A Story of Units - Module Focus Grade 1 Module 2

Sequence of SessionsOverarching Objectives of this July 2013 Network Team Institute

Participants will be able to identify the major work of each grade using the Curriculum Overview document as a resource in preparation for teaching these modules.

P-5.  Participants will draw connections between the progression documents and the careful sequence of mathematical concepts that develop within each module, thereby enabling participants to enact cross- grade coherence in their classrooms and support their colleagues to do the same.  (Specific progression document to be determined as appropriate for each grade level and module being presented.)

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 in order to fully implement the curriculum.

Participants will be prepared to implement the modules and to make appropriate instructional choices to meet the needs of their students while maintaining the balance of rigor that is built into the curriculum.   

Participants will be prepared to utilize models appropriately in promoting conceptual understanding throughout A Story of Units.

High-Level Purpose of this Session Participants will draw connections between the progression documents and the careful sequence of mathematical concepts that develop

within each module.  (Specific progression document to be determined as appropriate for each grade level and module being presented.) Standards alignment.  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. Participants will be prepared to implement the modules and to make appropriate instructional choices to meet the needs of their students

while maintaining the balance of rigor that is built into the curriculum.

Related Learning Experiences In Session 1, a curriculum overview, participants will gain an understanding of how each module contributes to the overall progression of

concepts throughout the grade-level. Session 3, Exploration of Models, will prepare participants to utilize models appropriately in promoting conceptual understanding

throughout A Story of Units. Session 4, Algorithms, will prepare participants to utilize algorithms appropriately in promoting conceptual understanding throughout

A Story of Units. Session 6, Leadership to Support A Story of Units, will help participants articulate examples of how to support implementation of the

curriculum and draw connections to the Evidence Guide for Planning and Practice in a Single Lesson.

Key Points• Modules Overviews and Topic Openers provide essential information about the instructional path of the module and are key tools in

planning for successful implementation.• Each of the lesson components are necessary in order to achieve balanced, rigorous instruction and to bring the Standards to life.• The Exit Ticket is an essential piece of the Student Debrief and provides daily formative assessment.• Opportunities to nurture the Standards for Mathematical Practice are embedded throughout the lesson.

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 key components of Module 2 and the lessons within it

Explain the components for a particular grade level Understand and demonstrate fluency; application problems

and concept development; and problem sets, student debriefs and exit tickets and how they are to be used for differentiating instruction to meet the diverse needs of learners.

Participants will identify key components of the module structure and of each lesson within The Story of Units.

Participants will be able to articulate the instructional focus of Module 2 for Grade 1, thereby preparing participants to teach and/or prepare their colleagues to teach these Modules.

Participants will articulate the function of curricular components including Fluency Activities, Application Problems, Concept Development, Problem Sets, Student Debrief, and Exit Tickets and how they can be used to differentiate instruction.

Session Overview 10:45-3:00Section Time Overview Prepared Resources Facilitator Preparation

Session Introduction 10:45-10:51 Frame session, referencing workshop agenda. Introduce objectives and sequence for this

session.

• Session PowerPoint• Review session notes and PowerPoint

presentation

Study of the Progression Document 10:51-11:08 Review module structure and consistency across

the grades• Module 2 for Grade 1

• Review appropriate module • Review NBT Progression document

Examination of Module Overview and Assessments 11:08-12:00

Study and discuss Overviews Assessments Topic Openers

Module 2 for Grade 1

Review session notes and PowerPoint presentation

• Review appropriate module

Lesson Study and Bringing the 1:00-3:00 Detailed study with discussion and practice of Module 2 for Grade 1 Review session notes and PowerPoint

Module to Life module components Review key points

• Review appropriate module Review appropriate module presentation

Session RoadmapSection: Introduction Time: 10:45-10:51 [5 minutes]

In this section, you will…• Frame session, referencing the agenda• Introduce objectives and sequence the session

Materials used include:• Session PowerPoint

Time Slide #

Pic of Slide Script/ Activity directions GROUP

1 min 1. This Module Focus follows an opening session providing an 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 will explore the “next” module of their chosen grade-level, examining the mathematics of the module and analyzing the progression of concepts across the module.

2 min 2. Our objectives for this session are to explore Grade 1–Module 2 in order to:

• Draw connections between the Operations and Algebraic Thinking progression document and the careful sequence of mathematical concepts that develop within each module.

• Articulate how the topics and lessons promote mastery of

the focus standards and how the module addresses the major work of the grade.

• Prepare to implement the module and make appropriate instructional choices to meet the needs of students while maintaining the balance of rigor that is built into the curriculum.

Throughout the session, please feel free to pause us in order to share questions, concerns, ideas, and connections. We truly want to hear your thoughts. At times, we may not immediately answer your comment, because it may pertain to later session components. We have also provided sticky notes at each table, so as things arise, feel free to write them down and post them on the larger sticky note paper on the wall.

2 min. 3. 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 people to stand.) School-level leader? Principal? District-level leader? BOCES representative?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.Look around. We have a lot of diverse experiences and perspectives that will surely enhance our discussion today. Regardless of your role, what you all have in common is the need to deeply understand the mathematics of the curriculum and the intentional instructional sequence in which it is brought 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 similar roles.

1 min 4. In this session, we’ll begin by spending some time with the Operations and Algebraic Thinking progression document 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 number 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 Progression document, let’s take a quick look at the curriculum map in order to see how this module fits into the overall plan for this grade.

Section: Study of the Progression Document Time: 10:51 – 11: 08 [17 minutes]

In this section, you will… Describe the structure and function of the Module Overview Describe the structure and function of the Topic Opener Explain how participants can use these documents as they plan their

lessons and materials for class

Materials used include: Session PowerPoint Progressions Document, Operations and Algebraic Thinking

Time Slide #

Pic of Slide Script/ Activity directions GROUP

2 min 5. This curriculum map is found on page 3 of A Story of Units: A Curriculum Overview for Grades P-5. For those of you who participated in the May NTI, you’ll recall that we deeply examined the first module of Grade 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? (Foundations of Place

Value: Addition and Subtraction of Numbers to 20 and Problem Situation)

• How many instructional days are allotted for this module? (35 days)

• What modules, prior to this one, might prepare students for success in this module? (G1-M1 Sums and Difference to 10)

• What modules, beyond this one, might build on the concepts of this module? (G1-M4 Place Value, Comparison, Addition and Subtraction of Numbers to 40, G1-M6: Place Value, Comparison, Addition and Subtraction of Numbers to 100)

10 min 6. As a foundation for our study of this module, we’re going to first take some time to examine a portion of the Operations and Algebraic Thinking progression document that describes the mathematical concepts that will be developed throughout the lessons. You’ll have about 10 minutes to read through the document independently. Many of you have read through this document before, some of you are just seeing them for the first time. Regardless of one’s familiarity with the OA progression, this document provides new insights each time one reads it. Here are the pages we would like you to read through:

•Pages 36 – 39 (Appendix, which explains each of the strategy types)

•Page 9 (Table 2, which is Table 1, just broken down by grade level)

As you read, please annotate the content in accordance with the following code: A – Agree Q – Questions C – Connections to your practice and/or other grade levels

Then you’ll have an opportunity to discuss your thoughts, and our questions, “What possible impact could teaching these strategies have on students as they approach later mathematics?” “What are the successes and challenges you’ve had in sharing this information at your school/district?” and “What has been your process to support the implementation of this content at your school/district?” with others at your table.

Allow participants 10 minutes to read independently. Then advance to the next slide for a turn and talk.

5 min. 7. We can all agree that Level 2 and Level 3 strategies are important. We want to contextualize this work in the greater mathematics picture. What possible impact could teaching these strategies have on students as they approach later mathematics? For students who accomplished the goals of Module 1, what strategies would they be using? What would their next strategy level be?Turn and talk with a partner at your table, and then you’ll have an opportunity to share your thoughts with the group.Allow 2 minutes for participants to turn and talk about their reflections. Then, facilitate a discussion. Possible discussion points could include (but are not limited to):Question 1:

•Understanding the importance of being accurate and efficient.• Gaining facility with breaking apart and putting together

numbers. Supports:• Working with larger numbers (within 100, 1000, and beyond)• Mastery of multiplication and division strategies

•Strengthening part-whole thinking, which supports their understanding of fractions.

•Prepares students for the importance of ten as a unit (which this module introduces).

•Students gain stronger mental math strategies.Question 2:

•Students would have progressed from Counting All (Level 1) to Counting On (Level 2) and had some experience with using Level 3 strategies such as doubles and doubles plus 1 strategies.

•They would be ready for more Level 3 strategies, particularly making ten and taking from ten as they add and subtract within 20.

Section: Examination of Module Overview and Assessments

Time: 11:08-12:00

[42 minutes] In this section, you will…• Independently read text from overviews, topic openers• Complete assessments• Group discussions about overviews, topic openers and

assessments

Materials used include:• Session PowerPoint• Grade 1 Module 2 Module Overview and Topic Openers• Grade 1 Module 2 Mid-Module and End-Module Assessments• Student Samples from Mid-Module Assessment

Time Slide # Pic of Slide Script/ Activity directions GROUP

1 min 8. Now that we’ve read the information provided in the Progressions documents, let’s examine how these concepts are addressed in this module.

1 min 9. For those of you who may be unfamiliar with A Story of Units, I’ll take just 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.

9 min. 10. Each Overview contains multiple components to help educators understand more clearly the focus of the module. These components include:

• Descriptive narrative• 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

(CLICK TO ADVANCE FIRST BULLET) Take 8 minutes to read the Module Overview independently. (CLICK TO ADVANCE SECOND BULLET) As you read, mark important information that will help build understanding of the content in preparation to implement this module. You can use the A, Q, and C coding from earlier.

8 min. 11. Turn and talk with others at your table for your component. Share your observations and ask them to do the same. Share out to the rest of the group.NOTE TO FACILITATOR: Allow 2 minutes for participants to turn and talk about their review of the Overview and their response to the information provided there. Then facilitate a discussion in the remaining 5 minutes using the following talking points:

• Which standards are the focus of this module? (1.OA.1, 1.OA.2, 1.OA.3, 1.OA.4, 1.OA.6, 1.NBT.2)

• How is each standard addressed by the content of this module? (1.OA.1 – problem types; 1.OA.2 – three addends; 1.OA.3 – commutative and associative properties; 1.OA.4 – subtraction as unknown addend; 1.OA.6 – strategies for addition subtraction; 1.NBT.2 – introducing the unit of a ten!)

• Which standards are foundational to this module? (K.OA.3, K.OA.4, K.NBT.1) (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, 7, and 8) While it is certainly hoped that teachers will continue to promote all practices on a regular basis as opportunities arise, these practices listed in the Overview are particularly appropriate for the lessons in this module. In addition to the information provided in this list, activity-specific suggestions are provided in the lessons themselves.

• How does the Terminology provided inform instruction for this module? (A ten: students work with this unit for the first time, to help them understand teen numbers. It also helps them use ten to their advantage when adding and subtracting.)

• How do these Tools and Representations support instruction in this module? (5-groups, 5-group columns, Hide Zero cards and number bonds all support students’ attainment of Level 2 and Level 3 strategies within 20.)

• What do you know about the assessments included in this module? (There are two of them, one in the middle of the module (end of Topic A), and one at the end of the module.)

10 mins

12. Now that you know the focus of the module, let’s examine how students will be assessed on their mastery of these skills and concepts. At this time, take about 5 minutes to look at each item on the mid-module and the end-of-module assessments. Turn to the first page of the assessment. For each question, determine which standard(s) are being addressed and how. Stop after you get to the last problem. We will discuss the rubric in just a moment.Allow participants 5 minutes to complete this standards-alignment. Then, for the remainder of the time, facilitate a discussion of the ways in which this assessment task measures the skills and understanding that are addressed in this module. Have participants identify the ways in which a strong understanding of the assessment prepares educators to implement the lessons in this module. Ask:

• What did you notice about how the standards were addressed in these questions?

• How do these questions allow for students to demonstrate their skills and understanding of this module?

18 mins

13. We will now take a look at the rubric created for these assessments. But first, what is the purpose of a rubric?Possible answers:

• To assess the student understanding of the standards• To provide context and language to discuss student work• To plan next steps for future instruction• To grade (This is not the intention of the writers.)

Take a look at the student samples using the rubric. Consider the following questions as you study them:

• What skills or understanding has the student mastered?• Where do the student’s misunderstandings lie?• What can you do to support this student towards reaching

mastery of this concept/standard?Allow 8 minutes for participants to examine the rubric and student samples. Have them hold a discussion at their tables and invite 1 or 2 participants share their observations for the whole group during the remainder of the allotted time.

5 mins

14. Now that you have had a chance to examine the mid and end-of-module assessments and their accompanying rubrics, think about how these assessments and rubrics compare to your experiences with assessing student understanding? Think about your class and/or school. How will you implement these assessments? What are some things you might consider before and after administering assessments? (Obstacles, logistics, next steps, etc.) Allow 2 minutes to turn and talk at their tables. Ask 1 or 2 volunteers to share their thoughts.

0 mins

15. Lunch break.

Section: Exploration of Selected Lessons Time: 1:00 – 3:00[115 minutes] In this section, you will…

• Engage in deep study of single lesson that contains all of the foundational concepts

• Study and practice fluency exercises, application problems, problem sets, debriefs and exit tickets

• Reflect on takeaways, key points and next steps

Materials used include:• Grade 1 Module 2 and lesson components

Time Slide #

1 min 16 Welcome back! Now that we are familiar with the module overview and assessments, let’s begin our examination of the topics and lessons.

12 min 17 Within a given topic, the lessons work together to build strong understanding of a set of related concepts. I’ll quickly assign one Topic to each table in our group. (CLICK TO ADVANCE FIRST BULLET) Take 3 minutes to review your Topic Opener. Be prepared to report to the group about the topic opener that you read/discussed.(CLICK TO ADVANCE SECOND BULLET) As you read, mark important information that will help educators implement these lessons. With your group, create a poster that conveys the topic to the rest of the room. Please consider:

• How does it fit with the Progressions Document • What do you think is the important information to help implement the lessons?

Allow 4 minutes for participant to discuss and create their poster on their assigned topic openers. Then have volunteers from each table report to the group on each of the topic openers sequentially, so that a clear picture of the progression of the module unfolds.NOTE TO FACILITATOR: Consider assigning topics to the tables ahead of time in order to simplify this process. You might do this just by putting a sticky note with the letter assignment on each table basket. Specify whether participants should work independently, with a partner, or as a table.

3 min. 18. Turn and talk with others at your table about the collection of topic openers. Share your observations and ask them to do the same. Allow 3 minutes for participants to turn and talk about the topic openers. Then facilitate a whole-group discussion about the following questions:

• How does each topic contribute to the overall instructional goal of the module? (Topic A focuses on initial Level 3 strategies focusing on moving from counting on to making ten when adding within 20. Topic B focuses on using similar strategies with subtraction, taking from ten. Topic C focuses on the RDW process for solving problem types. Students consider more precise ways to represent and solve word problems within 20. Topic D introduces the concept of ten as a unit- 1 ten and some ones- and revisits earlier strategies in this context.)

• How are the Topic Openers useful as a planning tool for this module? (Teachers can assess student’s current strategy use and anticipate where they may need to make accommodations for specific learning needs. The openers help teachers think in blocks of objectives, considering the connections from day to day within each given topic, and ultimately the entire module.)

1 min. 19 Now that we’ve used the Topic Openers to gain more specific understanding of this module, let’s move on to examine some selected lessons from the module. For those of you may not be familiar with I’d like to point out that most lessons are comprised of four components: Fluency Practice, Application Problem, Concept Development, and the Student Debrief. These components work together to achieve rigor and lead toward the culminating assessment.

66 min. 20 For the next portion of our session, we will be taking a close look at 5 lessons from this module. These lessons were selected because they provide snapshots of how Level 3 strategies will be introduced and used by students to solve addition and subtraction more efficiently. Each table will be responsible for reading 1 lesson in its entirety. Because we anticipate 8 tables, they will be demonstrate and explain the highlights of their lesson as follows:Table 1: Lesson 7, fluency Table 2: Lesson 7, application problemTable 3:Lesson 7, concept development & student debriefTable 4: Lesson 14, fluency Table 5: Lesson 14, application problem

Table 6: Lesson 14, concept development & student debriefTable 7: Lesson 27, fluencyTable 8: Lesson 27, application problemTable 9: Lesson 27, concept development & student debriefIf you have any questions or need assistance, let us know. We will be coming around to provide help. Allow 12 minutes for participants read and plan as a group.Groups present Lesson 7 (approximately 10 minutes)Groups present Lesson 14 (approximately 10 minutes)Session leaders present Lesson 22 (approximately 10 minutes, video clip to view and discuss)Groups present Lesson 27 (approximately 10 minutes)Groups focusing on fluency and application problem will have 3 minutes each to present. Group focusing on concept development will have 5 minutes to present their lesson components.

1 min.

21 All four lesson components provide opportunities to nurture the Standards of Mathematical Practice and are critical in maintaining the balance of rigor. Certainly educators will need to make instructional choices when implementing these lessons, but attention to each component is key.

4 min.

22 Take one minute to reflect on this session. What, for you, is the biggest takeaway? Jot down your thoughts. Then you will have time to share your thoughts.Give participants 1 minute for silent, independent reflection.Turn and talk with a partner at your table about your reflections.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.

1 min.

23 Let’s review key points from our examination of these lessons:•The student debrief can be the critical moment for students in solidifying their understanding of the

day’s lesson objective. By revisiting the strategies, tools, and math terms from the lesson through specific examples of students’ work from the problem sets and application problems, they can utilize their own concrete examples as avenues for understanding.

Helps students have flexibility in composing and decomposing numbers, computing addition and subtraction efficiently, and providing a strong foundation for more complex mathematics as they move through the grade levels.

1 min.

24 Now that we’ve examined all aspects of the module, let’s consider concerns regarding implementation and differentiation. For this discussion, we ask that you re-group yourselves so that you are sitting with colleagues who share similar roles. NOTE TO FACILITATOR: Assist the participants in regrouping within the room by professional role

20 min.

25 Display student samples used during the assessment portion of today’s session.Ask participants to consider the following question:“Based on the student’s misunderstandings, how might we modify this lesson to support mastery of this concept?”(Give participants 10 minutes to work at their table, reviewing and brainstorming specific modifications.)Chart the suggestions, to be shared with the whole group and post on the wall for participants to review as desired after session.Invite 2 – 3 participants to share ideas generated at their table.(Give ten minutes for group sharing.)

4 min.

26 Take one minute to reflect on this session. What, for you, is the biggest takeaway? Jot down your thoughts. Then you will have time to share your thoughts.(Give participants 1 minute for silent, independent reflection.)(CLICK TO ADVANCE ANIMATION ON SLIDE.)Turn and talk with a partner at your table about your reflections.(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.)

1 min.

27 Let’s summarize the key points that you have identified as a group during this session:NOTE TO FACILITATOR: As you prepare the previous slides examining the Progression document and coherence within the module, articulate the key points from your study of Module 2 on this slide.

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

Additional Suggested Resources