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

Grade 3 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

Participant Poll

2

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



Session Objective

3

Prepare to implement the module and differentiate as necessary.



AGENDA

4

Study the Progressions DocumentsExamine the Module Overview and AssessmentsExplore Selected LessonsImplement the Module



Geometric Measurement Progression Study

6

• Read the Geometric Measurement Progression (p. 18-19)

• Read the text of 3.MD.1 and 3.MD.2 in the margin on p. 18

• How does the sequence of the first eleven lessons in Module 2 express the progressions and standards?

• What will the students need to have mastered in 2nd grade to be successful in this module?



Numbers in Base Ten Progression Study

7

• Read the Numbers in Base Ten Progression (p. 11)

• Read the text of 3.NBT.1 and 3.NBT.2 in the margin on p. 11

• How does the sequence of the second half of lessons in Module 2 express the NBT progressions and standards?

• How do the Geometric Measurement concepts carry through to make the Module cohesive?



AGENDA

8




Review of Module Structure

9

Module Overview

Topic

L1 L2 L3

Topic

L4 L5

Topic

L6 L7 L8



Module Overview

10

• Read the descriptive narrative and underline key phrases

• Summarize the major learning of the module in 1-2 sentences

What’s different about the way these concepts are presented?

cmm

Needs screenshot of G3-M2 Overview table of contents page



Module Overview

11

A quick look at the components…• Descriptive narrative (we just read this)• 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



Mid-Module Assessment and Rubric

12

1. Do the assessment

2. Get to know the rubric by checking your work

3. Analyze the standards alignment



End-of-Module Assessment and Rubric

13

1. Do the assessment

2. Get to know the rubric by checking your work

3. Analyze the standards alignment

4. Compare the End-of-Module Assessment with the sequence of lesson objectives



Module Assessments: Reflection

14

What growth will students make in this module?



Analyzing Mistakes to Guide Instruction

15

1. Did the student struggle only with multiplication?

2. Did the student struggle only with division?

3. Did the student struggle with multiplication and division?

4. Did the student struggle with a particular factor?

5. Did the student consistently miss problems with the unknown in a particular position?



Support the Identified Need

16

Which fluency activities might you:• Use to review a concept?• Build into future lessons?

Why did you choose those activities?



Lunch Break

17



AGENDA

18




Topic Openers

19

• Read the descriptive narrative. • What is useful to know for

implementation?



Topic Openers

20

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

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

• What is the relationship between the Topic Opener and the other components of the module?



Topic C Opener

21

• How does Topic C contribute to the overall instructional goal of the module?

• How does Topic C bridge the concepts from the first half of the module (Topics A and B) to the second half (Topics D and E)?



Topic C Lesson Study

22

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



Fluency

23

Rename the tens9 tens = _______

10 tens = _______

12 tens = _______

27 tens = _______87 tens = _______84 tens = _______79 tens = _______113 tens =_______



Watch the Module in Action!

24



Concept Development

25

73 mL

70 = 7 tens

80 = 8 tens

75 = 7 tens 5 ones

73 = 7 tens 3 ones



Problem Set 12

26

Let’s Measure!

27

Station1: Pad of Paper

28

Station 1: Pencil

29

Station 2: Box

30

Station 2: Chimp

31

15 mL

20 mL

25 mL

30 mL

10 mL

mL

35 mL

Station 3: Beaker A

32

Station 3: Beaker B

15 mL

20 mL

25 mL

30 mL

10 mL

mL

35 mL

33

Station 4: Clock A

34

Station 4: Clock B



Lessons 13-14

35

• How does each lesson add new complexity to the topic?

• Which concepts do you find most challenging?

• How would you differentiate these lessons to tailor them to your students?



Applying Rounding to Estimation

36

Problem 1: Estimate the sum of 362 + 159 by rounding.



37

Problem 2: Round the sum of 296 + 609.



38

Problem 3: Estimate 362 – 189 by rounding.



39

2. Janet watches a movie that is 94 minutes long on Friday night. She watches a movie that is 151 minutes long on Saturday night.

a) Decide how to round the minutes. Then estimate the total minutes

Janet watched on Friday and Saturday.

b) How much time does Janet actually spend watching movies?

c) Explain whether your estimated sum is close to the actual sum. Round in a different way and see which estimate is closer.



40



Lesson Debrief

41

Think about a colleague who is unfamiliar with Module 2.

What 3 things would you tell them about the way Topic C concepts are presented?



Topic C Key Points

42

• Measurement contextualizes rounding• Place value sets the foundation for rounding• Students use the vertical number line for rounding• Students apply rounding to estimation in real-world scenarios



AGENDA

43




Groups

44

• School Site • District • BOCES • Students

• ELL • SpEd • Gifted/Advanced• A perfect mix



As you talk, consider…

45

• Implementation challenges and solutions

• Differentiating (for adults or students)

• Your own next steps



Takeaways

46

I now know…I need to figure out…The first thing I’ll do is…



Review Session Objective

47

Prepare to implement the module and differentiate as necessary.

DRAFT-DO NOT CIRCULATE

EngageNY.org

Pulse CheckPlease go to

http://www.engageny.org/resource/network-team-institute-materials-july-8-12-2013

and fill out the online plus-delta for the

P-5 Math session.

Thank You!



a story of units

Documents

module overview

beginning module

module focus time

session participants

opening session

chosen gradelevel

schoollevel leaders

districtlevel leaders