Module Focus: Grade 8 – Module 4 Sequence of Sessions

Overarching Objectives of this November 2013 Network Team Institute Participants will develop a deeper understanding of the sequence of mathematical concepts within the specified modules and will be able to articulate

how these modules contribute to the accomplishment of the major work of the grade.

Participants will be able to articulate and model the instructional approaches that support implementation of specified modules (both as classroom teachers and school leaders), including an understanding of how this instruction exemplifies the shifts called for by the CCLS.

Participants will be able to articulate connections between the content of the specified module and content of grades above and below, understanding how the mathematical concepts that develop in the modules reflect the connections outlined in the progressions documents.

Participants will be able to articulate critical aspects of instruction that prepare students to express reasoning and/or conduct modeling required on the mid-module assessment and end-of-module assessment.

High-Level Purpose of this Session● Implementation: Participants will be able to articulate and model the instructional approaches to teaching the content of the first half of the lessons.● Standards alignment and focus: Participants will be able to articulate how the topics and lessons promote mastery of the focus standards and how the

module addresses the major work of the grade.● Coherence: Participants will be able to articulate connections from the content of previous grade levels to the content of this module.

Related Learning Experiences● This session is part of a sequence of Module Focus sessions examining the Grade 7 curriculum, A Story of Ratios.

Key Points• Module begins with transcribing and solving linear equations in one variable, then linear equations in two variables, then systems of

linear equations.

• Geometric concepts are reinforced in word problems, diagrams, and graphs.

Session Outcomes

What do we want participants to be able to do as a result of this session?

How will we know that they are able to do this?

Understand the sequence of mathematical concepts within this module.

Articulate and model the instructional approaches that support implementation of this module (both as classroom teachers and school leaders), including an understanding of how this instruction exemplifies the shifts called for by the CCLS.

Articulate the connections between the content of the specified module and content of grades above and below, understanding how the mathematical concepts that develop in the modules reflect the connections outlined in the progressions documents.

Articulate critical aspects of instruction that prepare students to express reasoning and/or conduct modeling required on the mid-module assessment and end-of-module assessment.

Participants will be able to articulate the key points listed above.

Session Overview

Section Time Overview Prepared Resources Facilitator Preparation

Introduction to the Module

17 mins

Introduction to mathematical models and instructional strategies to support implementation of A Story of Ratios.

Grade 8 – Module 4 Grade 8 – Module 4 PPT

Concept Development 108 mins

Examination of the development of mathematical understanding across the module using a focus on Concept Development within the lessons.

Grade 8 – Module 4 Grade 8 – Module 4 PPT Grade 8 – Module 4

Lesson Notes

Review Grade 8 Module 4 Overview, Topic Openers, and Assessments.

Module Review 5 minsArticulate the key points of this session.

Session Roadmap

Section: Introduction to the Module Time: 20 minutes

[20 minutes] In this section, you will…Introduce the mathematical models and instructional strategies to support implementation of A Story of Ratios.

Materials used include:

TimeSlide #

Slide #/ Pic of Slide Script/ Activity directions GROUP

0 1. NOTE THAT THIS SESSION IS DESIGNED TO BE 135 MINUTES IN LENGTH.Welcome! In this module focus session, we will examine Grade 8 – Module 4.

1 2. Our objectives for this session are to:• Examination of the development of mathematical

understanding across the module using a focus on Concept Development within the lessons.

• Introduction to mathematical models and instructional strategies to support implementation of A Story of Ratios.

0 3. We will begin by exploring the module overview to understand the purpose of this module. Then we will dig in to the math of the module. We’ll lead you through the teaching sequence, one concept at a time. Along the way, we’ll also examine the other lesson components and how they function in collaboration with the concept development. Finally, we’ll take a look back at the module, reflecting on all the parts as one cohesive whole.Let’s get started with the module overview.

0 4. The fourth module in Grade 8 is called Linear Equations. The module is allotted 40 instructional days. It challenges students to build on understandings from previous modules by incorporating knowledge of expressions and equations from grades 6 and 7 to more complicated expressions and equations in grade 8. Students use what they know about similarity to make sense of slope.

Section: Concept Development Time: 48 minutes

[48 minutes] In this section, you will…Examine the conceptual understandings that are built in Grade 8 Module 4.

Materials used include:

TimeSlide #

Slide #/ Pic of Slide Script/ Activity directions GROUP

0 5.

3 6. Read the bullet points on the slide, “These are the basic concepts in Topic A. Next we will look at a specific lesson of the topic.”

10 7. Provide teachers time to read through the lesson and have a discussion at their tables about the points on the slide.

3 8. Read the bullet points on the slide, “These are the basic concepts in Topic B. Next we will look at a specific lesson of the topic.”

10 9. Provide teachers time to read through the lesson and have a discussion at their tables about the points on the slide

10 10. Provide participants with time to work through the problems of the assessment.

3 11. Read the bullet points on the slide, “These are the basic concepts in Topic C. Next we will look at a couple of lessons related to slope.”

10 12. Model the key components of the lesson.

3 13. Read the bullet points on the slide, “These are the basic concepts in Topic D.”

3 14. Read the bullet points on the slide, “These are the basic concepts in Topic E. The lesson on Pythagorean theorem is optional as it goes beyond the standard. The lesson teaches students some of the history related to the theorem.”

10 15. Provide participants with time to work through the problems of the assessment

Section: Module Review Time: 8 minutes

[8 minutes] In this section, you will…Facilitate as participants articulate the key points of this session and clarify as needed.

Materials used include:

TimeSlide #

Slide #/ Pic of Slide Script/ Activity directions GROUP

0 16.

3 17. Take two minutes to turn and talk with others at your table. During this session, what information was particularly helpful and/or insightful? What new questions do you have?Allow 2 minutes for participants to turn and talk. Bring the group to order and advance to the next slide.

2 18. Let’s review some key points of this session.

Use the following icons in the script to indicate different learning modes.

Video Reflect on a prompt Active learning Turn and talk

Turnkey Materials Provided

● Grade 8 Module 4 PPT

● Grade 8 Module 4 Lesson Notes

Additional Suggested Resources

● A Story of Ratios Curriculum Overview