonder about after watching this video? Click here.

31. Another Look • Given your role, consider the next steps you need to take to move forward with this work. • Jot down a mini-action plan of 3-5 steps.

32. 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.

33. Key Points • Students learn multiple strategies that evolve from concrete to abstract for addition and subtraction. • Module 4 prepares students to achieve fluency with the standard algorithm in Grade 3. • These lessons are carefully designed and reflect the instructional shifts needed to implement the Common Core State Standards. • Teaching these lessons requires thought and preparation. • Preparing teachers to use these lessons also requires thought and preparation. • Collaboration and communication are key!

34. Pulse Check Please go to http://www.engageny.org/resource/network-team-institute-materials-july-8-12-2013 and fill out the online plus-delta for theP-5 Math session. Thank You! EngageNY.org