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A Story of Units

A Story of Units. Module Focus Grade 3 Module 2. Participant Poll. Classroom teacher School leader Principal District leader BOCES representative. Session Objective. Prepare to implement the module and differentiate as necessary. AGENDA. Study the Progressions Documents

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A Story of Units

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  1. A Story of Units Module Focus Grade 3 Module 2

  2. Participant Poll • Classroom teacher • School leader • Principal • District leader • BOCES representative

  3. Session Objective Prepare to implement the module and differentiate as necessary.

  4. AGENDA Study the Progressions Documents Examine the Module Overview and Assessments Explore Selected Lessons Implement the Module

  5. Geometric Measurement Progression Study • 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 masteredin 2nd grade to be successful in this module?

  6. Numbers in Base Ten Progression Study • 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?

  7. AGENDA Study the Progressions Documents Examine the Module Overview and Assessments Explore Selected Lessons Implement the Module

  8. Review of Module Structure

  9. Module Overview • What’s different about the way these concepts are presented? • Read the descriptive narrative and underline key phrases • Summarize the major learning of the module in 1-2 sentences

  10. Module Overview • 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

  11. Mid-Module Assessment and Rubric Do the assessment Get to know the rubric by checking your work Analyze the standards alignment

  12. End-of-Module Assessment and Rubric Do the assessment Get to know the rubric by checking your work Analyze the standards alignment Compare the End-of-Module Assessment with the sequence of lesson objectives

  13. Module Assessments: Reflection What growth will students make in this module?

  14. Analyzing Mistakes to Guide Instruction • 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?

  15. Support the Identified Need • Which fluency activities might you: • Use to review a concept? • Build into future lessons? • Why did you choose those activities?

  16. Lunch Break

  17. AGENDA Study the Progressions Documents Examine the Module Overview and Assessments Explore Selected Lessons Implement the Module

  18. Topic Openers • Read the descriptive narrative. • What is useful to know for implementation?

  19. Topic Openers • 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?

  20. Topic C Opener • 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)?

  21. Topic C Lesson Study • Fluency Practice • Application Problems • Concept Development • Student Debrief

  22. Fluency Rename the tens 9 tens = _______ 10 tens = _______ 12 tens = _______ 27 tens = _______ 87 tens = _______ 84 tens = _______ 79 tens = _______ 113 tens =_______

  23. Watch the Module in Action!

  24. Concept Development • 80 = 8 tens 73 mL • 75 = 7 tens 5 ones • 73 = 7 tens 3 ones 70 = 7 tens

  25. Problem Set 12 Let’s Measure!

  26. Station1: Pad of Paper

  27. Station 1: Pencil

  28. Station 2: Box

  29. Station 2: Chimp

  30. 30 mL 25 mL 20 mL Station 3: Beaker A 15 mL 35 mL 10 mL mL

  31. 30 mL 25 mL 20 mL Station 3: Beaker B 15 mL 35 mL 10 mL mL

  32. Station 4: Clock A

  33. Station 4: Clock B

  34. Lessons 13-14 • 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?

  35. Applying Rounding to Estimation Problem 1: Estimate the sum of 362 + 159 by rounding.

  36. Problem 2: Round the sum of 296 + 609.

  37. Problem 3: Estimate 362 – 189 by rounding.

  38. 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) Decidehow 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) Explainwhether your estimated sum is close to the actual sum. Round in a different way and see which estimate is closer.

  39. Lesson Debrief 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?

  40. Topic C Key Points • 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

  41. AGENDA Study the Progressions Documents Examine the Module Overview and Assessments Explore Selected Lessons Implement the Module

  42. Groups • School Site • District • BOCES • Students • ELL • SpEd • Gifted/Advanced • A perfect mix

  43. As you talk, consider… • Implementation challenges and solutions • Differentiating (for adults or students) • Your own next steps

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

  45. Review Session Objective • Prepare to implement the module and differentiate as necessary.

  46. Pulse Check Please go to http://www.engageny.org/resource/network-team-institute-materials-july-8-12-2013and fill out the online plus-delta for theP-5 Math session. Thank You! EngageNY.org

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