Adapting Curriculum Maps & Intro to Module 1 and Module 2, Grade 2

Adapting Curriculum Maps & Intro to Module 1 and Module 2, Grade 2
June 2017 Speaker’s Notes: This is the beginning of the third course of the week here at the Standards Institute. Materials for Days 4 and 5: EngageNY Curriculum map Modules 1 and 2 Wiring Diagram (2 per table printed) or Coherence Map (online) IPG (printed) SAP Focus documents (printed)

ADAPTING CURRICULUM MAPS (GRADE 2) Welcome Back!
1 min Speaker’s Notes: Thank you for your time and attention yesterday!

ADAPTING CURRICULUM MAPS (GRADE 2) Introduction: Who I Am
Name 1 Name 2 Insert photo Insert photo 3 min Speaker’s Notes: *Facilitators edit slide and notes for this slide. Speaker's Notes: I am ______ from ______. Include an interesting personal story. My experience has been… Before Common Core, I was… I was skeptical about Common Core until ______ happened.

ADAPTING CURRICULUM MAPS (GRADE 2) Introduction: Who You Are
Raise your hand if… you are a math teacher you are a math teacher coach you hold a different role you teach in a district school you teach in a charter school you teach or work in a different type of school or organization 2 min Speaker's Notes: Let’s see who is in the room today.

ADAPTING CURRICULUM MAPS (GRADE 2) Thank You for Your Feedback!
+ ∆ 2 min Speaker’s Notes: Thank you for your feedback! I want to talk through some trends for the glows and grows and let you know what I’m doing for the grows within my control.

ADAPTING CURRICULUM MAPS (GRADE 2) Norms That Support Our Learning
Take responsibility for yourself as a learner Honor timeframes (start, end, activity) Be an active and hands-on learner Use technology to enhance learning Strive for equity of voice Contribute to a learning environment in which it is “safe to not know” 2 min Speaker’s Notes: Here’s a reminder of our norms.

ADAPTING CURRICULUM MAPS (GRADE 2) This Week
Day Ideas Monday Focus and Within Grade Coherence Tuesday Rigor and the Mathematical Practices Wednesday Across Grade Coherence and Instructional Practice Thursday Adaptation and Curriculum Study Friday Adaptation and Practice “Do the math” Connect to our practice 2 min Speaker's Notes: Here is what this week will look like. Our approach is to blend the conceptual with the practical: We work to understand the big ideas of the Shifts, how they look in practice, and how we can use them to meet the needs of our students. We will apply our understanding of the shifts most rigorously on Days 4 and 5 as we dive into curriculum. The two strands that run through all of our work are: digging deep into math content by “doing” the math connecting all of the ideas and principles we look at to our work back in our districts We will understand the principles that lie beneath curriculum, how to adapt curriculum, and how to interact with curriculum. This happens best when we understand the “load-bearing walls” of the curriculum – the big ideas that curriculum is based on.

ADAPTING CURRICULUM MAPS (GRADE 2) Sessions Today and Tomorrow
Morning: Adapting the Grade 2 Curriculum Map Afternoon: Intro to Module 1 and Module 2 Module 1 and Module 2 Assessments Foundations for Fluency with Sums and Differences Within 100 (Module 1, Topic A) Tomorrow Morning: Adapting and Teaching Lessons Initiating Fluency with Addition and Subtraction Within 100 (Module 1, Topic B) Understand Concepts About the Ruler (Module 2, Topic A) 2 min Speaker’s Notes: Today we are going to look at the Curriculum Map for Grade 2, see how well it is aligned to the standards and shifts, and also understand how we should think about adapting it for students who are below grade level. This afternoon we’ll look at the assessments for Module 1 and Module 2 along with the lessons for Module 1, Topic A. Tomorrow we’ll look at Topic B in Module 1 and Topic A in Module 2. Materials for Day 4: EngageNY Curriculum maps Modules 1 and 2 Wiring Diagram (2 per table printed) or Coherence Map (online) SAP Focus documents (printed)

Participants will be able to
ADAPTING CURRICULUM MAPS (GRADE 2) Morning: Adapting the Grade 2 Curriculum Map Participants will be able to analyze a curriculum map through the lens of the standards and Shifts. describe ways of adapting a curriculum map for students below grade level. 2 min Speaker’s Notes: Note objectives for participants.

ADAPTING CURRICULUM MAPS (GRADE 2) Morning Agenda
Curriculum Map Scavenger Hunt Adapting a Curriculum Map 1 min Speaker’s Notes: Today we’ll do a “scavenger hunt” to get acquainted with the EngageNY curriculum map for Grade 2. Finally I’ll share a way of thinking about adaptations for students below grade level, and we’ll take a moment to try doing this for some modules in Grade 2.

ADAPTING CURRICULUM MAPS (GRADE 2) I. Curriculum Map Scavenger Hunt!
You’ll look at The curriculum map for the year Titles of each module The standards associated with each module (If time) Lessons and assessment items in Modules 1 and 2 2 min Speaker’s Notes: Let’s see what we can find in the EngageNY curriculum! For this activity you’ll be looking at “A Story of Units” - the curriculum map for P-5 ENY curriculum AND the lessons and modules from Grade 2. The first half of questions are tied to the scope and sequence. The second half move beyond.

ADAPTING CURRICULUM MAPS (GRADE 2) Scavenger Hunt!
Scope and Sequence: How many modules focus on major work? How many days of instruction is this? What percent of the instructional year is this? Name all modules that include both major work and supporting content. Beyond! Find a lesson that begins by engaging students in content from a previous grade. Find an assessment item that connects a supporting cluster to a major one. Find a lesson with a learning objective that uses language based on a cluster heading. 20 min Speaker's Notes: …Go! When done, share answers. Answers as are follows: Grade 2 Scope and Sequence: 1. Seven modules focus on major work (Excludes Module 8) days of instruction 3. 89% of the instructional year 4. Modules 6 and 7 include both major work and supporting content (modules 15 include all major work) Beyond: 1. M2,L1 - Application Problem: emphasizes that students draw different lengths to compare two quantities, tapping into students’ understanding from first grade’s MD.1: Order objects by length and compare their lengths. 2. M7, Mid-Module Assessment, Question 1: Combines Major Work from NBT.5 and Supporting Cluster MD.8: addition and subtraction within 100 combines with working with money. 3. M2,L6: Measure and compare lengths using centimeters and inches similar to the Major Work of measuring and estimating lengths in standard units.

ADAPTING CURRICULUM MAPS (GRADE 2) II. Adapting a Curriculum Map
What should our approach be if we have students who are not ready to access grade-level content? 3 min Speaker’s Notes: Turn and talk to your neighbor. What percentage of your students are not at grade level, do you estimate? Share responses with a show of hands (less than 25%, 25% - 50%, more than 50%). We all know, though, that students don’t show up on grade level. What do we do with students who are not ready to access grade-level content?

ADAPTING CURRICULUM MAPS (GRADE 2) From the Appendix to the Publishers’ Criteria
“The natural distribution of prior knowledge in classrooms should not prompt abandoning instruction in grade level content, but should prompt explicit attention to connecting grade level content to content from prior learning. To do this, instruction should reflect the progressions on which the CCSSM are built…. Much unfinished learning from earlier grades can be managed best inside grade level work when the progressions are used to understand student thinking.” 3 min Speaker’s Notes: Unfinished prior learning is best completed in context. That is, we find the places in our curriculum where unfinished earlier learning logically fits. This allows us to preserve focus and coherence.

ADAPTING CURRICULUM MAPS (GRADE 2) What We’re Trying to Avoid: “Blanket Review”
2 min Speaker’s Notes: We are trying to avoid the kind of “blanket review” that we grew accustomed to in the past--spending half the year reviewing what we did last year.

ADAPTING CURRICULUM MAPS (GRADE 2) Percentage of 8th Grade Math Lessons That Were Entirely Review, by Country (1999) 2 min Speaker’s Notes: In fact, TIMSS data show that in the US, we spend a major chunk of the school year just reviewing. Adapted from FIGURE 3.9. Percentage of eighth-grade mathematics lessons that were entirely review, by country: 1999,

Consider expanding focus on major content where necessary.
ADAPTING CURRICULUM MAPS (GRADE 2) Adaptation Process: Scope and Sequences Consider expanding focus on major content where necessary. Use the progressions to identify prerequisite standards from prior grades for all units. Strategically integrate instruction on prerequisites as needed. + X.1, Y.2 + X.1, Z.5 + Z.2 + X.3 + X.1, Z.5 + X.1, Y.5 + X.4, Y.5, Z.6 X = Grade Below Y = 2 Grades Below Z = 3 Grades Below Consider expanding focus on major content where necessary. 5 min Speaker's Notes: Let’s review from yesterday. Adapting for students with unfinished learning from prior grades is a multi-step process. When we consider a scope and sequence, we start by thinking about the prerequisites for all units. Imagine, here, that “Grade X” is the year before, “Grade Y” is two years prior,” and “Grade Z” is three years below the grade you teach. Rather than teaching all prerequisite standards at the beginning of the year, plan to strategically integrate instruction on these prerequisites when teaching the relevant content. The need to teach and which prerequisites to teach should be determined by some relevant formative assessment data about your students. When a unit is focused on Major Content—we consider spending more time there. Prioritize units with major content by potentially expanding those units with days for teaching necessary prerequisites and/or spending more time on grade-level standards as determined by needs of your students. Major Content Major Content Major Content

ADAPTING CURRICULUM MAPS (GRADE 2) Adaptation Process: Units and Lessons
Consider adding additional lessons that address prerequisite content where necessary and appropriate. The prerequisite standards we associate with each unit allow us to adapt lessons and add additional lessons. 1 2 3 4 5 6 7 4 min Speaker’s Notes: Sometimes it is necessary to insert an entire prerequisite lesson or lessons into a unit. This might be at the beginning of a unit or at the beginning of a topic within the unit. In cases where upwards of 50% of students are not at grade level, this strategy may be emphasized more. In other cases, it might be more efficient to adapt lessons to include prerequisite content. This might include adding activities that scaffold the lesson and/or including instruction on prerequisites as part of the lesson. Adapt lessons to include prerequisite content in the context of grade-level objectives.

ADAPTING CURRICULUM MAPS (GRADE 2) The Three C’s
Coherent Content in Context 1 min Speaker’s Notes: A handy way to remember! When we adapt resources, we are always looking for coherent content in context. This is not a “blanket review”-- this is choosing important prerequisite content and inserting it where appropriate.

ADAPTING CURRICULUM MAPS (GRADE 2) Coherent Content
2 min Speaker’s Notes: Student Achievement Partners has created a couple of resources that help us to locate prerequisite standards. The “Wiring Diagram” is a pdf that shows the connections among the standards in Grades K-8. The “Coherence Map” is an interactive tool that allows you to navigate the standards and see embedded examples from Illustrative Math.

ADAPTING CURRICULUM MAPS (GRADE 2) Now You Try: Adaptation
At your tables: Look for two modules in Grade 2 that you might spend more time on. Why these modules? What, in your experience, will students struggle with related to that content? What are the prerequisite standards you'd use to adapt those modules? 20 min Speaker’s Notes: Now you try with your grade level. Look for two modules you would consider adding more time to, and discuss why. What do kids struggle with related to this content? Use the standards, the “Wiring Diagram,” and/or the “Coherence Map” to determine the prerequisite standards to add to these modules.

Share Out Share Out 15 min Speaker’s Notes:
What are some of the adaptations we made? Highlighted Examples from Module 1 (Participants may have chosen other modules to adapt): Grade 2 Module 1: Relevant prerequisite standards include the following: K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = and 5 = 4 + 1). K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones—called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.NBT.6 Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Share Out

SESSION 1 (111M): Rigor– Calibrating Common Core (6 – 8)
BREAK Lunch

INTRO TO MODULE 1 AND MODULE 2 (GRADE 2) Sessions Today and Tomorrow
Morning: Adapting the Grade 2 Curriculum Map Afternoon: Intro to Module 1 and Module 2 Module 1 and Module 2 Assessments Foundations for Fluency with Sums and Differences Within 100 (Module 1, Topic A) Tomorrow Morning: Adapting and Teaching Lessons Initiating Fluency with Addition and Subtraction Within 100 (Module 1, Topic B) Understand Concepts About the Ruler (Module 2, Topic A) 1 min Speaker’s Notes: The afternoon session is a deep dive into module 1 and an aspect of module 2. We will look at the end-of-module assessments as well as Topic A. Many modules include a mid-module assessment, but since both of these modules are short, they only have an end-of-module assessment.

INTRO TO MODULE 1 AND MODULE 2 (GRADE 2) Afternoon: Intro to Module 1 and Module 2 in Grade 2 Participants will be able to analyze curriculum through the lens of the standards and Shifts. use the lens of the Shifts and increased understanding of focus content to make appropriate curricular adaptations for students who lack prerequisite skills for grade-level work. anticipate student misunderstandings and support them instructionally. 1 min Speaker’s Notes: Our approach will involve doing a lot of math in the lessons and working collaboratively to understand as much about the modules as possible. We’ll be focused on a couple of aspects: making adaptations for this module by adding lessons and adapting them and anticipating student misunderstandings and using these instructionally.

INTRO TO MODULE 1 AND MODULE 2 (GRADE 2) Afternoon: Agenda
Assessing the Assessments Deep Dive: Foundations for Fluency with Sums and Differences Within 100 (Module 1, Topic A) Essential Understandings Coherent Content in Context: What Are My Students’ Needs? 1 min Speaker’s Notes: Our approach today will be to look first at some selected items from the module assessment materials, and then dive into Topic A. We’ll look at a “cool moment” from Topic A, then explore the lessons and sequence of content. Finally we’ll reflect on the big ideas from Topic A and how we can take them back to our classrooms.

INTRO TO MODULE 1 AND MODULE 2 (GRADE 2) I
INTRO TO MODULE 1 AND MODULE 2 (GRADE 2) I. Assessing the Assessments (Grade 2) Module 1: B Module 2: 10 min Speaker’s Notes: Before we dig into the math: Examine the standards associated with the end-of-module assessment. Note: Neither of the Modules have Mid-Module Assessments because they are short modules. Otherwise, we would be able to examine the standards associated with the mid-module assessments. What aspects of rigor are highlighted in these standards? (Module 1) Fluency: Fluently add and subtract within 20 mentally, and fluently add and subtract within 100. Conceptual Understanding: Students must build their fluency using mental strategies, place value, properties of operations, and/or the relationship between addition and subtraction. They do not simply add and subtract using a memorized algorithm. Application: Students apply their addition and subtraction fluency and understanding to solving one and two step problems. Bonus: What kinds of problems and tasks do you expect to see in the assessment? (Module 1) Students might have to solve one and two step word problems requiring them to add or subtract and explain their thinking using numbers, pictures, and words. What aspects of rigor are highlighted in these standards? (Module 2) Fluency: Use measuring tools to determine the length of objects. Conceptual Understanding: Understand how the two measurements relate to the size of the unit chosen. Application: Apply measurement to addition and subtraction word problems. Bonus: What kinds of problems and tasks do you expect to see in the assessment? (Module 2) Students might have to measure objects using both centimeters and inches and explain how the measurements relate to the size of the measuring unit. Students might have to solve word problems with measurement, addition, and subtraction.

End-of-Module Assessment: Grade 2, Module 1, Questions 1-2
INTRO TO MODULE 1 AND MODULE 2 (GRADE 2) Let’s “Do the Math” for Some Assessment Items End-of-Module Assessment: Grade 2, Module 1, Questions 1-2 End-of-Module Assessment: Grade 2, Module 2, Questions 2-3 20 min Speaker’s Notes: Have participants “do” these assessment items: From the Grade 2, Module 1 End-of-Module Assessment: Questions 1-2 From the Grade 2, Module 2 End-of-Module Assessment: Questions 2-3

For each assessment item:
INTRO TO MODULE 1 AND MODULE 2 (GRADE 2) At Your Table: Assessing the Assessments For each assessment item: What standards are evident in this item and how do you know? What aspects of rigor are highlighted in this item and how do you know? Also consider: Compare the Module 1 end-of-module assessment to the Module 2 end-of-module assessment. How does learning progress across the modules? 10 min Speaker’s Notes: Have participants score their own responses using the rubric and sample responses provided after the assessment, and then discuss the questions. End-of-Module Grade 2, Module 1, Question 1: Standards: (Examine the Rubric to find standards assessed by question) Students solve addition and subtraction problems. This addresses the following standards: 2.OA.2 Fluently add and subtract within 20 using mental strategies. (See standard 1.OA.6 for a list of mental strategies.) By end of Grade 2, know from memory all sums of two one-digit numbers. Use place value understanding and properties of operations to add and subtract. 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Rigor: Fluency: Students show fluency with addition and subtraction strategies. End-of-Module Grade 2, Module 1, Question 2: Students apply addition and subtraction strategies to solve a word problem. This addresses the following standards: Rigor: Application: Students apply their addition and subtraction strategies to solving a word problem. End-of-Module Grade 2, Module 2, Question 2: This addresses the following standards: 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. Rigor: Concept Development: Students explain their thinking using numbers, pictures, and words. Application: Students apply their addition and subtraction strategies to word problems involving length. End-of-Module Grade 2, Module 2, Question 3: 2.MD.6 Represent whole numbers as lengths from 0 on a number line diagrams with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. Rigor: Application: Students apply their understanding of addition, subtraction, and measurement to solve a word problem using a “broken” ruler. Grade 2 Learning Progression: Students master addition and subtraction in the first module and apply their strategies to solving word problems involving length and measurement in the second module.

INTRO TO MODULE 1 AND MODULE 2 (GRADE 2) II. Deep Dive: Topic A
Module 1, Topic A: Foundations for Fluency with Sums and Differences Within 100 1 min Speaker’s Notes: Now we’ll take a deep dive into Topic A.

INTRO TO MODULE 1 AND MODULE 2 (GRADE 2) Topic A Overview
5 min Speaker’s Notes: Create one or more Grade 2 group(s). Have each group complete the given question or protocol together as a table. Then have each group share with the whole group something they noticed in their work. Keep these groups for all the related grade-level activities in the slides that follow. Participants: Take a moment to read through the Topic Overview for Topic A for Module 1. What do you notice? What is this topic about? Grade 2: In Topic A, students work on the foundation for fluency with sums and differences within 100 by focusing on three essential skills: knowing the decompositions of any number within 10, knowing partners to 10, and knowing teen numbers as 10 + n.

INTRO TO MODULE 1 AND MODULE 2 (GRADE 2) Sequence of Content
Protocol: Complete the exit tickets for Module 1, Topic A. Discuss at your table: The sequence of content. Examples of rigor. Examples that exemplify the mathematical practices. Present your observations to the whole group. 15 min Speaker’s Notes: This part starts with participants “doing” the Exit Tickets for the Topic. Once participants have had an opportunity to do this, discuss the points above. The point is for participants to understand the progression of content, understand the rigor, and note any mathematical practices. Examples of rigor to highlight: Fluency: Students build their fluency with mental math strategies of adding with 10 in the L1 Exit Ticket. Examples of mathematical practices to highlight: In Topic A, students use a number bond to answer related addition and subtraction problems. This exemplifies Math Practice Standard # 4: Model with mathematics.

Examine the fluency activities in Lesson 1.
INTRO TO MODULE 1 AND MODULE 2 (GRADE 2) Fluency Activities in Lesson 1 10 min Speaker's Notes: We are going to examine the fluency activities throughout Topic A. Study the Fluency Activities for Lesson 1. What do you notice? What makes them effective? Students practice the same standard OA.2, adding fluently within 10 using mental strategies, and the fluencies are especially effective because there are five different ways the students practice this standard, allowing students to engage with the content in various ways. How will you “personalize” these? Examine the fluency activities in Lesson 1. What do you notice? What makes them effective? How will you personalize the fluency activities?

Examine the fluency activities in Lesson 2.
INTRO TO MODULE 1 AND MODULE 2 (GRADE 2) Fluency Activities in Lesson 2 10 min Speaker's Notes: Study the Fluency Activities for Lesson 2. What do you notice? What makes them effective? Students practice the same standard OA.2, adding fluently within 10 using mental strategies, adding to the next 10, and decomposing numbers. The fluencies are especially effective because there are five different ways the students practice this standard, allowing students to engage with the content in various ways. How will you “personalize” these? Examine the fluency activities in Lesson 2. What do you notice? What makes them effective? How will you personalize the fluency activities?

INTRO TO MODULE 1 AND MODULE 2 (GRADE 2) At Your Table: Fluency
How do the fluencies in Lessons 1 and 2 relate to each other and to the focus content for this module? 5 min Speaker’s Notes: How do they relate to each other and to the focus content for this module? The fluencies all relate to each other and to the focus content for this module by building fluency mentally adding within 10.

INTRO TO MODULE 1 AND MODULE 2 (GRADE 2) Student Debrief Throughout Topic A
1 min Speaker’s Notes: We are going to examine the student debriefs throughout Topic A. Read through the student debrief for each lesson and answer the questions on the following slide.

Examine the student debriefs for the lessons in Topic A.
INTRO TO MODULE 1 AND MODULE 2 (GRADE 2) At Your Table: Student Debrief Throughout Topic A Examine the student debriefs for the lessons in Topic A. How do these embody the rigor of the standards? How do these embody the mathematical practices? How does the student debrief relate to the other parts of the lesson? 20 min Speaker’s Notes: How do these embody the rigor of the standards? Conceptual understanding: Students draw connections between fluencies to understand, for example, how knowing can help with knowing Understanding this connection also helps to increase the fluency aspect of rigor. How do these embody the mathematical practices? Students look for and express regularity in repeated reasoning. (MP.8) How does the Student Debriefs relate to the other parts of the lesson? The Student Debrief requires that students reflect on the fluencies they completed during the lesson, think about what they learned, what the lesson objective was, and how the fluencies are connected. They build connections so they can articulate, for example, how knowing = 10 helps them solve

III. Essential Understandings

INTRO TO MODULE 1 AND MODULE 2 (GRADE 2) Essential Understandings
Reflect on Topic A: What is the focus content, and how does instruction support student understanding of it? What are the essential student learning experiences that support the focus content? 7 min Speaker’s Notes: Give participants time to reflect on Topic A and consider these questions: What is the focus content and how does instruction support student understanding of it? The focus content is knowing the decompositions of any number within 10 (K.OA.3, 1.OA.6), knowing partners to 10 (K.OA.4), and knowing teen numbers as 10 + n (K.NBT.1, 1.NBT.2b). Instruction supports student understanding by providing students with opportunities to practice fluencies and articulate the connections between fluencies, such as how knowing can help students know What are the essential student learning experiences that support the focus content? The essential student learning experiences are allowing the students to work through the fluencies and reflect on the connections they made during the Student Debrief.

INTRO TO MODULE 1 AND MODULE 2 (GRADE 2) Spotlight: Module 1, Topic A
7 min Speaker's Notes: Facilitator leads participants through a impactful activity from Module 1, Topic A. This Spotlight came from Lesson 1 Fluency Happy Counting Part 3. What are the potential misconceptions students might have here? Students who are slower processors may have a challenging time saying this orally and transitioning between the Say Ten way and the regular way quickly. They may move their mouths or make sounds but not really be thinking and solving these if it gets too fast and they feel they cannot keep up. What instructional/teacher moves should the teacher plan for? Allow the students to record these equations on their whiteboards and give thumbs up when they are ready to show you, or have them think of the equation in their heads and give thumbs up when they are ready to say it chorally. Then, when you see everyone’s thumb, you can say go. You could also write flashcards, so students who struggle to register the question when they hear it orally can read it on the flashcards. For example, your flashcard would say, “Ten 2” when you say “Ten 2.”

IV. Coherent Content in Context: What Are My Students’ Needs?

Would you add supplementary lessons? Where and on which standards?
INTRO TO MODULE 1 AND MODULE 2 (GRADE 2) Coherent Content in Context: What Are My Students’ Needs? Would you add supplementary lessons? Where and on which standards? How could you adapt the fluency activities to help students access grade- level content? How could you adapt the student debrief to help students access grade- level content? 20 min Speaker's Notes: Now that you have a deep understanding of the content and the learning outcomes for this topic, you are ready to think about adapting the content to address the needs of your students. Remember, the focus for adaptation should be “coherent content in context.” Assume that formative data tells you that most or all of the students in your class lack some prerequisite understandings around addition and the place value of numbers within 20. How would you adapt Topic A to address your students needs for accessing core content? Would you add supplementary lessons? Where and on which standards? If necessary, you could go use the recommended “Coherence Links” to direct you to relevant lessons in Grade 1 to prepare students for the Grade 2 content. These links are found in the Topic A Overview. To support students for Topic A, supplemental lessons could come from Grade 1, Module 2 on “The Introduction to Place Value Through Addition and Subtraction Within 20.” You could choose relevant lessons to give the students before starting this topic. The kindergarten and first grade standards to reinforce prior knowledge are K.OA.3: “Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = and 5 = 4 + 1),” K.OA.4: “For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation,” K.NBT.1: “Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones,” 1.NBT.2b: “Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special case: the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones,” 1.OA.5: “Relate counting to addition and subtraction (e.g., by counting on 2 to add 2),” 1.OA.6: “Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13).” How could you adapt the fluency activities to help students access the grade-level content? You could turn change the answering procedure for the fluency activities to accommodate the different levels of background knowledge in the room. Instead of having the whole class answer on your signal, you could have them put their thumb up when they know the answer and put fingers up to show how the number of different ways they can explain their thinking. For example, on the “Ten-Frame Flash,” students are instructed to say the answer on your signal. This creates pressure for students who cannot see 9 right away when shown a ten-frame with nine filled in. Instead, wait for all students to at least put their thumbs up. This tells the class that everyone needs to try to get the answer. Students who can get the answer quickly should keep track with their fingers the number of different ways they can defend their thinking. Then, you can ask for answers in the room and allow 2-3 students to defend their thinking. One student might say, “I know it is a ten-frame, so since all of them are filled in except one, the answer is 1 less than 10, so it has to be 9.” Another might say, “I saw five on the bottom and four on the top, and I know that 5 and 4 make 9.” Another student might say, “I counted every circle and got nine.” This adaptation to the procedure also helps develop the thinking for students who do not have strategies other than counting every circle. How could you adapt the student debrief to help students access the grade-level content? The student debrief questions are fairly open and different opinions can be valued given different backgrounds of knowledge. However, confident students will be more likely to answer, so to give all students access to the student debrief questions, have the students turn to their partner. Have partner A share first and have partner B share next. Help them understand how to talk to their partner and how to listen. If necessary, assign your struggling students as “student B,” so they can hear someone else’s answer before trying to answer themselves.

Knowledge Survey Post-Test
12 minutes Speaker’s Notes: Today, we are going to ask you to take a slightly longer survey. Like the last 3 days, you will again be asked to give us feedback on the session and facilitation. In addition, you will take the knowledge survey post-test, which measures how much you know about the learning objectives from this week. You will see the same quiz-like questions as the pre-test, which you took before you came to Institute. Please take this post-test very seriously. It is very important for us to know whether the intended learning outcomes were met, how much you have learned, and how we can improve on the sessions. You can and are encouraged to use the resources and materials from this week to answer the questions. You will get to see the correct answer to each question. You will find the link to the survey in your inbox (the same address you used to register for Standards Institute). The came from Please complete this survey before you leave today. [If asked], yes, they can continue to take the survey after the end of the session. It will stay open until we have a desirable response rate.

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Welcome Back!
1 min Speaker’s Notes: Thank you for your time and attention yesterday!

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Thank You for Your Feedback!
+ ∆ 2 min Speaker’s Notes: Thank you for your feedback! I want to talk through some trends for the glows and grows and let you know what I’m doing for the grows within my control.

Take responsibility for yourself as a learner
ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Norms That Support Our Learning Take responsibility for yourself as a learner Honor timeframes (start, end, activity) Be an active and hands-on learner Use technology to enhance learning Strive for equity of voice Contribute to a learning environment in which it is “safe to not know” 1 min Speaker’s Notes: A quick reminder of our norms.

Adaptation and Practice Connect to our practice
ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) This Week Day Ideas Monday Focus and Within Grade Coherence Tuesday Rigor and the Mathematical Practices Wednesday Across Grade Coherence and Instructional Practice Thursday Adaptation and Curriculum Study Friday Adaptation and Practice “Do the math” Connect to our practice 2 min Speaker’s Notes: Here is what this week will look like. Our approach is to blend the conceptual with the practical: We work to understand the big ideas of the Shifts, how they look in practice, and how we can use them to meet the needs of our students. We will apply our understanding of the shifts most rigorously on Days 4 and 5 as we dive into curriculum. The two strands that run through all of our work are: digging deep into math content by “doing” the math connecting all of the ideas and principles we look at to our work back in our districts We will understand the principles that lie beneath curriculum, how to adapt curriculum, and how to interact with curriculum. This happens best when we understand the “load-bearing walls” of the curriculum – the big ideas that curriculum is based on.

Morning: Adapting the Grade 2 Curriculum Maps
ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Sessions Yesterday and Today Yesterday Morning: Adapting the Grade 2 Curriculum Maps Afternoon: Intro to Module 1 and Module 2 Module 1 and Module 2 Assessments Foundations for Fluency with Sums and Differences Within 100 (Module 1, Topic A) Today Morning: Adapting and Teaching Lessons Initiating Fluency with Addition and Subtraction Within 100 (Module 1, Topic B) Understand Concepts About the Ruler (Module 2, Topic A) 1 min Speaker’s Notes: Yesterday we looked at the scope and sequence for this grade and started to look at a module. Today we’ll continue in our journey through the module. Materials for Day 5: Modules 1 and 2 Wiring Diagram (2 per table printed) or Coherence Map (online) IPG (printed)

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Objectives Participants will be able to analyze curriculum through the lens of the standards and Shifts. use the lens of the Shifts and increased understanding of focus content to make appropriate curricular adaptations for students who lack prerequisite skills for grade-level work. prepare and deliver lessons using the core actions in the IPG. 2 min Speaker’s Notes: Our approach will involve doing a lot of the math in the lessons and working collaboratively to understand as much about the modules as possible. We’ll see how the modules connect back to the big ideas of the instructional shifts; we’ll also see how the lessons can be adapted and can come alive using the Instructional Practice Guide. We will even teach some lessons to each other!

Deep Dive: Module 1, Topic B Buddy Teaching with IPG
ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Agenda Deep Dive: Module 1, Topic B Buddy Teaching with IPG Essential Understandings Coherent Content in Context: What Are My Students’ Needs? Deep Dive: Module 2, Topic A Buddy Teaching an Adapted Lesson 2 min Speaker’s Notes: Our approach today will be to dive into Module 1, Topic B and Module 2, Topic A. Both Modules are short enough in length that they do not include a Mid-Module Assessment like other Modules. We’ll look at a “cool moment” from each topic, then explore the lessons and sequence of content. Finally we’ll reflect on the big ideas from each topic and how we can take them back to our classrooms.

I. Deep Dive: Module 1, Topic B
Initiating Fluency with Addition and Subtraction Within 100

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Topic B Overview
3 min Speaker's Notes: Take a moment to read through the Topic Overviews for Module 1, Topic B. What do you notice? What is this Topic about? Students start solving “problems by decomposing and composing units. Lessons 3, 4, 5, and 7 revisit Grade 1 learning at a new pace and without a heavy reliance upon concrete and pictorial models, while simultaneously preparing students for the new learning of Lessons 6 and 8, subtracting single-digit numbers from two-digit numbers within 100.

Complete the Exit Tickets for Topic B. Discuss at your table:
ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Sequence of Content Protocol: Complete the Exit Tickets for Topic B. Discuss at your table: The sequence of content. Examples of rigor. Examples that exemplify the mathematical practices. Present your observations to the whole group. 15 min Speaker's Notes: This part starts with participants “doing” the Exit Tickets for the topic. Once participants have had an opportunity to do this, discuss the points above. The point is for participants to understand the progression of content, understand the rigor, and note any mathematical practices. Examples of rigor to highlight Fluency: Students build fluency by practicing the math strategy for the problems in the Exit Tickets. Examples of mathematical practices to highlight Students reason quantitatively (MP.2) by using strategies to create equivalent expressions to find the answers to their problems more efficiently. For example, they might use the make 10 strategy to add by creating the equivalent expression

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Concept Development Throughout Topic B 1 min Speaker’s Notes: We are going to examine the concept development activities throughout Topic B. Read through the concept development for each lesson, and answer the questions on the following slide.

Examine the concept development for the lessons in Topic B.
ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) At Your Table: Concept Development Examine the concept development for the lessons in Topic B. What do you notice? What is the math that students are learning? What previous understandings do students need to have? What makes the concept development effective? How does student understanding build over time? 20 min Speaker’s Notes: Study the Concept Development for the first lesson. What do you notice? What is the math that students are learning? Students are learning how to identify and add and subtract like units within 100. What previous understandings do students need to have? Students need to understand place value, that 53 is equivalent to or five tens and three ones, and students should be comfortable showing place value using concrete and pictorial models. What makes the concept development effective? The concept development is effective because it builds off students’ prior knowledge and allows them to learn a new concept through observing patterns and making connections. For example, students know 8 – 3 = 5, so they learn that 58 – 3 = 55, observing the pattern and connection that 8 ones – 3 ones is still a part of the problem. The concept development is also effective because of its emphasis on pictorial representations. Students learn to draw models to represent and support the thinking they do with numbers. How does student understanding build over time? Students connect to making 10 within 20, then making 10 within Then, they use their understanding to make sense of taking 10 within 20 and then taking 10 within Throughout the Topic, they build their understanding of strategies and the fact that addition and subtraction are opposite operations. How will you “personalize” these?

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Problem Set and Student Debrief
1 min Speaker’s Notes: We are going to examine the problem sets and student debriefs throughout Topic B. Read through the problem set and student debrief for each lesson and answer the questions on the following slide.

How do these embody the rigor of the standards?
ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) At Your Table: Problem Set and Student Debrief Throughout Topic B Examine the problem sets and student debriefs for the lessons in Topic B. How do these embody the rigor of the standards? How do these embody the mathematical practices? How does the student debrief relate to the problem set? 15 min Speaker’s Notes: Give participants time to examine the Problem Set and Student Debrief activities throughout Topic B. How do these embody the rigor of the standards? Fluency: Students build fluency in using their addition and subtraction strategies. Conceptual Development: Students have to explain the difference between 57 – 2 and 57 – 20 using numbers, pictures, and words. How do these embody the mathematical practices? Students look for and express regularity in repeated reasoning. (MP.8) How does the Student Debrief relate to the problem set? Students reflect on certain problems in the Problem Set in order to make connections, identify relationships and patterns. They use their Problem Set to explain their thinking and understanding during the Student Debrief.

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Fluency Activities Throughout Topic B 1 min Speaker’s Notes: We are going to examine the fluency activities throughout Topic B. Read through the fluency activities for each lesson and answer the questions on the following slide.

Examine the fluency activities for the lessons in Topic B.
ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) At Your Table: Fluency Throughout Topic B Examine the fluency activities for the lessons in Topic B. How do they relate to each other and to the focus content for the module? 10 min Speaker’s Notes: Give participants time to examine the Fluency activities throughout Topic B and discuss this question: How do they relate to each other and to the focus content for this module? The fluencies in Topic B focus on developing strategies with easier problems to solve more complex addition and subtraction problems within 100. Also, as students get better with the Sprint routine, the time allotted for the Sprint continues to decrease. The focus of this topic helps students develop strategies to find sums and differences to 100.

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Application Problems Throughout Topic B 1 min Speaker’s Notes: We are going to examine the application problems throughout Topic B. Read through the application problems for each lesson and answer the questions on the following slide.

Examine the application problems for the lessons in Topic B.
ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) At Your Table: Application Throughout Topic B Examine the application problems for the lessons in Topic B. How do they relate to each other and to the focus content for this module? 10 min Speaker’s Notes: Give participants time to examine the application activities throughout Topic B and discuss this question: How do they relate to each other and to the focus content for this module? The application exercises focus on reinforcing students showing their thinking through numbers, pictures, and words. This supports their conceptual understanding of the fluencies they are practicing.

As you prepare, think about
ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) II. Buddy Teaching with the IPG As you prepare, think about Framing your objective in the context of Topic B. What content came before? What are students doing during the lesson? As the teacher, what will you be doing? 2 min Speaker’s Notes: Prepare participants to engage in a sample teaching activity at their tables. Have table groups count off by fours, so that there are 1-2 people on each team. Each team will prepare one lesson in Topic B to teach to the rest of the table. (Note: they will not be teaching the entire lesson--just the opening example and accompanying discussion/questions.)

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Summary of Core Actions
2 min Speaker’s Notes: Ask participants to summarize each Core Action at their tables. Then, summarize for the group: Core Action 1 is about meeting the demands of the standards and shifts. Core Action 2 is about long-standing best practices (i.e., establishing clear learning goals, checking for understanding). Core Action 3 is about engaging students in the mathematical practices (i.e., attending to precision, constructing arguments). Remind yourself about the IPG and annotate the plan to ensure it shows at least one indicator for each Core Action.

Teach the lesson through to the end of the discussion portion.
ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Table Teaching Ground Rules Teachers go “all in” for their roles. Stay in character through any trouble spots. Students are “middle of the class.” Follow directions, practice, don’t “know it all.” Teach the lesson through to the end of the discussion portion. Stick to the time limits so everyone has a chance to teach. 20 min Speaker’s Notes: Set a reasonable time limit on each sample teach (6-7 minutes should be adequate in most cases). Give participants the ground rules and elaborate as needed to prepare them for the activity.

Teachers briefly describe their planning processes for the lesson:
ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) After Teaching The team to the left of the teachers gives one “glow” (something successful) and one “grow” (a question or comment) for the lesson. Teachers briefly describe their planning processes for the lesson: How did the problem and discussion advance the key concept of the lesson? How would you adapt these problems to meet student needs? 10 min Speaker’s Notes: Suggest that participants ground their feedback in the language of the IPG. As teaching gets underway, supervise and keep time to make sure the exercise is running smoothly at each table.

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) III
ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) III. Essential Understandings

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Essential Understandings
Reflect on Topic B: What is the focus content, and how does instruction support student understanding of it? What are the essential student learning experiences that support the focus content? 5 min Speaker’s Notes: Give participants time to reflect on Topics B and consider these questions: What is the focus content, and how does instruction support student understanding of it? The focus content is 2.OA.1: “Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem,” 2.OA.2: “Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers,” and 2.NBT.5: “Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.” Instruction supports these standards by building students’ understanding of the relationship between problems such as and and What are the essential student learning experiences that support the focus content? Essential learning experiences include having students use pictorial representations of their strategies, understand and complete the composition and decomposition of units of ten, and continuously observe repetitive patterns of reasoning when calculating.

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Spotlight: Module 1, Topic B
5 min Speaker's Notes: Facilitator leads participants through an impactful activity from Module 1, Topic B. This Spotlight is taken from Lesson 3, Problem Set 2. What are the potential misconceptions students might have here? Students may struggle with breaking 24 apart into , adding the 4 + 5, and drawing a picture to show their thinking. A common misconception is for students to think that 24 is What instructional/teacher moves should the teacher plan for? For those students struggling with this concept, give them place value blocks to use to build 24 and 5. Have them work concretely with the place value blocks and record their work using a picture once they have constructed it.

IV: Coherent Content in Context: What Are My Students’ Needs?

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Coherent Content in Context: What Are My Students’ Needs? Would you add supplementary lessons? Where and on which standards? How could you adapt the fluency activities to help students access grade-level content? How could you adapt the application problems to help students access grade-level content? How could you adapt the concept development progression to help students access grade-level content? How could you adapt the problem set and student debrief to help students access grade-level content? 15 min Speaker’s Notes: Now that you have a deep understanding of the content and the learning outcomes for this topic, you are ready to think about adapting the content to address the needs of your students. Remember, the focus for adaptation should be “coherent content in context.” Assume that formative data tells you that most or all of the students in your class lack some prerequisite understandings fluency with addition and subtraction. How would you adapt Topic B to address your students’ needs for accessing core content? Would you add supplementary lessons? Where and on which standards? You could find supplemental lessons to support the learning before students begin this topic from Grade 1, Module 2, Grade 1, Module 4, and Grade 1, Module 6. The first grade standards to reinforce prior knowledge are 1.NBT.4: “Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten,” 1.NBT.5: “Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used,” and 1.NBT.6: “Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.” How could you adapt the fluency activities to help students access the grade-level content? To adapt the sprints, you could change the procedure to accommodate more students. Some students shut down when they are timed, and the importance of the sprints is the pattern-finding and practice, not the speed. If you want to give students two minutes to complete as much as they can, allow them to find the relationships between the problems after the two minutes and pair-share how the relationships between the patterns allow them to answer the problems efficiently. You could even have them look at all the problems before the two minutes and pair-share the relationships, so they have a strategy before they begin. Allow all students to finish the sprint in their own time. Offer students the chance to take it home, if necessary, to finish, so students get the practice without the pressure of time. How could you adapt the application problems to help students access the grade-level content? Allow students to work with a partner to solve the application problems. Teach them a procedure to discuss their thinking before recording. Give students two different colored pens, so you can see the thinking of each student. Enforce that students show their thinking in numbers, pictures, and words. Put place value blocks in the front of the room and allow students to get them, if necessary, emphasizing math practice #5: “Mathematicians use tools strategically.” If necessary, simplify the numbers in the Application Problem for students who cannot access larger numbers yet. How could you adapt the concept development progression to help students access the grade-level content? You could build into the concept development progression a period of time where students build the strategy with place value blocks, then draw and represent with numbers. How could you adapt the problem set and student debrief to help students access the grade-level content? For students who are processing the new strategies slower, assign fewer problems in the problem set and allow them to build the problems with place value blocks. When choosing the problems for students to complete, identify related problems, so students can find the patterns between the problems, and choose problems from each section of the problem set, so students get practice with each set of directions. Allow students to pair-share their thinking for the student debrief. Assign struggling students to be “student B,” so they can hear student A’s response before having to respond on their own.

Deep Dive: Module 2, Topic A
Understand Concepts About the Ruler

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Module 2, Topic A Overview
3 min Speaker’s Notes: Take a moment to read through the Topic Overview for Module 2, Topic A. What do you notice? What is this Topic about? Students explore concepts about rulers and move from concrete to abstract in their understanding.

Complete the exit tickets for Module 2, Topic A.
ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Sequence of Content Protocol: Complete the exit tickets for Module 2, Topic A. Discuss at your table: The sequence of content. Examples of rigor. Examples that exemplify the mathematical practices. Present your observations to the whole group. 15 min Speaker’s Notes: This part starts with participants “doing” the Exit Tickets for the topic. Once participants have had an opportunity to do this, discuss the points above. The point is for participants to understand the progression of content, understand the rigor, and note any mathematical practices. Examples of rigor to highlight Conceptual Development: In the L2 Exit Ticket, students have to explain their thinking using words. Examples of mathematical practices to highlight: L2 Exit Ticket: Students have to critique the reasoning of others as they examine “Matt’s” work and decide if he is right or not and construct viable arguments to defend their thinking. (MP.3)

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Concept Development Throughout Topic A 1 min Speaker’s Notes: We are going to examine the concept development throughout Module 2, Topic A. Read through the concept development for each lesson and answer the questions on the following slide.

Examine the concept development for the lessons in Module 2, Topic A.
ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) At Your Table: Concept Development Examine the concept development for the lessons in Module 2, Topic A. What do you notice? What is the math that students are learning? What previous understandings do students need to have? What makes the concept development effective? How does student understanding build over time? 20 min Speaker’s Notes: What do you notice? What is the math that students are learning? Students develop an understanding of measuring objects using units that are next to each other with no spaces. What previous understandings do students need to have? Students should understand how to add and that every object has a given length and only one length. They will come to understand that the length will be the same but will be a different number given different units of measurement. What makes the concept development effective? The teacher models a common misconception for the students, placing cubes next to each other with gaps between them, so the students have a chance to observe and explain why they cannot measure objects with gaps between the units. How does student understanding build over time? Students move from lining up centimeter cubes to measure objects to using one centimeter cube and marking the spot to lift the cube and lie it down again to using a centimeter ruler with markings similar to the marks they made to record where they had to lift and put their cube down. They move from concrete to abstract. How will you “personalize” these?

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Problem Set and Student Debrief
1 min Speaker’s Notes: We are going to examine the problem sets and student debriefs throughout Topic A. Read through the problem set and student debrief for each lesson and answer the questions on the following slide.

Examine the problem sets and student debriefs for lessons in Topic A.
ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) At Your Table: Problem Set and Student Debrief Throughout Topic A Examine the problem sets and student debriefs for lessons in Topic A. How do these embody the rigor of the standards? How do these embody the mathematical practices? How does the student debrief relate to the problem set? 15 min Speaker’s Notes: Give participants time to examine the Problem Set and Student Debrief activities throughout Module 2, Topic A. How do these embody the rigor of the standards? Students build fluency using centimeter cubes to measure objects. They build application through applying their understanding of measurement to word problems that combine measurement with addition and subtraction. How do these embody the mathematical practices? By measuring using the centimeter cubes, students have to use appropriate tools strategically. (MP.5) How does the Student Debrief relate to the problem set? Students reflect on their Problem Set by explaining to their partners their measurements and the strategies they used to find the measurements. If the students received different answers, they worked together to figure out any misconceptions such as including spaces between the cubes.

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Fluency Activities Throughout Topic A 1 min Speaker’s Notes: We are going to examine the fluency activities throughout Topic A. Read through the fluency activities for each lesson and answer the questions on the following slide.

Examine the fluency activities for the lessons in Module 2, Topic A.
ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) At Your Table: Fluency Examine the fluency activities for the lessons in Module 2, Topic A. How do they relate to each other and to the focus content for this module? 10 min Speaker’s Notes: Give participants time to examine the Fluency activities throughout Topic A and discuss this question: How do they relate to each other and to the focus content for this module? These fluencies relate to each other by having students continue to practice adding and subtracting by counting on and back within 100. This relates to the focus content of the module because students are adding and subtracting measurements within 100.

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Application Problem Throughout Topic A 1 min Speaker’s Notes: We are going to examine the application problems throughout Module 2, Topic A. Read through the application problem for each lesson and answer the questions on the following slide.

Examine the application problems for the lessons in Topic A.
ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) At Your Table: Application Examine the application problems for the lessons in Topic A. How do they relate to each other and to the focus content for this module? 10 min Speaker’s Notes: Give participants time to examine the application activities throughout Topic A and discuss this question: How do they relate to each other and to the focus content for this module? The first two Application Problems are both compare with difference unknown problems. The second Application Problem gives students further practice with comparing quantities. A new complexity is to compare length measurements rather than numbers of discrete objects. The third Application Problem follows the two previous compare with difference unknown Application Problems to alert students to read and understand the situation instead of relying on key words that tell the operation. This problem exemplifies the error in using “more than” as a key word to subtract, since in this situation students solve by adding the parts. The problem could be represented using one tape, but since students are just beginning to do comparison problems at this level of sophistication with larger numbers, it may be wise to draw one tape to represent each boy’s cards emphasizing the fact of the comparison.

VI. Essential Understandings

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Essential Understandings
Reflect on Topic A: What is the focus content, and how does instruction support student understanding of it? What are the essential student learning experiences that support the focus content? 5 min Speaker’s Notes: Give participants time to reflect on Topic A and consider these questions: What is the focus content, and how does instruction support student understanding of it? The focus content is on 2.MD.1: “Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.” Topic A supports student understanding of this standard by having students measure with many different tools such as paper clips before starting to use rulers, yardsticks, meter sticks, and measuring tapes. By the time students use these mathematical tools, they have discovered a need for them and understand how they measure objects accurately. What are the essential student learning experiences that support the focus content? Students learn that repeated physical units without space between them are used to name a length of an object.

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Spotlight: Module 2, Topic A
5 min Speaker's Notes: Facilitator leads participants through an impactful activity from Module 2, Topic A. This is the Lesson 1, Problem Set Questions 5–6. What are the potential misconceptions students might have here? Students may not be used to supporting their thinking using pictures, numbers, and words. They may not have a strong foundation with tape diagrams. This is an excellent time to start encouraging the students to relate their measurement drawings to tape diagrams and connect to the ideas of part + part = whole. What instructional/teacher moves should the teacher plan for? If students are not strong in representing their thinking using numbers, pictures, and words, or they do not have a strong foundation in tape diagrams, display the sample answer for students to critique. Have them pair-share what they observe, the components, labels, and the mathematics included in the answer. Have them create criteria for a good tape diagram or a good answer that includes numbers, pictures, and words. While they pair-share, take notes on what you hear them saying and summarize on a poster in front of the room, so the students have a reference for future work. Then, have them edit their problem number 5 and try to apply the new criteria to problem number 6. Once they have tried to answer number 6 with the new criteria, pick up a couple students’ papers that emphasize either misconceptions or correct work and project these papers, so the students can critique the work. Think aloud as you examine them, so the students can start “thinking like a teacher” when they examine their own work. Then, give them a minute to edit their work based on what they observed or discovered.

VII. Coherent Content in Context:
What Are My Students’ Needs?

ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) Coherent Content in Context: What Are My Students’ Needs? Would you add supplementary lessons? Where and on which standards? How could you adapt the fluency activities to help students access grade- level content? How could you adapt the application problems to help students access grade-level content? How could you adapt the concept development progression to help students access grade-level content? How could you adapt the problem set and student debrief to help students access grade-level content? 15 min Speaker’s Notes: Now that you have a deep understanding of the content and the learning outcomes for this topic, you are ready to think about adapting the content to address the needs of your students. Remember, the focus for adaptation should be “coherent content in context.” Assume that formative data tells you that most or all of the students in your class lack some prerequisite understandings around measurement. How would you adapt Topic A to address your students’ needs for accessing core content? Would you add supplementary lessons? Where and on which standards? If necessary, you could add lessons at the beginning of the topic from Grade 1, Module 3: Ordering and Comparing Length Measurements as Numbers or from Grade 1, Module 4: Multiplication and Area. Topic A is when students start to explore the concepts about a ruler, and it starts with a very concrete approach. If foundational standards are missing, you could address 1.MD.1: “Order three objects by length; compare the lengths of two objects indirectly by using a third object,” and 1.MD.2: “Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.” How could you adapt the fluency activities to help students access the grade-level content? You could give struggling students support in the fluencies by providing additional tools. For example, during the Happy Counting 20-40, struggling students could have the numbers 20–40 written out, so they could point and read the numbers as they count up and down with the class. They could use this support until they feel confident enough say the numbers with the class without the tool. How could you adapt the application problems to help students access the grade-level content? Allow students to work with partners and teach them how to share the work. Enforce that they use pictures, numbers, and words to show their thinking. Simplify the problems by using smaller numbers, when necessary, and provide manipulative tools for students to access, if needed. How could you adapt the concept development progression to help students access the grade-level content? Allow students time to measure more objects with the concrete tools, if they are struggling on grasping the content. How could you adapt the problem set and student debrief to help students access the grade-level content? Assign fewer problems to struggling students and place a greater emphasis on their ability to explain their thinking for the fewer problems they completed. Make sure they do at least one problem in each set of directions. Allow students to pair-share during the student debrief. If struggling students did fewer problems, change the debrief questions to allow students to tell their partner about their strategies and thinking for the problems they completed. Keep the same directions for other students, so struggling students can hear about the strategies and thinking on other problems from their partners.

Adapt a lesson in Topic A using coherent content in context.
ADAPTING AND TEACHING LESSONS IN MODULE 1 AND MODULE 2 (GRADE 2) VIII. Buddy Teaching an Adapted Lesson Protocol: Adapt a lesson in Topic A using coherent content in context. Explain the adaptation to your partner. Teach the adapted section to your partner. 20 min Speaker’s Notes: Prepare participants to engage in a sample teaching activity at their tables. Have table groups count off by fours, so that there are 1-2 people on each team. Each team will adapt one a part of a lesson in Topic A to teach to the rest of the table. Adaptations should come from those generated on previous slide.

Feedback Please fill out the survey located here: Click “Summer 2017” on the top of the page. Click “Details” on the center of the page. 7 min Speaker's Notes: Please fill out the survey to help us improve!

References Slide # Source 14
16 Adapted from FIGURE 3.9. Percentage of eighth-grade mathematics lessons that were entirely review, by country: 1999, 20 Wiring Diagram: 64 11, 27, 28, 31, 33, 34, 36, 40, 53, 55, 57, 59, 61, 69, 73, 75, 77, 79, 81, 85

Image References Slide # Name and Photographer Slide # 2
“Welcome” by Prayitno (Flickr) 52 “Everybody’s Diving at the Beach” by Diana Robinson (Flickr) 13 “Mind the Gap” by CGP Grey (Flickr) 67 “Numbers” by Andy Maguire (Flikr) 22 “Sharing” by ryancr (Flickr) 70 “DSC01421 – One Room Schoolhouse” by Dennis Jarvis (Flickr) 23 “Coffee Break” by Sam Carpenter (Flickr) 72 “Docking Diving” by Ryan McGilchrist (Flickr) 30 “NOAA Ocean Explorer” by Deep Discoverer Recovery (Flickr) 83 “Blue Ice” by Moyan Brenn (Flickr) 38 “leaf plas brondanw MAY08” by Davina Ware (Flickr) 86 “On the darkside” by Valerie Everett (Flickr) 41 “Free to use Texture” by tanakawho (Flickr) 44 “3(65/365: 12/31/2013” by peddhapati (Flickr) 45 “Welcome” by Bob Duan (Flickr)

Adapting Curriculum Maps & Intro to Module 1 and Module 2, Grade 2

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Adapting Curriculum Maps & Intro to Module 1 and Module 2, Grade 2

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