a story of units

© 2012 Common Core, Inc. All rights reserved. commoncore.org

NYS COMMON CORE MATHE MATICS CURRI CULUM A Story of Units

A Story of UnitsModule Focus

Grade 2- Module 4


N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units

Session Objectives

2

• 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.



Participant Poll

3

• Classroom teacher• School leader• Principal• District leader• BOCES representative



AGENDA

4

Study of the Progression DocumentsExamination of Module Overview and AssessmentsExploration of Selected LessonsBringing the Module to Life



Progression Study

6

• 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?



Progression Study

7

• 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?



AGENDA

8




Review of Module Structure

9

Module Overview

Topic

L1 L2 L3

Topic

L4 L5

Topic

L6 L7 L8



Module Overview

10

• Read the descriptive narrative. • Make note of important

information that will help educators understand the content and prepare to implement this module.



Module Overview

11

• 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 tableabout your observations.



Module Overview

12

• 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?



Module Assessments

13

• 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?



Module Assessments: Rubrics

14

• 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?



Module Assessments: Reflection

15

• 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.



Lunch Break

16

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



AGENDA

17




Topic Openers

18

• Read the descriptive narrative. • Make note of important

information that will help educators implement these lessons.



Topic Openers

19

• 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?



Lesson Study

20

• Fluency Practice • Application Problems• Concept Development• Student Debrief



Lesson Study

21

• 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.



Fluency Study

22

• 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?



Application Problem Study

23

• Read the application problem of the lesson assigned to your table.


• 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?



Concept Development and Debrief Study

24

• Read the concept development and debrief of the lesson assigned to your table.


• 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.



Time to Practice

25

• 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.



Balanced, Rigorous Instruction

26



Biggest Takeaways

27

• 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.



Key Points

28

• 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.



AGENDA

29




Video Clip – Students Sharing Strategies

30

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.

http://youtu.be/pqvkItAYycs



Another Look

31

• 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.



Biggest Takeaways / Next Steps

32

• Take a minute to reflect on your biggest takeaway from this session.

• Turn and talk with a partner at your table.



Key Points

33

• 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!

CONFIDENTIAL – DO NOT CIRCULATE

DRAFT-DO NOT CIRCULATEEngageNY.org

Pulse CheckPlease go to

http://www.engageny.org/resource/network-team-institute-materials-july-8-12-2013

and fill out the online plus-delta for the

P-5 Math session.

Thank You!



a story of units

Documents

later module

module focus time

grade leveladditional

progression of concepts

chosen gradelevel

focus standards

opening session

session facilitators