a story of units

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NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units

A Story of UnitsModule Focus

Grade 5 Module 2


N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units

Session Objectives

2

• Draw connections between the progression documents 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.



Participant Poll

3

• Classroom teacher• Math Specialist/Math Coach• Principal• District leader• BOCES representative



AGENDA

4

Study of the Progression DocumentExamination of Module OverviewExploration of Selected LessonsExamination of AssessmentsBringing the Module to Life



Numbers & Operations in Base 10 Progression Study

6

• At your table, split into four teams:

Team A: pp. 12-13 Team C: pp. 16-17

Team B: pp. 14-15 Team D: pp. 18-19

• First, scan all of the visuals on pages 12-15. Then, read your section silently.

• After reading independently, discuss your section with your teammate(s).



Numbers & Operations in Base 10 Progression Study

7

• As you read your portion of the NBT Progression, highlight the information relevant to the content of this module.

• Consider how visual models and a solid understanding of our base 10 number system (5.NBT.2) can contribute to student understanding of the multiplication and division algorithms.



Progression Study

8

Discuss what you have read with your table.

How will visual models and a solid understanding of the structure of our Base 10 Number System (5.NBT.2) support student understanding of the multiplication and division algorithms?



AGENDA

9

Study of the Progression DocumentExamination of Module Overview Exploration of Selected LessonsExamination of AssessmentsBringing the Module to Life



Review of Module Structure

10

Module Overview

Topic

L1 L2 L3

Topic

L4 L5

Topic

L6 L7 L8



Grade 5 Module 2 Overview

11

Students apply the patterns of the base-ten system to mental strategies and the multiplication and division algorithms.



Grade 5 Module 2 Overview

12

• Review Grade 5 Module 2 Overview.

• Make note of important information that will help educators understand the content and prepare to implement this module.



Module Overview

13

• 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.



Topic Openers

14

• Read the eight Topic Openers of Module 2.

• Consider how each topic builds on previous topics and lays the foundation for future topics.

• Make note of important information that will help educators implement these lessons.



Topic Openers

15

• How does each topic contribute to the overall instructional goal of the module?

• How are the Topic Openers useful as a planning tool for this module?

• How does each topic build on the topics before it and contribute to the goals of future topics?



AGENDA

16

Study of the Progression DocumentExamination of Module Overview Exploration of Selected LessonsExamination of AssessmentsBringing the Module to Life



Lesson Study

17

• Fluency Practice • Application Problems• Concept Development• Student Debrief



Balanced, Rigorous Instruction

18



Module 2 Lesson Study

19

1. Lessons 2 and 17Estimate products and quotients using knowledge of basic multiplication facts and place value patterns

2. Lessons 7 and 11Area diagrams, the distributive property, and partial products lay the foundation for the multiplication algorithm

3. Lessons 23 and 26Long division, decimals, and applications



Module 2 Lesson Study: Lessons 2 & 17

20

Estimate products and quotients using basic multiplication facts & place value patterns



Lunch Break

21

Lunchwork:

1. Lesson 3 – Tape Diagrams & Numerical Expressions

2. Module 2 Assessments




22

Area diagrams, the distributive property, and partial products lay the foundation for the multiplication algorithm.




23

Dividing whole numbers and decimals using the division algorithm with 2-digit divisors.



Biggest Takeaways

24

• How do these lessons compare to your past experiences with the teaching these concepts?

• What have you learned about the structure of the Module, the priorities of the lessons, and the developmentof mathematical knowledge?

Turn and talk with a partner at your table about your biggest takeaways from this session.



Key Points

25

• Knowledge of multiplication facts and understanding of place value patterns are indispensable in mastering multiplication and division.

• Visual tools such as the place value chart with disks, the area model, tape diagrams, and number bonds will support student understanding.

• The lessons are intentionally designed to progress from simple to complex (whole numbers to decimals) and concrete to abstract (visuals to algorithms).



AGENDA

26




Grade 5 Module 2 Assessments

27

MID-MODULE ASSESSMENT

Follows Topics A through D (15 lessons), which provide a sequential study of multiplication.

END-MODULE ASSESSMENT

Follows Topics E though H (14 lessons), which provide a sequential study of division.




28

• Complete the End of Module Assessment• Label each problem with the standard(s) it

addresses

Refer to the Module 2 Overview for this Module’s focus standards.

Be prepared to discuss how each assessment task addresses these standards.




29

• How do these assessment tasks measure the skills and understandings addressed in Module 2?

• How will a strong understanding of these assessments prepare educators to implement the lessons in this module?

Turn and talk with others at your table about your observations.



Module 2 Assessments: Rubrics

30

• Read each rubric carefully

• Score sample work according to the rubric



Module Assessments: Reflection

31

• Which questions do you anticipate will be the most challenging for your students?

• What concepts and skills would you emphasize during your instructional time in order to ensure your students’ success on these assessments?



AGENDA

32




Implementation and Differentiation

33

Now that you are sitting with others in the same role,

1. Discuss your plans for implementation and your main differentiation needs with your colleagues.

2. Identify foundational content areas that will require remediation this fall.

3. Design a specific idea to support the success of your students and/or your colleagues as you implement this module.



Biggest Takeaways / Next Steps

34

• Take a minute to reflect on your biggest takeaway from this session.

• Turn and talk with a partner at your table.

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a story of units

Documents

beginning module

module focus time

chosen gradelevel

progression of concepts

focus standards

curriculum overviewmap

needs of students

opening session