A Story of Units Module Focus Grade 3 Module 2

A Story of Units Module Focus Grade 3 Module 2
July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute THE TIMES FOR ALL SLIDES NEED TO TOTAL 195 MINUTES MATERIALS NEEDED: X A Story of Units Module Focus Grade 3 Module 2 NOTE THAT THIS SESSION IS DESIGNED TO BE 195 MINUTES IN LENGTH Turnkey Materials Provided in Addition to PowerPoint: Grade 3—Module 2 Modified Lesson 12 Problem Set Additional Suggested Resources: NBT Progression document, Page 11 MD Progression document, Pages 18-19 A Story of Units: A Curriculum Overview for Grades P-5 How to Implement A Story of Units This Module Focus follows an opening session providing a update on the Curriculum Overview/Map of A Story of Units. At the previous NTI, sessions were dedicated to introducing the beginning module for each grade-level for Kindergarten through Grade 5. In this session participants explore the “next” module of their chosen grade-level, examining the mathematics of the module and analyzing the progression of concepts across the module.

Participant Poll Classroom teacher School leader Principal
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute Participant Poll Classroom teacher School leader Principal District leader BOCES representative In order for us to better address your individual needs, it is helpful to know a little bit about you collectively. Who of you are classroom teachers? (Call for a show of hands.) School-level leaders? Principals? District-level leaders? BOCES representatives? NOTE TO FACILITATOR: As you poll the participants, take note of the approximate size of each group. This will make it easier for you to re-group the participants for the final portion of this presentation. Regardless of your role, what you have in common is the need to deeply understand the mathematics and the intentional instructional sequence in which the curriculum brings it to life for students. Throughout this session, we ask you to be cognizant of your specific educational role and how you will be able to promote successful implementation in your classroom, school, district, and/or BOCES. Each time we pause to reflect, please do so through the lens of your own professional responsibilities. At the close of this session, you will have the opportunity to share your thoughts, ideas, and concerns with others in a similar role.

Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: Less than 1 minute Session Objective Prepare to implement the module and differentiate as necessary. Our objective for this session is to prepare to implement G3-M2, making appropriate instructional choices to meet the needs of students while maintaining the balance of rigor that is built into the curriculum.

Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute AGENDA Study the Progressions Documents Examine the Module Overview and Assessments Explore Selected Lessons Implement the Module In this session, we’ll begin by spending some time with the MD and NBT progressions documents in order to better understand the mathematical concepts that are addressed in this module. Then we will examine the Module Overview and Assessments. The major portion of our time will be dedicated to looking at a series of lessons from the module. Finally, we’ll discuss the instructional choices that you might make as you implement the module in order to best meet the needs of your students. Before we move on to the Progressions documents, let’s take a quick look at the curriculum map to see how this module fits into the overall plan for Grade 3.

TIME ALLOTTED FOR THIS SLIDE: 2 minutes
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 2 minutes This curriculum map is found on page 3 of A Story of Units: A Curriculum Overview for Grades P-5. Those who participated in the May NTI will recall that we deeply examined Grade 3 Module 1. In this session, we will continue that deep examination of the next module. NOTE TO FACILITATOR: Take a moment to share briefly the following information about this module. What is the title of this module? (Place Value and Problem Solving with Units of Measure) How many instructional days are allotted for this module? (25) What modules, prior to this one, might prepare students for success in this module? (G2-M2, G2-M3, G2-M5) What modules, beyond this one, might build on the concepts of this module? (G4-M1, G4-M2)

Geometric Measurement Progression Study
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: Pages 18 and 19 of the Geometric Measurement progression document Module Overview Geometric Measurement Progression Study Read the Geometric Measurement Progression (p ) Read the text of 3.MD.1 and 3.MD.2 in the margin on p. 18 How does the sequence of the first eleven lessons in Module 2 express the progressions and standards? What will the students need to have mastered in 2nd grade to be successful in this module? As a foundation for our study of this module, we’re going to first take some time to examine a portion of the Geometric Measurement progression document. This portion describes the mathematical concepts that will be developed, especially throughout the first half of lessons. You’ll have about 4 minutes to read through the document independently. Then you’ll have an opportunity to discuss your thoughts with others at your table. Allow participants 4 minutes to read independently. Then have them look at the lesson objectives for the first 11 lessons and discuss the reflection questions.

Numbers in Base Ten Progression Study
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 7 minutes MATERIALS NEEDED: Page 11 of the NBT progression document Module Overview Numbers in Base Ten Progression Study Read the Numbers in Base Ten Progression (p. 11) Read the text of 3.NBT.1 and 3.NBT.2 in the margin on p. 11 How does the sequence of the second half of lessons in Module 2 express the NBT progressions and standards? How do the Geometric Measurement concepts carry through to make the Module cohesive? As a foundation for our study of this module, we’re also going to take some time to examine a portion of the Number in Base Ten progression document. It describes the mathematical concepts that will be developed, especially throughout the second half of lessons. You’ll have about 5 minutes to read through the document independently. Then you’ll have an opportunity to discuss your thoughts with others at your table. Allow participants 5 minutes to read independently. Then have them look at the lesson objectives for the second half of the lessons and discuss the reflection questions.

Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: Less than 1 minute AGENDA Study the Progressions Documents Examine the Module Overview and Assessments Explore Selected Lessons Implement the Module Now that we’ve read the information provided in the Progressions documents, let’s examine how these concepts are addressed in this module.

Review of Module Structure
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: Less than 1 minute Review of Module Structure Module Overview Topic L1 L2 L3 L4 L5 L6 L7 L8 For those of you who may be unfamiliar with A Story of Units, I’ll take a moment to review the organizational structure of the modules that make up A Story of Units: Each grade contains 5-8 modules. Modules are comprised of topics, topics break into concepts, and concepts become lessons. Modules and topics will vary in length depending on the concepts addressed in each. In 1st through 5th grades, every lesson is designed for a 60 minute instructional period; in Kindergarten, lessons are designed for a 50 minute period; Pre-kindergarten lessons are designed for a 25 minute period. This graphic illustrates the breakdown of the module structure. Each component, moving from the Overview to the Lesson, provides a more specific level of information. As you plan to implement A Story of Units, each of these components will be important to your understanding of the instructional path of the module. The Standards, both Content and Practice, come to life through the lessons. Rigorous problems are embedded throughout the module. We will spend time in the upcoming sessions exploring this further.

Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 11 minutes MATERIALS NEEDED: Module Overview Module Overview Read the descriptive narrative and underline key phrases Summarize the major learning of the module in 1-2 sentences Take 8 minutes to read the Module Overview. As you read, highlight key phrases that help build a picture of what the learning in this Module will look like. After you finish reading, gather your thoughts by jotting down 1-2 sentences that summarize the major learning of the module. (Allow 1 minute for jotting.) Turn and talk with others at your table. Share observations about what is new or different to you about the way these concepts are presented. (Allow 2 minutes for discussion.) What’s different about the way these concepts are presented?

Module Overview A quick look at the components…
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: Module Overview Module Overview A quick look at the components… Descriptive narrative (we just read this) Distribution of Instructional Minutes Focus Grade Level Standards, Foundational Standards, and Standards for Mathematical Practices Overview of Module Topics and Lesson Objectives Terminology Suggested Tools and Representations Scaffolds Assessment Summary Each Overview contains multiple components that together articulate the focus of the module. These components include the following. (Quickly walk through the components using the questions below to guide you in each section.) Descriptive narrative (just read) Distribution of Instructional Minutes Focus Grade Level Standards, Foundational Standards, and Standards for Mathematical Practices Overview of Module Topics and Lesson Objectives Terminology Suggested Tools and Representations Scaffolds Assessment Summary Guiding Questions: Which standards are the focus of this module? (3.NBT.1, 3.NBT.2, 3.MD.1, 3.MD.2) How is each standard addressed by the content of this module? (answer in brief discussion; participants reference lesson objective chart/overview narrative) Which standards are foundational to this module? (2.MD.1, 2.MD.3, 2.MD.4) This corresponds with the information we saw in the Distribution of Instructional Minutes diagram.) These are standards with which students are expected to be familiar. This list is provided to assist teachers in helping students build on previous understandings, making logical connections across grades. In addition, and especially while the implementation of the CCLS is new, teachers should be prepared to address any gaps that may exist in these foundational understandings. Which Mathematical Practices are addressed in this module? (MP.2, 4, 6 and 7) While teachers will promote all practices on a regular basis as opportunities arise, the practices listed in the Overview are particularly appropriate for the lessons in this module. Activity-specific suggestions are provided in the lessons themselves. Read over the Terminology and Tools and Representations. How do they inform instruction for this module? (answer in brief discussion) What do you know about the assessment included in this module? (which standards each addresses)

Mid-Module Assessment and Rubric
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 8 minutes MATERIALS NEEDED: Mid-Module Assessment and rubric Mid-Module Assessment and Rubric Do the assessment Get to know the rubric by checking your work Analyze the standards alignment Now that you know the focus of the module, let’s study how students are assessed on their mastery. Turn to the first page of the mid-module assessment. Participants complete the assessment. Allow 4 minutes. Participants then move on to checking their work using the rubric and sample work provided. They analyze the standards alignment provided by the rubric (allow 4 minutes).

End-of-Module Assessment and Rubric
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 10 minutes MATERIALS NEEDED: End-of-Module Assessment End-of-Module Assessment and Rubric Do the assessment Get to know the rubric by checking your work Analyze the standards alignment Compare the End-of-Module Assessment with the sequence of lesson objectives The final page of the End-of-the-Module assessment is a timed fluency task. It directly assesses student progress toward mastery of 3.OA.7, (multiplication and division facts to 10), which is the major fluency for Grade 3. The fluency in M2 continues to systematically support this goal, even though it’s not the module focus. Since this part of the assessment is timed, we’ll complete this portion of the assessment altogether first. Flip the assessment to page 5. Pencils ready, you have 100 seconds to complete as many problems as you can. Work left to right across the page. Ready, go! (Time participants as they take the fluency assessment.) Stop! Now turn to the first page of the assessment and work through the remaining questions at your own pace. Participants complete the assessment. Allow 4 minutes of independent work time. Participants then move on to checking their work using the rubric and sample work provided. They analyze the standards alignment provided by the rubric (allow 4 minutes).

Module Assessments: Reflection
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: Mid- and End-of-Module Assessments, Module Overview Module Assessments: Reflection What growth will students make in this module? Look back at the lesson objectives and compare them with the Mid- and End-of-Module assessments. Notice how the assessments reflect the objectives. Talk to your neighbor, what growth will students make in this module? Which concepts do you expect will be most challenging? Participants keep these challenges in mind for the lesson study, using them to guide their exploration.

Analyzing Mistakes to Guide Instruction
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 4 minutes MATERIALS NEEDED: End-of-Module Assessment Rubric, Fluency page of assessment Analyzing Mistakes to Guide Instruction 1. Did the student struggle only with multiplication? 2. Did the student struggle only with division? 3. Did the student struggle with multiplication and division? 4. Did the student struggle with a particular factor? 5. Did the student consistently miss problems with the unknown in a particular position? Now that we have a big picture understanding of the growth that students are expected to make, let’s talk about how we might create ongoing support for them based on their assessment results. Let’s look specifically at how you might use the fluency portion of the End-of-Module assessment to plan instruction. The fluency page in the End-of-Module assessment is part of a longitudinal assessment that spans M1-M3 and assesses student mastery toward the major fluency of Grade 3 (3.OA.7). With each module the fluency page grows in complexity, making this particular example the middle of the road in difficulty. For “Question 6” on the End-of-the-Module assessment rubric, guiding questions are presented as lenses through which you might analyze the fluency. These are the questions (click to make questions appear). Each pair at your table will take a different question. Suppose that the answer to your question is “yes” and discuss what kinds of mistakes you would expect to see. Divide and discuss at your table now (allow a maximum of 2 minutes).

Support the Identified Need
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 8 minutes MATERIALS NEEDED: M2 Lessons Support the Identified Need Which fluency activities might you: Use to review a concept? Build into future lessons? Why did you choose those activities? (Call for group attention.) With your partner, take a few minutes to browse the fluency activities in Module 2. Based on the particular need you’re working with, which activities might you use to review a concept, or build into future lessons? Why? Be prepared to share your ideas with others. Allow 4-5 minutes for participants to identify activities. Then lead a quick discussion in which participants who “researched” each question share their ideas with the whole group. Close the discussion by reminding participants that they might use these ideas to shape the allotted day for remediation, or build them into future instruction. A similar process can be followed to analyze and use the data gathered for other concepts tested by the assessments as well.

Lunch Break Module Focus July 2013 Network Team Institute
Enjoy your lunch and see you back in an hour!

Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute AGENDA Study the Progressions Documents Examine the Module Overview and Assessments Explore Selected Lessons Implement the Module Now that we are familiar with the module overview and assessments, let’s begin our examination of the topics and lessons.

Topic Openers Read the descriptive narrative.
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: Topic Openers A-E Topic Openers Read the descriptive narrative. What is useful to know for implementation? Now that we’ve spent some time becoming familiar with our Module Overview and Assessments, let’s zoom in a level and look closely at Topic Openers. Remember, each module is divided into topics. Within a given topic, the lessons work together to build strong understanding of a set of related concepts. For Grade 3 Module 2, we have 5 topic openers. Note to facilitator: quickly review the parts of a topic opener. Point out the “links from,” which is especially helpful for Special Education teachers who may have students lacking the skills for the group of lessons in any given topic. “Links From” can tell a teacher which prior modules are helpful if students need more support. Each pair at your table will read a different Topic Opener (A, B, D, E; C is excluded for now.) We will be looking at the Topic C Opener altogether after we read the other topics. Take 3 minutes to review your Topic Opener. Be prepared to report to the group about the topic opener that you read/discussed. As you read, mark information that is key for implementation. Allow 3 minutes for participants to read and discuss their assigned topic openers. Then have each pair report to the table on each of the topic openers sequentially, so that a clear picture of the sequence of the module unfolds.

Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 6 minutes MATERIALS NEEDED: Topic Openers A-E 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? Turn and talk with your partner about the topic opener you read. Use the questions on the slide as guiding questions to create a 1 minute summary of the topic you can share with the whole table. (2 -3 minutes) Allow 3-4 minutes for table talk; pairs share their topic openers with others.

Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 6 minutes MATERIALS NEEDED: Topic Opener C Topic C Opener How does Topic C contribute to the overall instructional goal of the module? How does Topic C bridge the concepts from the first half of the module (Topics A and B) to the second half (Topics D and E)? Note to facilitator: Use Topic C: Measure and Round to the Nearest Ten and Hundred, Generalizing to Round Whole Numbers Within 1000 for lesson study (L12-14). We will read Topic C as a whole group. Use the questions on the slide as guiding questions to think about as you read. Allow 3 minutes for participants to turn and talk about the topic opener. Then facilitate a whole-group discussion about the following questions: How does Topic C contribute to the overall instructional goal of the module? (It formally introduces rounding two-digit and three-digit numbers to the nearest ten and hundred. It also builds upon Grade 2 knowledge of place value. Measurement lessons are not usually directly linked to a place value module and are typically done in isolation.) How does Topic C bridge the concepts from the first half of the module (Topics A and B) to the second half (Topics D and E)? (Topic C bridges concrete measurements (Topics A and B) into abstract problem solving (D and E), including setting students up with a skill (rounding to estimate) for assessing the reasonableness of their calculations using measurement in Topics D and E.)

Topic C Lesson Study Fluency Practice Application Problems
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 3 minutes Topic C Lesson Study Fluency Practice Application Problems Concept Development Student Debrief Now that we’ve used the Topic Openers to gain more specific understanding of this module, let’s move on to examine the lessons from the module. For those of you not familiar with A Story of Units, I’d like to point out that most lessons are comprised of four components: Fluency, Application, Concept Development, and the Student Debrief. These components work together to achieve balanced, rigorous instruction and lead toward the culminating assessment. Note that within the Concept Development students are given a time frame to work on the Problem Set. These problems are revisited during the Debrief in order to help students see patterns in the mathematics and think more deeply about their work.

Module Focus July 2013 Network Team Institute Fluency TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: Personal Boards Markers Erasers Rename the tens 9 tens = _______ 10 tens = _______ 12 tens = _______ 27 tens = _______ 87 tens = _______ 84 tens = _______ 79 tens = _______ 113 tens =_______ Before we look at the lesson, let’s complete some fluency exercises to get our brains ready to round. “Rename the tens” from Lesson 12. T: (Write 9 tens = _____) S: 90. Repeat process with 10 tens, 12 tens, 27 tens, 87 tens, 84 tens, 79 tens, 113 tens

Watch the Module in Action!
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 10 minutes MATERIALS NEEDED: Video Watch the Module in Action! Participants watch a segment of Lesson 9. In this segment a student creates the vertical number line using 100 milliliter increments to build 1 liter. This activity comes midway through module. It comes near the end of the measurement focus and creates a transition into the place value work that underlies the rounding and standard algorithm in the second half.

73 mL Concept Development 80 = 8 tens 75 = 7 tens 5 ones
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 10 minutes MATERIALS NEEDED: Personal Boards Markers Erasers Concept Development 80 = 8 tens 73 mL 75 = 7 tens 5 ones Today we will model the concept development from Lesson 12. It is the first lesson in the rounding unit where students round 2-digit measurements to the nearest 10 on the vertical number line. Model the concept development. 73 = 7 tens 3 ones 70 = 7 tens

Problem Set 12 Let’s Measure! TIME ALLOTTED FOR THIS SLIDE: 3 minutes
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 3 minutes MATERIALS NEEDED: Lesson 12 Lesson Lesson 12 Modified Problem Set Problem Set 12 Let’s Measure! In the next few slides participants practice measuring and rounding various objects to simulate the “4 stations” from the Lesson 12 Problem Set. As you take out the Lesson 12 Problem Set you will see that we have a modified version to fit our needs. Take 1 minute to read the directions for the Lesson 12 Problem Set. Our group will move through 4 different “stations” measuring with centimeters, kilograms, milliliters, and minutes as units. After measuring, you will apply the learning from the concept development to round each measurement to the nearest ten.

Station1: Pad of Paper TIME ALLOTTED FOR THIS SLIDE: 10 seconds
Module Focus July 2013 Network Team Institute Station1: Pad of Paper TIME ALLOTTED FOR THIS SLIDE: 10 seconds MATERIALS NEEDED: Lesson 12 Modified Problem Set Round the length of a pad of paper. Actual Length: 13 cm Rounded to the nearest ten cm: 10 cm

Station 1: Pencil TIME ALLOTTED FOR THIS SLIDE: 10 seconds
Module Focus July 2013 Network Team Institute Station 1: Pencil TIME ALLOTTED FOR THIS SLIDE: 10 seconds MATERIALS NEEDED: Lesson 12 Modified Problem Set Round the length of a pad of paper. Actual Length: 19 cm Rounded to the nearest ten cm: 20 cm

Station 2: Box TIME ALLOTTED FOR THIS SLIDE: 10 seconds
Module Focus July 2013 Network Team Institute Station 2: Box TIME ALLOTTED FOR THIS SLIDE: 10 seconds MATERIALS NEEDED: Lesson 12 Modified Problem Set Round the weight of the box. Actual Weight: 25 kg Rounded to the nearest ten kg: 30 kg

Station 2: Chimp TIME ALLOTTED FOR THIS SLIDE: 10 seconds
Module Focus July 2013 Network Team Institute Station 2: Chimp TIME ALLOTTED FOR THIS SLIDE: 10 seconds MATERIALS NEEDED: Lesson 12 Modified Problem Set Round the weight of the chimp. Actual Weight: 58 kg Rounded to the nearest ten kg: 60 kg

Station 3: Beaker A 35 mL 30 mL 25 mL 20 mL 15 mL 10 mL mL
Module Focus July 2013 Network Team Institute Station 3: Beaker A TIME ALLOTTED FOR THIS SLIDE: 10 seconds MATERIALS NEEDED: Lesson 12 Modified Problem Set 15 mL 20 mL 25 mL 30 mL 10 mL mL 35 mL Round the liquid volume in Beaker A. Actual liquid volume: 16 mL Rounded to the nearest ten mL: 20 mL

Station 3: Beaker B 35 mL 30 mL 25 mL 20 mL 15 mL 10 mL mL
Module Focus July 2013 Network Team Institute Station 3: Beaker B TIME ALLOTTED FOR THIS SLIDE: 10 seconds MATERIALS NEEDED: Lesson 12 Modified Problem Set 15 mL 20 mL 25 mL 30 mL 10 mL mL 35 mL Round the liquid volume in Beaker B. Actual liquid volume: 34 mL Rounded to the nearest ten mL: 30 mL

Station 4: Clock A TIME ALLOTTED FOR THIS SLIDE: 10 seconds
Module Focus July 2013 Network Team Institute Station 4: Clock A TIME ALLOTTED FOR THIS SLIDE: 10 seconds MATERIALS NEEDED: Lesson 12 Modified Problem Set Round the time of Clock A Actual Time: 2:07 Rounded to the nearest ten minutes: 2:10

Station 4: Clock B TIME ALLOTTED FOR THIS SLIDE: 20 seconds
Module Focus July 2013 Network Team Institute Station 4: Clock B TIME ALLOTTED FOR THIS SLIDE: 20 seconds MATERIALS NEEDED: Lesson 12 Modified Problem Set Round the time shown on Clock B Actual Time: 2:53 Rounded to the nearest ten minutes: 2:50

Lessons 13-14 How does each lesson add new complexity to the topic?
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 20 minutes MATERIALS NEEDED: Lesson 13 Lesson 14 Lessons 13-14 How does each lesson add new complexity to the topic? Which concepts do you find most challenging? How would you differentiate these lessons to tailor them to your students? Use the questions on the slide to guide your thinking as you read Lessons 13 and 14 independently. Take about 15 minutes to look those lessons over carefully and compare them. Lead a 5 minute discussion in which participants analyze the movement of the topic. They identify concepts they expect will be most challenging and the planning they’ll need to do for successful learning outcomes. How does each lesson add new complexity to the topic? In Lesson 13, the inclusion of rounding three-digit numbers to the nearest ten adds new complexity to the previous day’s learning. Lesson 14 concludes the module as students round three-digit and 4-digit numbers to the nearest hundred.

Applying Rounding to Estimation
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 2 minutes MATERIALS NEEDED: Lesson 13 Lesson 14 Applying Rounding to Estimation Problem 1: Estimate the sum of by rounding. This is the first problem in the Lesson 17 concept development. You can see how this challenges students to transform what they have learned about rounding and apply it to make reasonable estimates. It requires students to evaluate the usefulness of rounding to the nearest ten or hundred. Understanding that rounding is not just an arbitrary procedure becomes solidified. Students predict which way of estimating is closer by looking at the rounded numbers and thinking about how close they were to the actual numbers. In this case, students see that rounding to the nearest ten or fifty gives the most precise estimate.

Problem 2: Round the sum of 296 + 609.
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 2 minutes MATERIALS NEEDED: Lesson 13 Lesson 14 Problem 2: Round the sum of Here the students reason how in this case rounding the hundred and ten is equally precise since both numbers are very close to the hundreds unit.

Problem 3: Estimate 362 – 189 by rounding.
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 2 minutes MATERIALS NEEDED: Problem 3: Estimate 362 – 189 by rounding. This problem is from Lesson 20 where students subtract by estimating, and as you can see rounding the known part to the nearest hundred was close and easy mental math.

Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 5 minutes 2. Janet watches a movie that is 94 minutes long on Friday night. She watches a movie that is 151 minutes long on Saturday night. a) Decide how to round the minutes. Then estimate the total minutes Janet watched on Friday and Saturday. b) How much time does Janet actually spend watching movies? c) Explain whether your estimated sum is close to the actual sum. Round in a different way and see which estimate is closer. Invite participants to propose a better method of rounding to check the reasonableness of answers. In this example, rounding one addend to the nearest hundred is a useful strategy.

TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: Lesson 13
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: Lesson 13 Lesson 14 Solution for problem on previous slide.

Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 5 minutes Lesson Debrief Think about a colleague who is unfamiliar with Module 2. What 3 things would you tell them about the way Topic C concepts are presented? In the same way that we would ask students to reflect on and discuss the lesson as it concludes, we’ll ask you to do the same for the lesson study portion of the session. Take a minute to reflect on this session. What, for you, are the most important takeaways? Jot down your thoughts. Then you will have time to share your thoughts. (Give participants 1 minute for silent, independent reflection.) Turn and share your reflections with a partner at your table. (Allow 2 minutes for participants to turn and talk about their reflections. Then, facilitate a discussion that leads into the key points on the next slide.) What 3 things would you tell your colleague about the way Topic C concepts are presented? Use of the vertical number line as a tool Comparing the actual measurement and rounded measurement to check the reasonableness of answers helps students see the value of rounding The topic gets kids to understand the difference between rounding 73mL and 73 cm in the context of measurement; they can mean really different things!

Topic C Key Points Measurement contextualizes rounding
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 2 minute Topic C Key Points Measurement contextualizes rounding Place value sets the foundation for rounding Students use the vertical number line for rounding Students apply rounding to estimation in real-world scenarios Let’s review key points from our examination of these lessons: Measurement contextualizes rounding Place value sets the foundation for rounding Students use the vertical number line for rounding (because it then makes sense to round “up” and “down”) Students apply rounding to estimation in real-world scenarios

Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: Less than 1 minute AGENDA Study the Progressions Documents Examine the Module Overview and Assessments Explore Selected Lessons Implement the Module For the final segment of our work together, let’s consider how the specifics of implementation and differentiation will look for you. For this discussion, we’ll ask that you re-group yourselves so that you are sitting with colleagues who share similar positions.

Groups School Site District BOCES Students ELL SpEd Gifted/Advanced
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 2 minutes Groups School Site District BOCES Students ELL SpEd Gifted/Advanced A perfect mix Whom it will be your primary responsibility to share learning with and support through implementation? Will it be adults at your school site? Adults within your district or BOCES group? Or will it be students? We’ll take about 15 minutes to meet in groups with others who are thinking about implementation in a similar way. We’ll break teachers (or others interested in discussing differentiation/implementation with students) into groups by focal student population. Determine where in the room each group will meet, possibly posting signs to help participants orient themselves. Make sure everyone is clear about which group they will join and where they will meet. Then ask participants to transition into those spaces.

As you talk, consider… Implementation challenges and solutions
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 15 minutes As you talk, consider… Implementation challenges and solutions Differentiating (for adults or students) Your own next steps Show this slide as participants discuss in groups. After about 15 minutes ask participants to transition back into their original seats.

Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 4 minutes Takeaways I now know… I need to figure out… The first thing I’ll do is… Take a couple of minutes to reflect on the totality of the session using these sentence starters. Jot down your thoughts. You will have time to share your thinking. (Give participants 2 minutes for silent, independent reflection.) Turn and talk with a partner at your table about your reflections. (Allow 2 minutes for participants to talk about their reflections. Have participants share out key points.)

Review Session Objective
Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute Review Session Objective Prepare to implement the module and differentiate as necessary. These are the steps we took during this session to reach this objective. (Review the steps with participants.) Step 1: We studied the progressions and standards to understand how they are foundational to the learning in Module 2. Step 2: We examined the overview and assessments to become more familiar with Module 2 content and identify the planning we’ll need to do for successful learning outcomes. Step 3: We looked at Topic C, a pivotal moment in the module, and experienced what the learning feels like. Then we took the time to think about how we might differentiate lessons in that topic to meet student needs. Step 4: Finally, we took a step back. Each one of you thought specifically about how you might share information with the particular population you’ll be supporting with implementation.

Module Focus July 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: X Pulse Check Please go to fill out the online plus-delta for the P-5 Math session. Thank You! Please take 5 minutes to complete the plus/delta. EngageNY.org

A Story of Units Module Focus Grade 3 Module 2

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A Story of Units Module Focus Grade 3 Module 2

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