A Story of Units

1. A Story of Units Module Focus

2. 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.

3. AGENDA • Review of Module Structure • Examination of Module Overview, Assessments, and Topic Openers • Lesson Study • Coherence Across the Module

5. Review of Module Structure

6. AGENDA • Review of Module Structure • Examination of Module Overview, Assessments, and Topic Openers • Lesson Study • Coherence Across the Module

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

8. 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.

9. 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?

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

11. 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?

12. AGENDA • Review of Module Structure • Examination of Module Overview, Assessments, and Topic Openers • Lesson Study • Coherence Across the Module

13. Lesson Study • 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?

14. Lesson Study: Fluency Practice • Daily, substantial, sustained, and supported by the lesson structure • 10-15 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

15. Lesson Study: Fluency Practice • 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.

16. Lesson Study: Fluency Practice • Hands Number Line to 5 • Five Frame Peek-a-Boo • Roll, Count, Show

17. Lesson Study: Fluency Practice • 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.

18. Lesson Study: Application Problems • Application involves using relevant conceptual understandings and appropriate strategies even when not prompted to do so. • Time allotted to application varies, but is commonly 7-10 minutes of the lesson. • The Read, Draw, Write (RDW) process is modeled and encouraged through daily problem solving. (Listen-Draw-Say)

19. Lesson Study: Application Problems Draw a caterpillar pet that has 4 different parts. Show your pet to your friend.

20. Lesson Study: Concept Development • 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, whichcompliments and supports an increasingly complex understanding of concepts. • Accompanied by thoughtfully sequenced problem sets and reproducible student sheets.

21. Lesson Study: Concept Development Concept Development elaborates on the “how-to” of delivery through models, sample vignettes, and dialogue, all meant to give teachers a snapshot of what the classroom might look and sound like at each step of the way.

22. Lesson Study: Concept Development Materials: (S) Two linking cube sticks of 5, Hidden Partners template for each pair of students. MP.7 I DO: T: We are going to be builders today! Count with me as I build this tower. (Build a tower of 5, one block at a time with the linking cubes.) S: 1, 2, 3, 4, 5. T: This is a tall tower. I’m going to break it to find hidden partners inside. (Break off two.) T: What do you notice? Talk to your partner. S: One tower is has 2 small.  One of the towers has 3 cubes.  There is a 3 tower and a 2 tower inside the 5 tower!  Those must be the hidden partners.  They were hiding inside the 5!

23. Lesson Study: Concept Development WE DO: T: Here is a tower of 5 for you. Break it the same way I broke mine. (Let them investigate.) T: Put your tower together again. Can anyone find different hidden partners inside the 5? S: If you take 1 block off the top you will have partners of 4 and 1. Continue finding hidden partners with 4 blocks and 3 blocks

24. Lesson Study: Concept Development • YOU DO: Have students go back to their seats and pass out another linker cube tower of 5 and activity work mat for each pair of students. • T: Build a tower of 5 and put it inside the large box on the left. Take your other linking cube tower of 5. Is it the same number as the other? • S: Yes. • T: Break it into 2 hidden partners that together are 5. • Guide them to then do the same with two towers of 4 and two towers of 3. Circulate and encourage them to notice the hidden partners.

25. Lesson Study: Concept Development • Complete the problem set. • What do you notice about the sequence of problems?

26. Lesson Study: Student Debrief

27. Lesson Study: Student Debrief • 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.

28. Balanced, Rigorous Instruction

29. 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.

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

31. AGENDA • Review of Module Structure • Examination of Module Overview, Assessments, and Topic Openers • Lesson Study • Coherence Across the Module

32. Progression Study • Read the selected portion of the Progression. • Highlight the information relevant to the conctent of this module. • What is the difference between perceptual subitizing and perceptual subitizing? • Why are teen number so difficult to understand in English? • Make a connection between the Progression Document and the learning in Lesson 9.

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

34. Coherence Within the Module • 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? • In what ways were the writers intentional in the design of this Problem Set? • How do the Problem Sets build toward the assessment?

35. Coherence Within the Module • Analyze the progression of each lesson component across the sample of lessons provided. • What does the sequence of Fluency Practicesaccomplish 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?

36. Coherence Within the Module • 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?

37. Coherence Within the Module • 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?

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

39. Key Points • Each lesson component is tied to the Progressions Document. • There is an intentional coherence across lessons. Each component builds from lesson to lesson. • The problem sets build understanding to prepare students for success on the mid-module and end of module assessments.

40. Next Steps • 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?

41. Pulse Check Please go to http://www.engageny.org/resource/network-team-institute-materials-may-13-16-2013#overlay-context= and fill out the online plus-delta for theP-5 Math session. Thank You! EngageNY.org