a story of units

© 2012 Common Core, Inc. All rights reserved. commoncore.org

NYS COMMON CORE MATHE MATICS CURRI CULUM A Story of Units

A Story of UnitsModule Focus

Kindergarten- Module 2


N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU 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• School leader• Principal• District leader• BOCES representative



AGENDA

4

Study of the Progression DocumentExamination of Module Overview and AssessmentsExploration of Selected LessonsBringing the Module to Life



Progression Study

6

• Read the selected portion of the Progression.

• M2: Two-Dimensional and Three-Dimensional Shapes

K-6, Geometry Overview, pp. 2-5 K-6, Geometry Kindergarten, pp.6-7

• M3: Comparison with Length, Weight, Liquid Volume, and Numbers to 10

K-5, Geometric Measurement Overview, pp. 2-5 K-5, Geometric Measurement Kindergarten, pp. 6-7



Progression Study

7

• Read the selected portion of the Progression.

• Highlight the information relevant to the content of this module.

• Consider the following:

What are the key concepts Kindergarten students should be learning in this module?

What foundational knowledge do teachers need to facilitate this learning?



Progression Study

8

• What are the key concepts Kindergarten students should be learning in this module?

• What foundational knowledge do teachers need to facilitate this learning?



AGENDA

9




Review of Module Structure

10

Module Overview

Topic

L1 L2 L3

Topic

L4 L5

Topic

L6 L7 L8



Module Overview

11

• Read the descriptive narrative. • Use the Module Overview

Handout to keep track of important information that will help educators understand the content and prepare to implement this module.



Module Overview

12

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

• How does this Module compare to your past experiences with this content?

• Compare your answers to the questions on the Module Overview Handout.



Module 2 Overview

13

• The flats and solids are not named the first time they are introduced (Lessons 1 & 6). How does that reflect students’ early understanding of shapes?

• Why is the diagram to the right important? How does this information help students analyze the shapes with more precision?

• What does it mean to compose new flat shapes and when will Kindergarteners begin to do that?



Module 3 Overview

14

• Why is it important to open this module with a dialogue about the word bigger? How does it prepare students to work with geometric attributes?

• The title of this module uses the word comparison instead of measurement. Why is this an important distinction for Kindergarten?

• How does this module provide foundational work for later grades?



Module Assessments

15



Module Assessments

16

• What are your first impressions seeing this video?

• How do the questions here assess students’ mathematical understanding?

• How does this assessment and rubric compare to your experiences with assessing student understanding?



Module Assessments: Rubrics

17

• Read the rubric for Module 2 Topic A.

• Where does this student fall on the progression toward mastery?



Module Assessments: Reflection

18

• 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?

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



Lunch Break

19



AGENDA

20




Flat Shape Sort

21

• Create a chart like the one pictured to the right for your shape.

• Sort the bag of flat shapes into the 4 categories.

• Draw at least one more example in each category.



Topic Openers

22

• Read the descriptive narrative. • Make note of important

information that will help educators implement these lessons.



Topic Openers

23

• 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?



Lesson Study

24

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



Lesson 2

25

• This lesson is the first to explore the attributes (including name) of a single shape, the triangle.

• What do you notice about the standards addressed in the Fluency Practice?



Lesson 2

26

• How does the Application Problem lead into the Concept Development?

• How is the Concept Development related to the diagram on the right?



Lesson 2

27

• Which questions would you use for the Student Debrief? Why?

Turn and talk with your table.



Lessons 6, 7, and 9

28

• Read the entire lesson and work on demonstrating and explaining the highlights of your lesson components.

• Think about:• What is the key learning component

in the lesson that supports students learning this concept?



M3 Topic Openers

29

1. Read the descriptive narrative.• How does it fit with the Progressions

Document?• What is the most important

information for implementing the lessons?

2. Find the assessment questions that correspond to this topic.

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



Balanced, Rigorous Instruction

30



Biggest Takeaways

31

• How do these lessons compare to your past experiences with mathematics instruction?

• How would you adapt/enhance your answers to the questions on the Module Overview Handout?

• What are the supports and resources your colleagues will need to implement this curriculum with fidelity?

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



Key Points for Module 2

32

• Kindergarteners are moving from a simple identification of shapes and solids to a more complex identification based on mathematical properties.

• Students need to see many examples and non-examples to build a more sophisticated concept image of shapes and solids.



Key Points for Module 3

33

• Kindergarteners learn to isolate a single attribute as a basis of comparison between two objects.

• Students directly compare objects based on length, weight, volume, and number as a precursor to measurement.

• Students physically explore these attributes and learn to accurately record and communicate their results with peers.



AGENDA

34




Another Look

35

• Given your role, consider the next steps you need to take to move forward with this work.

• Jot down a mini-action plan of 3-5 steps.



Role Groups

36

• Classroom teacher• School leader• Principal• District leader• BOCES representative



Action Plans

37

• Meet with a group of 4-6 people who have a similar role.

• Create a combined action plan.



Gallery Walk

38

• Take note of good ideas in other action plans.

• How can you collaborate with people in other roles to implement A Story of Units effectively?



Biggest Takeaways / Next Steps

39

• What is your biggest takeaway from the work we did in role groups?

• Turn and talk with a partner at your table.



Key Points

40

• These lessons are carefully designed and reflect the instructional shifts needed to implement the Common Core State Standards.

• Teaching these lessons requires thought and preparation.

• Preparing teachers to use these lessons also requires thought and preparation.

• Collaboration and communication are key!

CONFIDENTIAL – DO NOT CIRCULATE

DRAFT-DO NOT CIRCULATEEngageNY.org

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and fill out the online plus-delta for the

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Thank You!



a story of units

Documents

beginning module

module focus time

module overview handoutgkm3

grade kmodule

chosen gradelevel

session powerpointjuly

opening session

session facilitators