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A Story of Units- Module Focus

Grade 5

Sequence of SessionsOverarching Objectives of this May 2013 Network Team Institute

Participants will understand the focus of each module presented, the instructional path, and the student outcomes; and be ready to teach and/or prepare their colleagues to teach these modules.

Participants will examine the K–5 progressions documents and the sequence of standards foundational to developing an understanding of Number and Operations in Base Ten, thereby enabling participants to enact cross-grade coherence of NBT development in the classroom and to train their colleagues to do the same.

Participants will understand the purpose and implementation of Fluency, Problem Sets, Student Debriefs, Exit Tickets, Application Problems and Conceptual Development within A Story of Units. They will practice these components and be prepared to use them as tools through which to meet the needs of diverse learners.

Participants will examine formal and informal assessment within the Modules and develop an understanding of how to use the data generated to make instructional decisions.

High-Level Purpose of this Session

Participants will know the structure of modules and lessons within The Story of Units in order to implement the modules and train other colleagues.

Participants will understand the instructional focus of Module 1 for Grades K, 1,2,3,4, or 5, thereby preparing participants to teach and/or prepare their colleagues to teach these Modules.

Participants will understand the function of curricular components including Fluency Practice, Application Problems, Concept Development, Worksheets, Student Debrief, and Exit Tickets for implementing each one effectively.

Related Learning Experiences

This Module Focus Session will conclude Day 1 and will be followed on Day 2 by a session on The Progression of Visual Models and the System of Algorithms for NBT.

There will then be a three-part series enabling participants to understand and practice the instructional routines of fluency, application problems and concept development, and problem sets, student debriefs and exit tickets. Each of these sessions will focus on how to

differentiate the instructional component according the needs of diverse learners in any given classroom.

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?

In order to be prepared to teach or train your colleagues to implement the modules, participants will:

Understand the key components of Module 1 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 1 for a particular grade level (GK-5), 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 OverviewSection Time Overview Prepared Resources Facilitator Preparation

Session Introduction 1:00-1:04

Frame session, referencing workshop agenda.

Introduce objectives and sequence for this session.

• Session PowerPoint• Review session notes and

PowerPoint presentation

Review of Module Structure

1:04-1:08 Review module structure and

consistency across the grades• Session PowerPoint• Grade 5 Module 1

• Review Power Point session and notes

• Review appropriate module

Examination of Module Overview, Assessments, and Topic Openers

1:08-1:44

Study and discuss

Overviews

Assessments

Topic Openers

Session PowerPoint Grade 5 Module 1 Lesson 7

components

Review session notes and PowerPoint presentation

Review Lesson 7 and be ready to direct participant to proper pages

Lesson Study 1:44-3:05

Detailed study with discussion and practice of module components

Review key points

Session PowerPoint Grade 5 Module 1 Lesson 7

components

Review session notes and PowerPoint presentation

Review Lesson 7 and be ready to direct participant to proper pages

Coherence Across the Module

3:05-4:14 Progression study and discussion• Progression document Numbers

and Operation Base 10• Review NBT Progression

document

Session RoadmapSection: Introduction Time: 1:00-1:04

[4 minutes] In this section, you will…

• Frame session, referencing the agenda to outline what will be covered in the session.

• Introduce objectives and sequence the session to focus participant learning.

Materials used include:

• Session PowerPoint• Module • Curriculum Map

Time Slide #/ Pic of Slide Script/ Activity directions GROUP

1 min Slide 1 NOTE THAT THIS SESSION IS DESIGNED TO BE 180 MINUTES IN LENGTH

Turnkey Materials Provided in Addition to PowerPoint:

• Grade 5—Module 1

Additional Suggested Resources:

• A Story of Units: A Curriculum Overview for Grades P-5• How to Implement A Story of Units

This Module Focus follows a session providing a P-12 overview of the curriculum, and a session examining the assessments of A Story of Units. In this session, participants will explore the module of their chosen grade-level, examining each of the lesson components closely as well as the progression of those components across the module. On Day 2 of this NTI, participants will further delve into various aspects of the modules with focus on implementation and differentiation.

Grade level-K,1, 2,3, 4,5

2 min Slide 2 Our objectives for this session are to explore Grade 5–Module 1 in order to:

• Identify key components of the module structure and of each lesson within A Story of Units.

• Articulate the instructional focus of Grade 5–Module 1 lesson sequence.

• Examine lesson components including Fluency Practice, Application Problems, Concept Development with Problem Sets, and Student Debrief with Exit Tickets.

NOTE TO FACILITATOR: During this session, encourage participants to make note of any concerns they have as they prepare to implement this module. Sticky notes are provided in the table baskets and parking lots are designated on the wall for this purpose. In our sessions tomorrow, time is set aside to discuss the concerns of the group and to consider ways to overcome any anticipated obstacles.

1 min. Slide 3 We’ll start with reviewing the module structure, then examine the Module Overview, Assessments, and Topic Openers. Next, we’ll study a lesson in great detail, uncovering the intentionality behind the instructional choices. Finally, we will take a broader look at coherence across the module.

Let’s start our review of the module structure, which is consistent across all modules of all grades in A Story of Units, by taking a quick look at the curriculum map.

Section: Review of Module Structure Time: 1:04-1:08


Describe the structure and function of the Module Overview to lay the groundwork for the coherence of the curriculum.

Describe the structure and function of the Topic Opener as a more detailed explanation of the concept development.

Explain how participants can use these documents for planning their lessons and materials for class.


Session PowerPoint A Story of Units: A Curriculum Overview for Grades P-5


2 min. Slide 4 Move/adjust circle on slide to identify the appropriate module for this session.

Let’s start by looking at the curriculum map, found on page 3 of A Story of Units: A Curriculum Overview for Grades P-5. What information


do you already know from this map? (Encourage participants to share their observations.)

NOTE TO FACILITATOR: If participants have not previously explored the Curriculum Overview and examined this map, it may be helpful to prompt them with the following questions. Make sure the following points are addressed, even if you need to state them directly.

• What is the title of this module? (answer)• How many instructional days are allotted for this module?

(answer)• What modules, prior to this one, might prepare students

for success in this module? (answer)• What modules, beyond this one, might build on the

concepts of this module? (answer)

2 min. Slide 5 Let’s take a minute to review the organizational structure of A Story of Units:

• A Story of Units: A Curriculum Overview for Grades P-5 provides a curriculum map and grade-level overview. The curriculum map provides an at-a-glance view of the entire story, making clear the coherence of the curriculum and the role that each module plays in that progression.

• 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, but every lesson is designed for a 60 minute instructional 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

Section: Examination of Module Overview, Assessments, and Topic Openers

Time: 1:08-1:44


• Independently read text from overviews, topic openers to become familiar with the specific content of the modules.

• Complete assessments to understand the focus of the content.• Group discussions about overviews, topic openers and

assessments for common understanding with colleagues.


• Session PowerPoint• Grade 5 Module 1 Lesson 7 Overviews, Assessments and Topic

Openers


1 min. Slide 6 Now that we all understand the basic module structure, let’s examine the Module Overview, Assessments, and Topic Openers which provide detailed information for educators to understand both the content and pedagogical approaches of the lessons


9 min. Slide 7 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

As you read the descriptive narrative, consider: 1. Foundational standards (from previous modules)2. Focus standards (addressed by this module)3. New content (moving students forward)4. Mathematical practices5. Terminology6. Tools and representations

7. Assessments

(CLICK TO ADVANCE FIRST BULLET) Take 8 minutes to read the Module Overview independently in order to identify the content and the instructional path for teaching it.

(CLICK TO ADVANCE SECOND BULLET) As you read, mark important information that will help educators understand the content and prepare to implement this module. You might do so using a symbol, such as a star, or by highlighting essential portions.

8 min. Slide 8 NEW SKILLS + CONCEPTS introduced in G5 M1•Decomposition/renaming in various units•Intro thousandths place•Intro operations with decimals•Rounding using decomposition

TOOLS & VISUAL MODELS used in G5 M1•Vertical # line•Place value chart/mat•Area model

Turn and talk with others at your table. Share your observations and ask them to do the same.

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? (answer)• How is each standard addressed by the content of this module?

(answer)• Which standards are foundational to this module? (answer) 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.X, X, X, and X) 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? (answer)

• How do these Tools and Representations support instruction in this module? (answer)

• How does the assessment in this module help you determine student mastery? (answer)

PRESENTERS: For each of the Overview components listed above, you should prepare a talking point for use during the whole-group conversation that focuses on the mathematical significance within the module.

7 min. Slide 9 Mid Module Assessment

LOCATE: All the way to back of module focus tab, and you’ll be in the assessments, and at the beginning of assessments is the mid-module assessment.

AND PULL out the end of module assessment you took earlier,

So you can reflect on how students’ thinking may change from mid to final module assessment.

We’re going to do our lesson study on lesson 7, so you’ll see later how lesson 7 contributes specifically to both assessments.

You’ve had the advantage of taking the end-mod – now let’s take a look at the end mod.

5 minutes – To examine with a view toward how assessment measures concepts from module.

How does understanding the assessment prepare teacher to implement the lessons effectively?

8 min. Slide 10 Back up 6 pages to find topic openers.

They are in the middle of the section, after overview before assessments. zoom in a level 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. I’ll quickly assign one Topic to each table in our group.

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 a Topic Opener. 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. 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. Again, you might choose to use a symbol or series of symbols, or you might simply highlight essential portions.

Allow 3 minutes for participant to read and discuss 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. Slide 11 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 1 minute 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? (answer)

• How are the Topic Openers useful as a planning tool? (answer)• What is the relationship between the Topic Opener and the other

components of the module? (answer)

Section: Lesson Study Time: 1:44-3:05


• Engage in deep study of single lesson that contains all of the foundational concepts to improve ability to implement classroom instruction.

• Study and practice fluency exercises, application problems, problem sets, debriefs and exit tickets to become familiar with each component.

• Reflect on takeaways, key points and next steps to solidify understanding and develop a plan for implementation.


• Session PowerPoint• Grade 5 Module 1 Lesson 7


30 Slide 12 Now that we have examined the Module Overview, Assessments, and Grade

secs.

Topic Openers, let’s study a lesson and its components in detail. level-K,1, 2,3, 4,5

6 min. Slide 13 Now that we’ve seen both the Module Overview and Assessments as well as the Topic Openers, let’s zoom in another level and look at a specific lesson in this module.

Lesson 7 – blue folder, on right, 1st lessonTOPIC CWhy did we choose Lesson 7?

1. 5.NBT.4 says round decimals – on the surface, very innocuous statement – but once we plumbed the depths of this standard, became apparent blah blah

2. Rounding is a decision making process3. genuine understanding – intelligent choice vs. catchy phrase4. Impacts everything else we’ll do with decimals, esp bc of “ is

my answer reasonable??”5. Approximation becomes reflex for students, get big pic

before getting started. 6. After comparisons, before operations. You may notice a few changes to Lesson structure:

• Each lesson objective is stated at beginning of lesson and in the Student Debrief.

• Notes are provided to describe the connection of each

Fluency activity and Application Problem.• Worksheets are now called “Problem Sets.”• Scaffolds are structured according to the UDL framework,

rather than being specific to one population of students.4 MINUTES – read the lesson – TURN IT OVER TO JANICE!

1. NOTE TO FACILITATOR: Provide the context for the selected lesson. How does it fit into the overall progression of the module? Why did you select it as the focus of the Lesson Study?

Take 4 minutes to read this lesson. (Allow 4 minutes for independent review of the lesson.)Now that you’ve had a chance to briefly review the lesson in it’s entirely, let’s look at each component individually. As we do this, we will consider both the general function of the component and its specific function within this lesson. Throughout this session, keep in mind that each part of the lesson works together to implement the instructional shifts and achieve rigor. We’ll start with the Fluency Practice.

2 min. Slide 14 (CLICK TO ADVANCE to BULLETs

• Every lesson starts w/ fluency

• Time to practice & review – daily basis (we all know that students who don’t have their basic facts down use a lot of their energy before they’ve even gotten to the heart of a problem – we want to free up their brains. )

(CLICK TO ADVANCE THIRD BULLET) The fluency activities in A Story of Units are generally daily, high-paced and energetic, getting students’ adrenaline flowing, and creating daily opportunities to

celebrate improvement. From the beginning of the year, students see their accuracy and speed measurably increase both as individuals and as a class. Like opening a basketball practice with team drills and exercises, both personal and group improvements are exciting and prepare the players for the application in the game setting.

(CLICK TO ADVANCE FOURTH BULLET) Fluency promotes automaticity, a critical capacity that allows students to reserve their cognitive resources for higher-level thinking.

(CLICK TO ADVANCE FIFTH BULLET) By encouraging students to recognize patterns and make connections within the lessons, the fluency exercises in A Story of Units support the other two components of rigor as well as the Standards for Mathematical Practice.

2 min. Slide 15 Fluency activities serve a variety of purposes. In general, there are three main categories of fluency work:

• Maintenance: Staying sharp on previously learned skills • Preparation: Targeted practice for the current lesson• Anticipation: Building foundational skills to prepare

students for the in-depth work of future lessonsIt is important to recognize that fluency work is always an extension of

familiar content. It provides a daily opportunity for continuous improvement and individual success toward acquiring speed and accuracy

10 min. Slide 16 5 min. WARM-UPI’m going to do a little warm-up to prepare ourselves for the fluency in lesson 7. (Count up, down, covert to mixed, fractions greater than one…)Count with me, 1 tenth, 2 tenths, 3 tenths, 4 tenths …DO IT. Get out your personal marker boards. Let’s do this fluency exerciseI’m showing 3 different ways of presenting, from most supported to most challenging.

1st. Read and show “1.5 = ___ tenths”, 2.5, 12.5, 32.5, 42.8, 76.4

2nd. JUST read “one and 5 tenths, how many tenths?” 2.5, 12.5, 32.5, 42.8, 76.4

3rd. JUST say _._ “1.5, how many tenths?” 2.5, 12.5, 32.5, 42.8, 76.45 minNow I want you to design a sequence of four problems of increasing difficulty and practice with a partner. Participant’s partner and practice leading the exercise we just did. Then, take turns being the teacher and leading your partner (the student) through the exercise. **If I was teaching this with limited time for fluency, I would choose this activity out of the three in this lesson to do, and skip the others, bc this gets to the heart of the skills in this lesson in the most efficient way…”If time, participants practice leading each other through other fluency exercise. (COMPARE DECIMAL FRACTIONS.)

4 min. Slide 17 Turn and talk with others at your table. Share your observations and ask them to do the same.

Allow 2 minutes for participants to turn and talk about the Fluency Practice. Then facilitate a discussion that summarizes the mathematical significance of these fluencies in relation to this lesson/topic/module.

12 min. Slide 18 WHEN -- after highly energized fluency exercise, Time to settle down and focus, actively think before concept devt (in other grades, sometimes after concept devmt)

LENGTH -- Shorter if big lesson coming – new material, like lesson 7–Longer / more involved before concept development with more familiar content Important not to spend too much time OR EVERGY before con devt, heart of the lesson

RDW practicing from K-5 & beyond. “Can you draw something? What does your drawing tell you? great strategy for stdts to have in their back pocket for app prob.

Formative assessments Can get creative with how you check student work on the application problem. Short on time? Stdts do work on post-it and leave on your desk so you can check it later. Or use as journal opportunity

Independent problem solving – students working, doing best they can, without teacher showing them how to do each step.

Lots of choice – indep or collaborate -- pairs, small groups debrief after, have stdts present, stdts turn in work

Notice: note provided, but no explicit instructions accompany app prob

2 min. Slide 19 Take a moment to do this problem – WHY this problem??What evidence can you find that this question was deliberately written?

1. Multiple entry points – built in differentiationVery easy to see that craig & sam are much faster than randy& charlie

Some stdts may just determine 1st & 2nd and 3rd & 4th some stdts go deeper – renaming units -- to compare decimals

2. Active thinking necessary -- Higher number is usu best … but in this case, it’s the lowest number

3. Even the layout is strategic. Decimals listed horizontally Vertical alignment might encourage a digit based approach, perhaps looking at smallest value firstHorizontally placed numbers hopefully encourage students to consider the value of the entire number. 4. Informal assessment -- There’s a ton of information to be gained from watching students solve this problem:

• Who is still comparing whole numbers and who has mastered that level of comparison

5. Relevance of this problem in the lesson.related to concept devt? Sometimes it’s a really juicy problem, and sometimes just about the routine, getting your stdts into math time…What specific choices would you make using this problem in your classroom?whole group vs. small group vs. independent workHow to use 8 minutes – all problem solving – or time to discuss/shareCollect? Look at stdt work or just gather info from observing the processMathematically, why is this problem important?

What might you plan in the days before this app prob to make sure your stdts are

2 min. Slide 20In 5th grade –

•generally 30 minutes /half the time •includes problem set for independent practice.

SUPER IMPORTANT!!! Teachers should ALWAYS read & work through the entire concept development & problem set & debrief as part of lesson planning. As you work though yourself, think about the experiences you anticipate your students having…You can use debrief Qs to guide your focus, and even as guiding Qs to set students up before they do problem set (worksheet)Concept development moves from Concrete abstract

• It is the primary lesson component, in which new learning is introduced. Intentional sequencing of standards and topics within modules ensures that students have the requisite understanding to fully access new learning goals and integrate them into their developing schemas.

• Many Concept Developments articulate the standards

and topics through a deliberate progression of material, from concrete to pictorial to abstract. This structure compliments and supports an increasingly complex understanding of concepts.

18 min. Slide 21 •Recall “time vs. task” from Robin – you do your personal best for x minutes

•Simple to complex always there•You may choose to skip first x problems bc you’re students are

ready; spend 10 minutes on one juicy word problem instead

•Always modeling strategic choices for students

•Always have more challenges ready for more advanced/faster students

Lead the participants through the Concept Development, including at least part of the Problem Set, describing at each point the choices you made as a “teacher” in order to guide your students through this process. THIS IS NOT NOT NOT a script. Just our best attempt to give you a visit to a model classroom, but on paper…We include the salient points to prioritize communicating during discussion, hopefully through build-up from students, but if not, from you the teacher.Have participants put their packets away & take out marker board. Welcome to my classroom.

•Hundreds rounding•Decimal rounding

Rounding with 9s

5 min. Slide 22 Complete the Problem Set. WE CIRCULATE AND ENGAGE PARTICIPANTS“Tell me a little more about what you’re thinking…”We take notes so we know what to focus on during debrief…Be prepared to say “hold that thought, we are trying our best to model a real classroom right now.”DEBRIEF FROM PROBLEM SET – Have participants to question 3 and 5.NOTE TO FACILITATOR: Be prepared to discuss the progression of mathematical ideas from simple to complex throughout the Concept Development and, specifically, in the Problem Set.

8 min. Slide 23 The debrief is like the pinnacle of your lesson. If you are short on time – this is what you protect at the expense of other parts. In question 4, what was your answer? How were both siblings correct? In question 3, I’d like to change the debrief focus. You are no longer my fifth grade students. You now have your teachers’ hats back on. How was rounding .994 in this manner different than a “traditional” approach?ANALOGY: fluency exercises = ski lift Lead the participants through the Student Debrief, describing at each point the choices you made as a “teacher” in order to guide your students through this process. Administer the Exit Ticket. “Assign” homework to be done after school.NOTE TO FACILITATOR: Be prepared to discuss various possible instructional choices in the Debrief.

Slide 24 Debrief like pinnacle of lesson: Top of slope

Left side builds to it and added to the debrief, all the components make the exit tickets and homework assignments a “down-hill slope”

2 min. Slide 25 • Language•Journal entry

Exit ticket •Most important – stdts held accountable, teachers get valuable

feedback•Tchrs can use exit tkt responses to plan•could be refresher the next morning if not enough time, or

repeat exact question again to see if stdts remember•Did you learn what we meant for you to? •You can change numbers and repeat questions…

Like the other lesson components, the Student Debrief section includes sample dialogue or suggested lists of questions to invite the reflection and active processing of the totality of the lesson experience. The purpose of these talking points is to guide teachers’ planning for eliciting the level of student thinking necessary to achieve this. Rather than ask all of the questions provided, teachers should use those that resonate most as they consider what will best support students in reaching self-articulation of the focus from the lesson’s multiple perspectives.

Rather than stating the objective of the lesson at its beginning, we wait until the dynamic action of the lesson has taken place. Students then reflect back on it to analyze the learning that occurred, articulate the focus of the lesson, and make connections between parts of the lesson, concepts, strategies, and tools on their own. We recognize or introduce key vocabulary by helping students appropriately name the learning they describe.

Sharing and analyzing high quality work gives teachers the opportunity to model and then demand authentic student work and dialogue.

Conversation constitutes a primary medium through which learning occurs in the Student Debrief. Teachers can prepare students by establishing routines for talking early in the year. For example, “pair-sharing” is an invaluable structure to build for this and other components of the lesson. During the debrief, teachers should circulate as students share, noting which partnerships are bearing fruit, and which need support. They might join struggling communicators for a moment to give them sentence stems. Regardless of the scaffolding techniques that a teacher decides to use, all students should emerge clear enough on the lesson’s focus to either give a good example or make a statement about it.

“Exit Tickets” close the Student Debrief component of each lesson. These short, formative assessments are meant to provide quick glimpses of the day’s major learning for students and teachers. Through this routine, students grow accustomed to showing accountability for each day’s learning and produce valuable data for the teacher that becomes an indispensable planning tool.

4 min. Slide 26 What do you notice looking at the Distribution of Instructional Minutes for the lessons in this module?

All four lesson components provide opportunities to nurture the Standards of Mathematical Practice.

Make choices: Concept development & debrief, absolute musts. Choose just one fluency exerciseConcept devt

4 min. Slide 27 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. Slide 28 Let’s review the key points so far which were stated at the start of this session in the objectives :

• 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.

• While each component is essential piece, • As teacher you have choice about timing and placement.

Section: Coherence Across the Module Time:3:05-4:15


• Review and discuss progression documents to identify the sequence of instruction.

• Review the remaining lessons in the module to determine how the sample lesson fits in the lesson sequence.

• Analyze the problem sets and their role in assessment to determine the intentional sequence of concept development.


• Session PowerPoint• NBT Progression document with preselected portions• Module 1 Lesson 7


1 min. Slide 29 That concludes our Lesson Study. When we return from the break, we’ll take a look at coherence across the module.


10 min. Slide 30 POSTED for participants as they return from break:

Suggest that participants take the NBT progression out of the binder (3rd orange tab), and open the binder to the Grade 5 module focus (Green, grade 5 tab).

Please read the 5th grade portion of the Numbers & Operations in Base 10 Progression Document, which

To continue our study of Module 1, we’re going to first take some time to examine a portion of the Progression document that serves as the foundation for this module. You’ll have about 10 minutes to read through the document independently or with a partner. As you read, highlight the information that is relevant to the content of this module.

Allow participants 10 minutes to read independently. Encourage them to highlight and make notes.

NOTE TO FACILITATOR: Your group will be provided with the Progression that best aligns with the content and focus standards of this module. Determine which passage of the given Progression is most relevant for your lesson study (may include multiple grades).

5 min. Slide 31 How does this module implement the expectations described in the Progression that we just read? What particular portions of the module are evidence for this? Turn and talk with a partner at your table, and then you’ll have an opportunity to share your thoughts.

Allow 2 minutes for participants to turn and talk about their reflections. Then, facilitate a discussion.

15 min. Slide 32 Earlier, we examined a single lesson in great detail and recognized the coherence within the lesson. Now that you’ve had an opportunity to see the development of the mathematical concepts outlined in the Progression document, let’s take some time to return to Module 1 for a broader view of coherence across the lessons.

We’ve provided a sample of lessons that illustrate the development of Module 1. With your partners or table groups, analyze the progression of each of the lesson components using the guiding questions provided here. Be prepared to share your observations with the group.

Allow 15 minutes for participants to complete this analysis. Then advance to the next slide.

NOTE TO FACILITATORS: The “sample of lessons provided” will be distributed as handout during your session. You have some latitude in selecting these. For example, you could choose a single topic or several non-consecutive lessons depending on what you feel gives the best representation of the development of mathematical concepts over time. Including the lesson examined in the Lesson Study, aim for 5 or 6 total.

5 min. Slide 33 Facilitate a discussion. Be sure to include answers to the provided questions, specifically addressing the progression of mathematics in Module 1.

• 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?

• Module 1 is a decimal study.

Application

7 min. Slide 34 Now we’re going to examine the careful sequencing within each problem set. Then, as a group, we’ll consider the ways in which this sequencing can also be seen through the progression of the module. With your table, analyze the selected Problem Set.

NOTE TO FACILITATOR: Assigned different Problem Sets to each table so that all Problem Sets from your selected lessons are addressed within the group.

Allow 7 minutes for discussion by the table groups, then advance to the next slide.

8 min. Slide 35 Facilitate a discussion by inviting the tables to share out in sequential order beginning with the first lesson in the set and progressing to the final lesson in the set.

NOTE TO FACILITATOR: Be prepared to lead an insightful discussion about each of the Problem Sets individually as well as collectively.

4 min. Slide 36 Take one minute to reflect on this session. What, in your opinion, 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. Slide 37 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 1 on this slide.

5 min. Slide 38 As we end this session, take a moment to reflect on the objectives of this session, either privately or with your colleagues and answer these questions about your next steps:

• 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 the administrators/teachers at your school(s)/districts(s)?

• What is your plan for redelivery 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 PowerPoint Handouts

Additional Suggested Resources How to Implement A Story of Units

Web viewTake 8 minutes to read the Module Overview independently in order to identify the content...

Documents

Transcript of Web viewTake 8 minutes to read the Module Overview independently in order to identify the content...