Rigor Breakdown

1. Rigor Breakdown Part 2: Procedural Skill and Fluency Grades PK–2

2. Session Objectives • Examine the procedural skill and fluency component of rigor in GK—M5. • Explore fluency activities for Grade 1 and Grade 2 lessons related to the development of fractions. • Explore how cross-grade coherence is accessible through the fluency component of rigor. • Recognize opportunities to emphasize the Standards of Mathematical Practice during activities that promote fluency.

3. Fluency Revisited “Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize through repetition, core functions.” (excerpt from the Shifts)

4. Fluency Revisited • Accessible through: • Counting exercises • Choral & white board exchanges • Sprints • Fluency puzzles & games

5. AGENDA • Counting Exercises / Choral & White Board Exchanges • Examine examples from GK—M5. • Select strategies for Grades 1 and 2. • Consider ways to bridge gaps in prerequisite knowledge. • Sprints / Fluency Puzzles & Games

6. Video – Choral Exchanges • Reflection: • Look for subtle details about the implementation of each fluency exercise. What do you notice?

7. Video Clip – Double 10-Frames

8. Module Study – Fluency • How does the module use counting exercises differently from choral and white board exchanges? • What themes are present in the fluency activities for this module? • How does each activity relate to the purpose of the lesson / module?

9. Key Points • Counting exercises (and Sprints) are used for familiar fluencies. • White board exchanges are used more for building new fluencies. • Mastering 10 ones and some ones (K.NBT.1), decomposing numbers to 10 (K.OA.3), and how many to 10 (K.OA.4) are essential groundwork to mastery of sums and differences to 20.

10. AGENDA • Counting Exercises / Choral & White Board Exchanges • Examine examples from GK—M5. • Select strategies for Grades 1 and 2. • Consider ways to bridge gaps in prerequisite knowledge. • Sprints / Fluency Puzzles & Games

11. Required Fluencies

12. Lesson Engagement – Writing Counting Exercises and Exchanges • Consider the entire module and discuss with your partner what fluencies would be most appropriate for your lessons. • Each of you pick a choral or white board exchange to write. • Share what you’ve written with your partner.

13. Lesson Engagement – Writing Counting Exercises and Exchanges • What surprised you about selecting and writing fluencies for a module?

14. AGENDA • Counting Exercises / Choral & White Board Exchanges • Examine examples from GK—M5. • Select strategies for Grades 1 and 2. • Consider ways to bridge gaps in prerequisite knowledge. • Designing Sprints / Fluency Puzzles & Games

15. Bridging Gaps in Prerequisite Knowledge • What prerequisite fluency is important for success in this lesson? • Can gaps in prerequisite skills be both assessed and remediated through fluency? • Do any other fluency exercises seem appropriate to add to the fluency plan for the module?

16. AGENDA • Counting Exercises / Choral & White Board Exchanges • Examine examples from GK—M5. • Select strategies for Grades 1 and 2. • Consider ways to bridge gaps in prerequisite knowledge. • Sprints / Fluency Puzzles & Games

17. Sprint Design • A Sprint has two parts (Sprint A and Sprint B) with closely related problems on each. • Students are given 60 seconds for each Sprint. • Every student should get at least 25% right. • Ideally, no student will finish within the 60 seconds. • A typical 4th or 5th grade Sprint has 44 problems, younger students need fewer problems.

18. Sprint Design • Problems on the Sprint start easy and get progressively more complex (perhaps in quadrants). • Problems should be patterned in such a way as to encourage MP.8, “Look for and express regularity in repeated reasoning.” • Intelligent design and delivery makes the Sprint superior to computer-generated worksheets.

19. Fluency Puzzles and Games Use each digit 0 – 9 only once to complete the grid.

20. Designing a Fluency Puzzle or Game • Fluency puzzles and games should both have students working loads of problems in a relatively short amount of time. • Puzzles (and sometimes games) build students observation and reasoning skills (MP.2, MP.7, MP.8) as well as their perseverance in problem solving (MP.1). • Games add the aspect of competition, motivating an improvement in speed and accuracy.

21. Design a Sprint or Fluency Puzzle • Take time now to design your own Sprint or fluency puzzle or game. • Share your Sprint or puzzle with a partner. • Give your partner one suggestion for improvement.

22. Lesson Engagement – Fluency • How do Sprints and fluency puzzles and games provide an opportunity to bridge gaps in prerequisite skills? • How does coherence apply to fluency activities?

23. Key Points • Fluency is designed with the entire module, year, and previous years in mind. • Schools are encouraged to use a familiar set of fluency styles across the grades. • White board exchanges are best applied for building fluency in a new skill. • Sprints and counting exercises are best applied for gaining additional speed and accuracy with previously learned skills.

24. Next Steps • In what ways are your schools / districts already implementing fluency and cross-grade coherence in the classroom? • How can you help your colleagues use fluency to promote coherence in the curriculum?