A Story of Units

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NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units

A Story of UnitsModule Focus- Grade 2


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

Session Objectives

• Identify key components of the module structure and of each lesson within A Story of Units.

• Articulate the instructional focus of Module 1, thereby preparing participants to teach and/or prepare their colleagues to teach this module.

• Examine lesson components including Fluency Practice, Application Problems, Concept Development with Problem Sets, and Student Debrief with Exit Tickets.

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AGENDA

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• Review of Module Structure• Examination of Module Overview, Assessments, and

Topic Openers• Lesson Study• Coherence Across the Module

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Review of Module Structure

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Module Overview

Topic

L1 L2 L3

Topic

L4 L5

Topic

L6 L7 L8



AGENDA

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Module Overview

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• Read the descriptive narrative. • Make note of important

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



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.

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Module Assessments

• Take 5 minutes to work on the designated Assessment.

• How does this task measure the skills and understanding that are addressed in this module?

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Topic Openers

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• Read the descriptive narrative. • Make note of important

information that will help educators implement these lessons.



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?

• What is the relationship between the Topic Opener and the other components of the module?

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AGENDA

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Lesson Study

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• Examine the development and function of each lesson component.• Fluency Practice • Application Problems• Concept Development• Student Debrief

• How do the lesson components work together to achieve rigor and lead toward the culminating assessment?



Lesson Study: Fluency Practice

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• Daily, substantial, sustained, and supported by the lesson structure

• 10-20 minutes of easy-to-administer activities

• Energetic activities that allow students to see measureable progress

• Promotes automaticity – allows students to reserve their cognitive energy for higher-level thinking

• Support conceptual understanding and application as well as the mathematical practices




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Fluency activities serve a variety of purposes:• Maintenance: Staying sharp on previously learned skills

• Preparation: Targeted practice for the current lesson

• Anticipation: Building skills to prepare students for the in-depth work of future lessons

In fluency work, all students are actively engaged with familiar content. This provides a daily opportunity for continuous improvement and individual success.




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• In what skills should students be fluent in order to achieve success in this module?

• At your table, examine the Fluency Practices in this lesson, considering their specific function within the lesson.

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Lesson Study: Application Problems

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• Application involves using relevant conceptual understandings and appropriate strategies even when not prompted to do so.

• Time allotted to application varies, but is commonly 10-20 minutes of the lesson.

• The Read, Draw, Write (RDW) process is modeled and encouraged through daily problem solving.



Lesson Study: Application Problems

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• Jared’s parents want to buy him a new bed, but they are not sure if it is short enough to fit against his bedroom wall. Jared only has his dad’s construction boot and a popsicle stick as measurement tools. Which measurement strategy would you suggest to Jared? (Students turn and talk to their partner and discuss the mark and move forward strategy.)

• Can Jared figure out if the new bed will fit in his bedroom? How do you know? Use numbers, pictures, or words to explain your thinking.

• Extension: Which tool would you use to measure, the popsicle stick or the construction boot? Why?



Lesson Study: Concept Development

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• Constitutes the major portion of instruction and generally comprises at least 20 minutes of the total lesson time.

• Builds toward new learning through intentional sequencing within the lesson and across the module.

• Often utilizes the deliberate progression from concrete to pictorial to abstract, which compliments and supports an increasingly complex understanding of concepts.

• Accompanied by thoughtfully sequenced problem sets and reproducible student sheets.




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• Complete the problem set.• What do you notice about the

sequence of problems?

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Lesson Study: Student Debrief

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Lesson Study: Student Debrief

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• Includes sample dialogue or suggested lists of questions to invite the reflection and active processing of the totality of the lesson experience.

• Encourages students to articulate the focus of the lesson and the learning that has occurred.

• Promotes mathematical conversation with and among students.

• Allows student work to be shared and analyzed.• Closes the lesson with daily informal assessment known as

Exit Tickets.



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Balanced, Rigorous Instruction



Biggest Takeaways

• How does this lesson compare to your past experiences with mathematics instruction?

• Turn and talk with a partner at your table about your biggest takeaways from this session.

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Key Points

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• Modules Overviews and Topic Openers provide essential information about the instructional path of the module and are key tools in planning for successful implementation.

• Each of the lesson components are necessary in order to achieve balanced, rigorous instruction and to bring the Standards to life.

• The Exit Ticket is an essential piece of the Student Debrief and provides daily formative assessment.

• Opportunities to nurture the Standards for Mathematical Practice are embedded throughout the lesson.



AGENDA

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Progression Study

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• Read the selected portion of the Progression.

• Highlight the information relevant to the content of this module.



Progression Study

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• How does this module implement the expectations described in the Progression?



Coherence Within the Module

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Analyze the progression of each lesson component across the sample of lessons provided.

• What does the sequence of Fluency Practices accomplish as a whole?

• How does the sequence of Application Problems connect to topic/module?

• How does the sequence of Concept Development and Student Debrief build toward mastery of the topic/module?




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Analyze the progression of each lesson component across the sample of lessons provided.

• What does the sequence of Fluency Practices accomplish as a whole?

• How does the sequence of Application Problems connect to topic/module?

• How does the sequence of Concept Development and Student Debrief build toward mastery of the topic/module?




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Analyze the selected Problem Sets.

• In what ways were the writers intentional in the design of this Problem Set?

• How do the Problem Sets build toward the Assessment?




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Analyze the selected Problem Sets.

• In what ways were the writers intentional in the design of this Problem Set?

• How do the Problem Sets build toward the Assessment?



Biggest Takeaways

• Turn and talk with a partner at your table about your biggest takeaways from this session.

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Key Points

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• Intentional Decisions and Purposeful Language

• Simple to Complex

• Concrete to Abstract

• Focus on Conceptual Understanding



Next Steps

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• How can you transfer what you know about the structure of a module and its key components to next steps in the planning process?

• What is your plan for sharing this module with other administrators/teachers?

• What is your plan for redelivery of this session?

Documents

A Story of Units