Module Focus Grade 3 Module 2 Participant Poll 2 Classroom teacher School leader Principal District leader BOCES representative Session Objective 3 Prepare to implement the module and differentiate as necessary ID: 617548
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Slide1
A Story of Units
Module Focus
Grade 3 Module 2Slide2
Participant Poll
2
Classroom teacher
School leader
Principal
District leader
BOCES representativeSlide3
Session Objective
3
Prepare to implement the module and differentiate as necessary.Slide4
AGENDA
4
Study the Progressions Documents
Examine the Module Overview and Assessments
Explore Selected Lessons
Implement the ModuleSlide5
5Slide6
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 2
nd
grade to be successful in this module?Slide7
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?Slide8
AGENDA
8
Study the Progressions Documents
Examine the Module Overview and Assessments
Explore Selected Lessons
Implement the ModuleSlide9
Review of Module Structure
9Slide10
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?Slide11
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 SummarySlide12
Mid-Module Assessment and Rubric
12
Do the assessment
Get to know the rubric by checking your work
Analyze the standards alignmentSlide13
End-of-Module Assessment and Rubric
13
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 objectivesSlide14
Module Assessments: Reflection
14
What growth will students make in this module?Slide15
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? Slide16
Support the Identified Need
16
Which
fluency activities
might
you:
Use to review
a
concept?
B
uild
into future
lessons?
Why did you choose those activities?Slide17
Lunch Break
17Slide18
AGENDA
18
Study the Progressions Documents
Examine
the Module
Overview and Assessments
Explore Selected Lessons
Implement
the ModuleSlide19
Topic Openers
19
Read the descriptive narrative.
What is useful to know for implementation?Slide20
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?Slide21
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)?Slide22
Topic C Lesson Study
22
Fluency Practice
Application Problems
Concept Development
Student DebriefSlide23
Fluency
23
Rename the tens
9 tens = _______
10 tens = _______
12 tens = _______
27 tens = _______
87
tens =
_______
84
tens = _______
79
tens =
_______
113 tens =_______Slide24
Watch the Module in Action!
24Slide25
Concept Development
25
73 mL
70 = 7 tens
80 = 8 tens
75 = 7 tens 5 ones
73 = 7 tens 3 onesSlide26
Problem Set 12
26
Let’s Measure!Slide27
27
Station1
: Pad of PaperSlide28
28
Station 1:
PencilSlide29
29
Station
2:
BoxSlide30
30
Station
2:
ChimpSlide31
31
15 mL
20 mL
25 mL
30 mL
10 mL
mL
35
mL
Station
3:
Beaker ASlide32
32
Station
3:
Beaker B
15 mL
20 mL
25 mL
30 mL
10 mL
mL
35
mLSlide33
33
Station
4:
Clock ASlide34
34
Station
4:
Clock B
Slide35
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?Slide36
Applying Rounding to Estimation
36
Problem 1: Estimate the sum of 362 + 159 by rounding.Slide37
37
Problem
2:
Round the sum of 296 + 609. Slide38
38
Problem
3:
Estimate 362
–
189 by rounding. Slide39
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.Slide40
40Slide41
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?Slide42
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 scenariosSlide43
AGENDA
43
Study the Progressions Documents
Examine the Module Overview and Assessments
Explore Selected Lessons
Implement the ModuleSlide44
Groups
44
School Site
District
BOCES
Students
ELL
SpEd
Gifted/Advanced
A perfect mixSlide45
As you talk, consider…
45
Implementation challenges and solutions
Differentiating (for adults or students)
Your own next stepsSlide46
Takeaways
46
I now know…
I need to figure out…
The first thing I’ll do is…Slide47
Review Session Objective
47
Prepare
to implement the module and differentiate as
necessary.Slide48
EngageNY.org
Pulse Check
Please 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!