A Story of Units – Grade K Module 2 and 3

Sequence of SessionsOverarching Objectives of this July 2013 Network Team Institute

Participants will be able to identify the major work of each grade using the Curriculum Overview document as a resource in preparation for teaching these modules.

P-5.  Participants will draw connections between the progression documents and the careful sequence of mathematical concepts that develop within each module, thereby enabling participants to enact cross- grade coherence in their classrooms and support their colleagues to do the same.  (Specific progression document to be determined as appropriate for each grade level and module being presented.)

Participants will be able to articulate how the topics and lessons promote mastery of the focus standards and how the module addresses the major work of the grade in order to fully implement the curriculum.

Participants will be prepared to implement the modules and to make appropriate instructional choices to meet the needs of their students while maintaining the balance of rigor that is built into the curriculum.   

Participants will be prepared to utilize models appropriately in promoting conceptual understanding throughout A Story of Units.

High-Level Purpose of this Session Participants will draw connections between the progression documents and the careful sequence of mathematical concepts that develop

within each module.  (Specific progression document to be determined as appropriate for each grade level and module being presented.) Standards alignment.  Participants will be able to articulate how the topics and lessons promote mastery of the focus standards and how

the module addresses the major work of the grade. Participants will be prepared to implement the modules and to make appropriate instructional choices to meet the needs of their students

while maintaining the balance of rigor that is built into the curriculum.

Related Learning Experiences In Session 1, a curriculum overview, participants will gain an understanding of how each module contributes to the overall progression of

concepts throughout the grade-level. Session 3, Exploration of Models, will prepare participants to utilize models appropriately in promoting conceptual understanding

throughout A Story of Units. Session 4, Algorithms, will prepare participants to utilize algorithms appropriately in promoting conceptual understanding throughout

A Story of Units. Session 6, Leadership to Support A Story of Units, will help participants articulate examples of how to support implementation of the

curriculum and draw connections to the Evidence Guide for Planning and Practice in a Single Lesson.

Key Points• Each of the lesson components are necessary in order to achieve balanced, rigorous instruction and to bring the Standards to life.• 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?

Draw connections between Grade K Module 2, 3, and the Progression documents.

Understand the instructional focus of Grade K Modules 2 and 3.

Participants will be able to describe the development of mathematical concepts that are the focus of these modules.

Participants will be able to articulate the instructional focus of Grade K Modules 2 and 3, thereby preparing participants to teach and/or prepare their colleagues to teach these modules.

Session OverviewSection Time Overview Prepared Resources Facilitator PreparationSession Introduction 10:45-

10:50 Frame session, referencing

workshop agenda. Introduce objectives and

sequence for this session.

Session PowerPoint • Review session notes and PowerPoint presentation

Study of the Progression Document

10:51-11:11

Review Progression documents that describe the development of mathematical concepts that are the focus of this module.

Session PowerPoint K-6, Geometry Progression K-5, Geometric

Measurement Progression

• Review the relevant Progression documents

Examination of Module Overview and Assessments

11:12-Noon

Examine Module Overview. Complete and analyze module

assessments.

GK M2 Module Overview GK M3 Module Overview GK-M2-Module Overview

Handout

GK-M3-Module Overview Handout

Review Grade K Modules 2 and 3

Video Clip: Common Core Video Series: Grade K Module 2 Mathematics – Assessment Example

Module 2 Assessment

Lesson Study 1:00-2:30 Examine Topic Openers. Detailed study of selected

lessons.

Session PowerPoint Grade K Modules 2 and 3

selected lessons

Review session notes and PowerPoint presentation

Review Grade K Modules 2 and 3

Bringing the Module to Life

2:31-3:00 Independent and small-group planning for implementation.

Whole group discussion.

Session RoadmapSection: Introduction 10:45-10:49 [5 minutes]

In this section, you will…• Frame session, referencing the agenda• Introduce objectives and sequence the session

Materials used include:• Session PowerPoint

Time Slide #

Pic of Slide Script/ Activity directions GROUP

1 min. 1. This Module Focus follows an opening session providing an update on the Curriculum Overview/Map of A Story of Units. At the previous NTI, sessions were dedicated to introducing the beginning module for each grade-level for Kindergarten through Grade 5. In this session, participants will explore the “next” module of their chosen grade-level, examining the mathematics of the module and analyzing the progression of concepts across the module. Introduce session facilitators at the beginning.

2 min. 2. Our objectives for this session are to explore Grade K–Module 2 and introduce Grade K- Module 3 in order to:

• Draw connections between the K-6, Geometry and K-5, Geometric Measurement 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.

As we move through this session, please ask questions that will help with your immediate understanding of the material. If you have questions that relate to your broader understanding of A Story of Units or how to implement the curriculum in your school or district, please write those on a sticky note along with your name and place the note on the parking lot. We will look at those questions during the lunch break and address them with the group if they are applicable to all or with you if they are specific to your situation.

1 min. 3. In order for us to better address your individual needs, it is helpful to know a little bit about you collectively. Who of you are classroom teachers? (Call for a show of hands.) School-level leader? Principal? District-level leader? BOCES representative?NOTE TO FACILITATOR: As you poll the participants, take note of the approximate size of each group. This will make it easier for you to re-group the participants for the final portion of this presentation.Regardless of your role, what you all have in common is the need to deeply understand the mathematics of the curriculum and the intentional instructional sequence in which it is brought to life for students. Throughout this session, we ask you to be cognizant of your specific educational role and how you will be able to promote successful implementation in your classroom, school, district, and/or BOCES. Each time we pause to reflect, please do so through the lens of your own professional responsibilities. At the close of this session, you will have the opportunity to share your thoughts, ideas, and concerns with others in a similar role.Principals in particular- You will want to make notes for yourself as a result of your observations to use in later sessions tomorrow.

1 min. 4. In this session, we’ll begin by spending some time with the K-6, Geometry and K-5, Geometric Measurement progression documents in order to better understand the mathematical concepts that are addressed in this module. Then we will examine the Module Overview and Assessments. The major portion of our time will be dedicated to looking at a number of lessons from the module. Finally, we’ll discuss the instructional choices that you might make as you implement the module in

order to best meet the needs of your students. Before we move on to the Progression document, let’s take a quick look at the curriculum map in order to see how this module fits into the overall plan for this grade.

Section: Study of the Progression Document Time: 10:50 – 11:09 [20 minutes]

In this section, you will… Examine part of the Progression document relevant to the

work of this grade and module in order to understand the development of mathematical concepts that will be addressed in the module.

Materials used include: Session PowerPoint K-6, Geometry Progression K-5, Geometric Measurement Progression

Time Slide #

Pic of Slide Script/ Activity directions GROUP

2 min 5. This curriculum map is found on page 3 of A Story of Units: A Curriculum Overview for Grades P-5. For those of you who participated in the May NTI, you’ll recall that we deeply examined the first module of Grade K. In this session, we will continue that deep examination of the next module, Module 2, and begin to explore Module 3. NOTE TO FACILITATOR: Take a moment to share briefly the following information about this module.

• What is the title of this module? (M2: Two-Dimensional and Three-Dimensional Shapes, M3: Comparison with Length, Weight, Volume, and Numbers to 10)

• How many instructional days are allotted for this module? (M2: 12, M3: 38)

• What modules, prior to this one, might prepare students for success in this module? (M2: PK M2, M3: PK M4, K M1)

• What modules, beyond this one, might build on the concepts of this module? (M2: GK M6 (note that shape composition happens at the end of the K year), M3: G1 M3)

2 min 6. As a foundation for our study of this module, we’re going to first take some time to examine a portion of the Geometry and Geometric Measurement progression documents that describe the mathematical concepts that will be developed throughout the lessons. Because we are covering material for two modules, there are multiple sections of the progression documents that are relevant. If you have not already, we encourage you to read the progression documents thoroughly. In the interest of time, you will have the opportunity to choose 1 section of 1 progression document to analyze today.

•K-6, Geometry Overview, pp. 2-5 (this section is good for administrators and individuals who are familiar with the progression documents)

•K-6, Geometry Kindergarten, pp.6-7 (this section provides more specifics about K)

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

Turn to your neighbors and make sure that each section is being read by at least 1 person at your table.

8 min. 7. You’ll have about 8 minutes to read through the document independently. As you read, highlight information relevant to

the content of these modules. Think about the key concepts Kindergarten students should be learning in this module and the foundational knowledge teachers need to facilitate that learning. Then you’ll have an opportunity to discuss your thoughts with others at your table. As you think about what you are reading reflect on your role and what this information may mean for how you support your colleagues- consider resources such as time, money and people.

Do I need to look at my PD schedule, do I need to shift the planning times for teachers, do I need to order more math materials?Allow participants 8 minutes to read independently. Then advance to the next slide for a turn and talk.

8 min. 8. What are the key concepts Kindergarten students should be learning in this module?

What foundational knowledge do teachers need to facilitate this learning?

Turn and talk with a partner at your table, and then you’ll have an opportunity to share your thoughts with the group.Allow 2 minutes for participants to turn and talk about their reflections. Then, facilitate a discussion, starting with Module 2 and moving to Module 3. Be sure to ask for input from participants with different roles (e.g., BOCES rep, principal, and teacher).How are you going to use this information in your role?

Section: Examination of Module Overview and Assessments

Time: 11:10 – Noon [50 minutes]

In this section, you will…• Examine the module overview in order to understand the

development of mathematical concepts within the module and identify new terms, tools, or representations that will support instruction

• Complete and analyze the module assessment in order to understand how student mastery of the standards addressed in this module will be measured

Materials used include:• Session PowerPoint• GK M2 Module Overview• GK M3 Module Overview• GK-M2-Module Overview Handout

• GK-M3-Module Overview Handout• Video Clip: Common Core Video Series: Grade K Module 2

Mathematics – Assessment Example• Module 2 Assessment

Time Slide #

Pic of Slide Script/ Activity directions GROUP

1 min 9. Now that we’ve read the information provided in the Progressions documents, let’s examine how these concepts are addressed in Grade K Module 2.

1 min 10. Raise your hand if you have seen this slide in the past. For those of you who may be unfamiliar with A Story of Units, I’ll take just a moment to review the organizational structure of the modules that make up A Story of Units. If you have questions about the module structure, feel free to ask one of the presenters or someone at your table who just raised their hand.

• Each grade contains 5-8 modules (K has 6). 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. In 1st through 5th grades, every lesson is designed for a 60 minute instructional period; in Kindergarten, lessons are designed for a 50 minute period; Pre-kindergarten lessons are designed for a 25 minute 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.

9 min. 11. 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

(CLICK TO ADVANCE FIRST BULLET) Take 8 minutes to read the Module Overview independently. Focus on the module that corresponds with the progression document you read earlier. You will have an opportunity to share information about your module and learn about the other module from your neighbors. (CLICK TO ADVANCE SECOND BULLET) As you read, use the Module Overview Handout to help you record important information about the content of this module. You will use these handouts to share and gather information about both Module 2 and Module 3.

2 mins 12. • How does this Module compare to your past experiences with this content?

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

Turn and talk with others at your table who read the same Module Overview. 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.

5 mins 13. NOTE TO FACILITATOR: Facilitate a 5-minute discussion of the M2 Module Overview using the following:

• The flats and solids are not named the first time they are introduced (Lessons 1 & 6). How does that reflect student’s early understanding of shapes? (Early on, students recognize shapes within the real world and start to make connections. For example, they see similarities between the wheel of a bicycle, the moon, and the top of an ice cream cone. Connects to Geometry Progression p. 2.)

• Why is the diagram to the right important? How does this information help students analyze the shapes with more precision? (Students use examples, non-examples, and shared attributes of geometric figures in order to develop a richer “concept image” (Geometry Progression, p. 6) of each geometric shape. Move beyond visual recognition of shape and into understanding of shape’s mathematical properties.)

• What does it mean to compose new flat shapes and when will Kindergarteners begin to do that? (Composition of shapes happens when two shapes are put together to create a new shape, e.g., two triangles put together to create a rectangle. This concept returns in GK Module 6.)

• How might you use this information in your role? (It is a quick summary of what teachers will do for the next few weeks and can be shared with parents and the community, it also summarizes what conversations should be happening in grade level meetings and what resources teachers may be requesting for their classrooms, it can be shared with other teachers in the school for the purpose of thematic unit planning.)

Invite participants to share their thoughts about other important information to implications for their roles.

5 mins 14. NOTE TO FACILITATOR: Facilitate a 5-minute discussion of the M3 Module Overview using the following:

• 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? (Children need to learn to identify attributes and distinguish them from other attributes before they can compare accurately or measure. Connects to Geometric Measurement Progression p. 2.)

• The title of this module uses the word comparison instead of measurement. Why is this an important distinction for Kindergarten? (The standards are not about measuring in kindergarten but rather describing and comparing measurable attributes. It does not say to measure in the standards but rather to identify the attribute and then to compare the length of one thing with the length of another, compare the weight of one thing with another, etc. “Measurement" implies determining the magnitude of an attribute compared to that of a predetermined standard whereas "comparing" meets the K standard of simply isolating and examining a specific attribute in two objects. It avoids any

unintentional transitional measurement.)• How does this module provide foundational work for

later grades? (Use the Module Overview for specific explanations about how the module is foundational to the concept of place value, equivalence, precise use and understanding of rulers and number lines, area, and advanced comparison.)

Invite participants to share their thoughts about other important information and implications for their roles. We will continue to explore these important questions about each module as we look at the assessments and lessons. To help participants understand how Module 2 and Module 3 are linked, read the first line of the Geometric Measurement Progression, p. 2: “Geometric measurement connects the two most critical domains of early mathematics, geometry and number, with each providing conceptual support to the other.” Module 3 Topics A-D literally bridge geometry (M2) and number (M3 Topics E-H).

8 mins 15. Now that you know the focus of the module, let’s examine how students will be assessed on their mastery of these skills and concepts. In previous NTI sessions, we talked about the value of 1:1 assessments and strategized for their implementation. Today, we are going to evaluate a Kindergartener as he goes through the Module 2 End of Module Assessment. VIDEO DISCLAIMER: The student in this video has not been taught Module 2. You will notice that the assessment does not take place in a classroom. This video is not intended as an implementation model, but rather an exercise for you to better understand and practice scoring assessments in A Story of Units.Turn to Topic A in the assessment. How will these questions assess true mathematical understanding?

As you watch the video, fill in the assessment sheet. When the video is over, we will take some time to score the assessment using the rubric.NOTE TO FACILITATOR: Play video.

6 mins 16. Allow participants 2 minutes to turn and talk about their observations of the content and implementation of the assessment. Then have participants share their notes on Topic A using the questions below. This is will give you and the participants a common starting point for using the rubric.

•Let’s start with the first question: Point to something in this room that is the same shape and use your words to tell me all about it. What did the student do? (Pointed at the Monopoly box.) What did the student say? (Monopoly box. They are both rectangles.)

•Second question: Can you put all the triangles in my hand? What did the student do? (Put 2 out of the 3 triangles in the teacher’s hand.) What did the student say? (Nothing.)

•Third question: How is a triangle different from this rectangle? How is it the same? What did the student do? (The rectangle has 4 sides and the triangle has 3 sides. They both have sides and corners.) What did the student say? (Looked at both shapes.)

•Fourth question: Put the circle next to the rectangle. Put the square under the hexagon. Put the triangle beside the square. What did the student do? (Started to move the circle then realized it was already next to the rectangle. Lifted up the hexagon and put the square underneath the hexagon. Put the triangle next to the square.) What did the student say? (Student did not say anything but looked at the teacher a couple of times.)

If time permits, continue with Topics B & C.

2 mins 17. Now that we have gathered our data, we are ready to score using the rubric. But first, what is the purpose of a rubric?Possible answers:

• To assess the student understanding of the standards• To provide context and language to discuss student work• To plan next steps for future instruction• To grade (This is not the intention of the writers.)

Principals- Consider the implications of this data (quantitative and qualitative) for the professional development needs of the staff, the resources needed to support struggling students, the conversations held in the data analysis meetings. You will want to make notes on ideas you have as a result of your observations to use in later sessions tomorrow.Take the next 2 minutes to score Topic A using the rubric. If you finish early, continue with Topics B and C. NOTE TO FACILITATOR: Allow 2 minutes for participants to work independently.

6 mins 18. Turn and talk with others at your table. Share your scores and ask them to do the same. However, don’t get overly focused on the numeric score. Instead, think about the following questions:• 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?NOTE TO FACILITATOR: Allow 4 minutes for participants to turn and talk about the rubric and the student’s work. Then facilitate a discussion in the remaining 3 minutes.

If participants don’t agree that the student earned a 3, please touch briefly on the following talking points (again, try to help them focus on the student’s mathematical understanding rather than the numerical score):• Question #1 He didn't describe attributes.   He just said,

"They are both rectangles”• Question #2 He only chose the 2 typical triangles, not

the variant triangle (the long and skinny one)Question #3 He got this one right but you could discuss how he put the square underneath the hexagon and would it have been "wrong" if he put it "below" the hexagon.   He also realized that he didn't have to move the circle and the rectangle because they were already next to each other

19. When we return from lunch, we’ll start exploring the Topic Overviews and lessons. We will start with Module 2 and then explore Module 3, including the M3 Assessments.

NOTE TO FACILITATOR: Make sure to review the sticky note questions during lunch and plan to address the questions with the group or individuals in the last half of the session.

Section: Lesson Study Time: 1:00-2:30 [x minutes]

In this section, you will…• Examine Topic Openers in order to understand the coherence

Materials used include:• Grade K Module 2

within and between the topics that comprise the module• Engage in deep study of selected lessons that illustrate the

development of mathematical concepts across the module as well as the variety of instructional strategies that support student learning

• Reflect on takeaways, key points and next steps

• Bags with examples and non-examples of circles• Bags with examples and non-examples of rectangles• Bags with examples and non-examples of hexagons• Chart paper

Time Slide #

Pic of Slide Script/Activity directions GROUP

1 min 20. Welcome back! Now that we are familiar with the module overview and assessments, let’s begin our examination of the topics and lessons.

7 min 21. Throughout Module 2, we work with examples and non-examples of shapes to help students develop a more refined understanding of the mathematical attributes of the shapes. Kindergarten teachers need to produce examples and non-examples that will challenge students working at all levels. We are going to do a sorting activity that will help with this. (CLICK TO ADVANCE FIRST BULLET) Each table has 5 minutes to work with one shape. First, you will create a chart like the one in the Geometry Progression document.

(CLICK TO ADVANCE SECOND BULLET) Then you will sort the flat shapes in your bag and attach them to your chart.(CLICK TO ADVANCE THIRD BULLET) Finally, you will draw at least one additional example in each category.

Give groups 5 minutes to finish their charts before posting them on the wall. Take no more than 2 minutes to have them discuss how they think their Kindergarteners will respond to these examples and non-examples.NOTE TO FACILITATOR: Consider assigning flat shapes (rectangles, circles, hexagons) to the tables ahead of time in order to simplify this process. You might do this just by putting an exemplar on each table.

7 min. 22. Within a given topic, the lessons work together to build strong understanding of a set of related concepts. I’ll quickly assign one Topic from Module 2 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. Ask groups to make connections to the Module 2 End of Module assessment where appropriate.

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.

1 min. 23. Facilitate a whole-group discussion about the following questions:

• How does each topic contribute to the overall instructional goal of the module? o Topic A provides experiences with the attributes

of flat shapes by presenting examples and non-examples (K.G.2, K.G.4).

o Topics A and B include work with position words (K.G.1).

o Topic B concentrates on three-dimensional solids (K.G.2, K.G.4).

o Topic C asks students to discriminate between flats and solids and sort shapes based on their attributes (K.G.3, K.G.4, K.MD.3)

• How are the Topic Openers useful as a planning tool for this module? (They provide a roadmap from the beginning to the end of the module. They also serve as a bridge between the Module Overview and the Lessons.)

1 min. 24. Now that we’ve used the Topic Openers to gain more specific understanding of this module, let’s move on to examine some selected lessons from the module. For those of you may not be familiar with A Story of Units, I’d like to point out that most lessons are comprised of four components: Fluency Practice, Application Problem, Concept Development, and the Student Debrief. These components work together to

achieve rigor and lead toward the culminating assessment.

2 min. 25. Lesson 2:This lesson is the first to explore the attributes (including name) of a single shape, the triangle. It exemplifies the way that we introduce and explore flat shapes.

(CLICK TO ADVANCE SECOND BULLET) Let’s begin with fluency. What can you can you tell about the fluency practice in Lesson 2 just by looking at the standards each activity addresses? (Students are continuing their work with number during the geometry module.)

7 mins.

26. (CLICK TO ADVANCE FIRST BULLET) Take 1 minute to read through the Application Problem. How does it prepare students for Concept Development? (It gives students a way to interact with three-sided figures and produces a non-example for later discussion.)

(CLICK TO ADVANCE SECOND BULLET) Briefly model the Concept Development for the participants. If you do not have enough Geoboards for everyone in the room, ask a few participants to come to the front and be your class. When you get to the Problem Set, have participants review the work sample in the lesson.

3 min. 27. Now that you are familiar with the content of this lesson, take a look at the Student Debrief questions. At your table, take 2 minutes to choose or develop questions for the SD? Be prepared to share why you chose those particular questions.

Give participants 2 minutes to turn and talk. Then ask for volunteers to share their question choices and explanations with the whole group.

40 min.

28. For the next portion of our session, we will be taking a close look at 3 lessons from this module. These lessons were selected because they demonstrate key concepts from the module.

Lesson 6 demonstrates how to work with shapes without naming them.

Lesson 7 highlights the relationship between flat and solid shapes.

Lesson 9 asks students to closely attending to the attributes of flat and solid shapes by returning to the sorting work done in Module 1.

Each table will be responsible for reading 1 lesson in its entirety OR reading the Fluency Practice in every lesson. Because we anticipate 7 tables, groups will be asked to demonstrate and explain the highlights of their lesson as follows:Table 1: Lessons 1-10, fluency (add another fluency table if necessary)Table 2: Lesson 6, application problemTable 3: Lesson 6, concept development & student debriefTable 4: Lesson 7, application problemTable 5: Lesson 7, concept development & student debriefTable 6: Lesson 9, application problemTable 7: Lesson 9, concept development & student debriefIf you have any questions or need assistance, let us know. We will be coming around to provide help.

Allow 12 minutes for participants read and plan as a group.Groups present Fluency Practice (approximately 7 minutes)Groups present Lesson 6 (approximately 7 minutes)Groups present Lesson 7 (approximately 7 minutes)Groups present Lesson 9 (approximately 7 minutes)Groups focusing on application problem will have 3 minutes each to present. Group focusing on concept development will have 5 minutes to present their lesson components.

15 min.

29. We are going to quickly cover Module 3 by examining the Topic Openers and Assessments. I’ll quickly assign one Topic to each table in our group.Take 5 minutes to review your Topic Opener and the related assessment questions for your Topic (Topics A-D are in the Mid-Module Assessment, Topics E-H are in the End of Module Assessment). With your group, create a poster that conveys the topic and assessment questions to the rest of the room. Please consider:

• How does it fit with the Progressions Document?• What do you think is the important information to

help implement the lessons?• How do these questions allow for students to

demonstrate their skills and understanding of this module?

Allow 8 minutes for participant to discuss and create their poster on 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. Have participants identify the ways in which a strong understanding of the assessment prepares educators to implement the lessons in this module. 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.

1 min. 30. All four lesson components provide opportunities to nurture the Standards of Mathematical Practice and are critical in maintaining the balance of rigor. Certainly educators will need to make instructional choices when implementing

these lessons, but attention to each component is key.

4 min. 31. Take one minute to reflect on this session. 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 after our Lesson Study work? What are the implications for the supports and resources your colleagues will need to fully implement this curriculum with fidelity? Jot down your thoughts. Then you will have time to share your thoughts.Give participants 1 minute for silent, independent reflection.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. 32. Let’s review key points from our examination of these modules:• 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.

33. Let’s review key points from our examination of these modules:• 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.

Section: Bringing the Module to Life Time: 2:30-3:00 [30 minutes]

In this section, you will…• Develop individual and group plans for training, implementation,

and differentiation

Materials used include:• Session PowerPoint

Time Slide #

Pic of Slide Script/ Activity directions GROUP

1 min 34. Now that we’ve examined all aspects of the module, let’s consider your plans for training, implementation, and differentiation.

4 min 35. Give participants 4 minutes to create a mini-action plan independently. Participants might come up with any of the following:

• Teacher- time to read through the modules, discuss the lessons with a co-teacher, solve the problems, find/order materials, highlight key questions

• School Leader- identify areas that may need the most support, consider how to bridge the gaps in student understanding, identify what teachers need to know to effectively implement the modules, find/order materials

• Principal- provide time for teachers to plan, facilitate

discussions around modules to encourage team problem solving, consider how the module impacts the way teachers demonstrate lesson planning, consider how this impacts what will been seen during an observation, organize/support the process of gathering/ordering materials

• District Leader – provide funding and resources necessary for staff development, curricular materials, and assessment. Consider implications of new curriculum and new tests and prepare stakeholders for change.

• BOCES Representative – Identify economies of scale for staff training. Consider implications of new curriculum and new tests and prepare stakeholders

for change.

1 min. 36. Collaborating with individuals who share your role and responsibilities is critical. For this discussion, we will ask that you re-group yourselves so that you are sitting with colleagues who share similar roles. There are signs around the room that will help you find other participants who share your role. Before we move, let’s take a moment to discuss the work you will do in your role group.NOTE TO FACILITATOR: Use the information gathered during the participant poll to help you organize the room for this activity. Make sure there is adequate space for each role group to meet. If a role group contains more than 6 participants, ask the group to split in half so that all participants have a chance to engage.

7 min. 37. When I give you the signal, you will move to the appropriate area of the room based on your role. Find a group of 4-6 people with a similar role. Take 5 minutes to collaboratively create an action plan and record it on chart paper. Make

sure you list your role somewhere on the chart paper. Are

there any questions? Go!

8 min. 38. After groups have had 5 minutes to work, bring the group together to do a gallery walk of the action plans. Ask participants to take note of any steps that are not on their chart but would be important ways to move forward. Invite them to look for ways to collaborate with members of other role groups.

After 4 minutes of a gallery walk, invite participants to share their observations with the whole group.

3 min. 39. Turn and talk with a partner at your table about your reflections. What, for you, is the biggest takeaway? Jot down your thoughts.

Allow 2 minutes for participants to turn and talk about their reflections. Then, facilitate a brief discussion that leads into the key points on the next slide.

1 min. 40. Let’s summarize the key points that you have identified as a group during action planning.

5 min. 41. PLUS / DELTA for July NTI

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

Additional Suggested Resources