1. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Module Focus

2. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Session Objectives Identify key components of the module structure and of each lesson within A Story of Units. Articulate the instructional focus of Module 1, thereby preparing participants to teach and/or prepare their colleagues to teach this module. Examine lesson components including Fluency Practice, Application Problems, Concept Development with Problem Sets, and Student Debrief. 2

3. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units AGENDA 3 Review of Module Structure Review of Module Structure Examination of Module Overview, Assessments, and Topic Openers Lesson Study Coherence Across the Module

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5. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Review of Module Structure 5 Module OverviewTopicL1L2L3TopicL4L5TopicL6L7L8

6. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units AGENDA 6 Review of Module Structure Examination of Module Overview, Assessments, and Topic Openers Examination of Module Overview, Assessments, and Topic Openers Lesson Study Coherence Across the Module

7. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Module Overview 7 Read the descriptive narrative. Make note of important information that will help educators understand the content and prepare to implement this module.

8. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Module Overview How does this Module compare to your past experiences with this content? How does each component of the Module Overview prepare you to implement this material in your classroom? Turn and talk with others at your table about your observations. 8

9. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Module Assessments Take 5 minutes to work on the designated Assessment. How does this task measure the skills and understanding that are addressed in this module? 9

10. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Topic Openers 10 Read the descriptive narrative. Make note of important information that will help educators implement these lessons.

11. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 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? 11 Module Overview Topic L1L1 L2L2 L3L3 L4L4 L5L5 L6L6 L7L7 L8L8

12. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units AGENDA 12 Review of Module Structure Examination of Module Overview, Assessments, and Topic Openers Lesson Study Lesson Study Coherence Across the Module

13. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson Study 13 Examine the development and function of each lesson component. Fluency Practice Application Problems Concept Development Student Debrief How do the lesson components work together to achieve rigor and lead toward the culminating assessment?

14. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson Study: Fluency Practice 14 Daily, substantial, sustained, and supported by the lesson structure 10-15 minutes of easy-to-administer activities Energetic activities that allow students to see measureable progress Promotes automaticity – allows students to reserve their cognitive energy for higher-level thinking Support conceptual understanding and application as well as the mathematical practices

15. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson Study: Fluency Practice 15 Fluency activities serve a variety of purposes: Maintenance: Staying sharp on previously learned skills Preparation: Targeted practice for the current lesson Anticipation: Building skills to prepare students for the in-depth work of future lessons In fluency work, all students are actively engaged with familiar content. This provides a daily opportunity for continuous improvement and individual success.

16. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson Study: Fluency Practice 16 Hands Number Line to 5 Five Frame Peek-a-Boo Roll, Count, Show

17. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson Study: Fluency Practice In what skills should students be fluent in order to achieve success in this module? At your table, examine the Fluency Practices in this lesson, considering their specific function within the lesson. 17

18. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson Study: Application Problems 18 Application involves using relevant conceptual understandings and appropriate strategies even when not prompted to do so. Time allotted to application varies, but is commonly 7-10 minutes of the lesson. The Read, Draw, Write (RDW) process is modeled and encouraged through daily problem solving. (Listen-Draw-Say)

19. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson Study: Application Problems 19 Draw a caterpillar pet that has 4 different parts. Show your pet to your friend.

20. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson Study: Concept Development 20 Constitutes the major portion of instruction and generally comprises at least 20 minutes of the total lesson time. Builds toward new learning through intentional sequencing within the lesson and across the module. Often utilizes the deliberate progression from concrete to pictorial to abstract, which compliments and supports an increasingly complex understanding of concepts. Accompanied by thoughtfully sequenced problem sets and reproducible student sheets.

21. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson Study: Concept Development 21 Concept Development elaborates on the “how-to” of delivery through models, sample vignettes, and dialogue, all meant to give teachers a snapshot of what the classroom might look and sound like at each step of the way.

22. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson Study: Concept Development 22 Materials: (S) Two linking cube sticks of 5, Hidden Partners template for each pair of students. MP.7 I DO: T: We are going to be builders today! Count with me as I build this tower. (Build a tower of 5, one block at a time with the linking cubes.) S:1, 2, 3, 4, 5. T:This is a tall tower. I’m going to break it to find hidden partners inside. (Break off two.) T:What do you notice? Talk to your partner. S: One tower is has 2 small.  One of the towers has 3 cubes.  There is a 3 tower and a 2 tower inside the 5 tower!  Those must be the hidden partners.  They were hiding inside the 5!

23. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson Study: Concept Development 23 WE DO: T: Here is a tower of 5 for you. Break it the same way I broke mine. (Let them investigate.) T:Put your tower together again. Can anyone find different hidden partners inside the 5? S:If you take 1 block off the top you will have partners of 4 and 1. Continue finding hidden partners with 4 blocks and 3 blocks

24. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson Study: Concept Development 24 YOU DO: Have students go back to their seats and pass out another linker cube tower of 5 and activity work mat for each pair of students. T: Build a tower of 5 and put it inside the large box on the left. Take your other linking cube tower of 5. Is it the same number as the other? S: Yes. T: Break it into 2 hidden partners that together are 5. Guide them to then do the same with two towers of 4 and two towers of 3. Circulate and encourage them to notice the hidden partners.

25. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson Study: Concept Development 25 Complete the problem set. What do you notice about the sequence of problems?

26. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson Study: Student Debrief 26

27. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson Study: Student Debrief 27 Includes sample dialogue or suggested lists of questions to invite the reflection and active processing of the totality of the lesson experience. Encourages students to articulate the focus of the lesson and the learning that has occurred. Promotes mathematical conversation with and among students. Allows student work to be shared and analyzed.

28. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 28 Balanced, Rigorous Instruction

29. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Biggest Takeaways How does this lesson compare to your past experiences with mathematics instruction? Turn and talk with a partner at your table about your biggest takeaways from this session. 29

30. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Key Points 30 Modules Overviews and Topic Openers provide essential information about the instructional path of the module and are key tools in planning for successful implementation. Each of the lesson components are necessary in order to achieve balanced, rigorous instruction and to bring the Standards to life. Opportunities to nurture the Standards for Mathematical Practice are embedded throughout the lesson.

31. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units AGENDA 31 Review of Module Structure Examination of Module Overview, Assessments, and Topic Openers Lesson Study Coherence Across the Module Coherence Across the Module

32. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Progression Study 32 Read the selected portion of the Progression. Highlight the information relevant to the conctent of this module. What is the difference between perceptual subitizing and perceptual subitizing? Why are teen number so difficult to understand in English? Make a connection between the Progression Document and the learning in Lesson 9.

33. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Progression Study 33 How does this module implement the expectations described in the Progression?

34. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Coherence Within the Module 34 Analyze the progression of each lesson component across the sample of lessons provided. What does the sequence of Fluency Practices accomplish as a whole? How does the sequence of Application Problems connect to topic/module? How does the sequence of Concept Development and Student Debrief build toward mastery of the topic/module? In what ways were the writers intentional in the design of this Problem Set? How do the Problem Sets build toward the assessment?

35. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Coherence Within the Module 35 Analyze the progression of each lesson component across the sample of lessons provided. What does the sequence of Fluency Practices accomplish as a whole? How does the sequence of Application Problems connect to topic/module? How does the sequence of Concept Development and Student Debrief build toward mastery of the topic/module?

36. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Coherence Within the Module 36 Analyze the selected Problem Sets. In what ways were the writers intentional in the design of this Problem Set? How do the Problem Sets build toward the Assessment?

37. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Coherence Within the Module 37 Analyze the selected Problem Sets. In what ways were the writers intentional in the design of this Problem Set? How do the Problem Sets build toward the Assessment?

38. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Biggest Takeaways Turn and talk with a partner at your table about your biggest takeaways from this session. 38

39. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Key Points 39 Each lesson component is tied to the Progressions Document. There is an intentional coherence across lessons. Each component builds from lesson to lesson. The problem sets build understanding to prepare students for success on the mid-module and end of module assessments.

40. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Next Steps 40 How can you transfer what you know about the structure of a module and its key components to next steps in the planning process? What is your plan for sharing this module with other administrators/teachers? What is your plan for redelivery of this session?

41. CONFIDENTIAL – DO NOT CIRCULATE DRAFT-DO NOT CIRCULATE EngageNY.org Pulse Check Please go to http://www.engageny.org/resource/network- team-institute-materials-may-13-16- 2013#overlay-context= and fill out the online plus-delta for the P-5 Math session. Thank You!