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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 0 minutes MATERIALS NEEDED: X A Story of Units Grade 2 – Module 5 NOTE THAT THIS SESSION IS DESIGNED TO BE 265 MINUTES IN LENGTH. Welcome! In this module focus session, we will examine Grade 2 – Module 5.

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X Session Objectives Examination of the development of mathematical understanding across the module using a focus on Concept Development within the lessons. Introduction to mathematical models and instructional strategies to support implementation of A Story of Units. Our objectives for this session are to: Examination of the development of mathematical understanding across the module using a focus on Concept Development within the lessons. Introduction to mathematical models and instructional strategies to support implementation of A Story of Units.

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X Agenda Introduction to the Module Concept Development Module Review We will begin by leading you through the teaching sequence, once concept at a time. Along the way, we will explore the Module Overview and the Topic Openers to understand the purpose of this module. Then we will dig into the math of the module and you will have the opportunity to prepare and demonstrate key sections of the Concept Development. We will also examine the other lesson components and how they function in collaboration with the Concept Development. Finally, we’ll take a look back at the module, reflecting on all the parts as one cohesive whole. Let’s get started by seeing where this module fits in within the Grade 2 curriculum.

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**Curriculum Overview of A Story of Units**

Grade 2 – Module 5 Module Focus Session November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 0 minutes MATERIALS NEEDED: X Curriculum Overview of A Story of Units The fifth module in Grade 2 is Addition and Subtraction Within The module includes 20 lessons and is allotted 24 instructional days.

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**Building Towards the Algorithm: Base-Ten Structure**

Grade 2 – Module 5 Module Focus Session November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 3 minutes MATERIALS NEEDED: X Building Towards the Algorithm: Base-Ten Structure Conceptual understanding leading up to Module 5: 5 groups Ten frames Place Value disks Make a ten strategy /\ 2 4 Fluency using the standard algorithm is not required until Grade 4. Student work leading up to that point is rooted in experiential learning to develop an understanding of base-ten structure. Students use models and make drawings to represent numbers, their composition and decomposition, and place value.

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 10 minutes MATERIALS NEEDED: Module Overview Module Overview Read the narrative. *key concepts models and tools Important vocabulary Take 8 minutes to read the Module 5 Overview. As you read, track the information by starring key concepts, circling models and tools, and underlining important vocabulary. Pay special attention to the titles of the topics and think about their significance. Notice the organization of the lessons and how each is connected within the four overarching topics. (After 8 minutes) Talk with a neighbor about the Topic titles. What do they signal in terms of what is most important in this module? What is the goal for our students? (The focus is on strategies, not the algorithm, and on student reasoning.)

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 0 minutes MATERIALS NEEDED: X Agenda Introduction to the Module Concept Development Module Review Now let’s dive into Concept Development!

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 8 minutes MATERIALS NEEDED: Module Overview Topic A Strategies for Adding and Subtracting Within 1,000 For each topic, we will examine the Topic Opener first. Then you will be in the role of the students as we present the key elements of the lessons in that topic, followed by you trying out the new learning on one or two problems from the Problem Sets of selected lessons. After that, it will be your turn to play the role of the teacher, as you prepare and teach portions of lessons to the group. Allow 5 minutes to read and 3 to discuss and ask questions.

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**What is the importance of place value language?**

Grade 2 – Module 5 Module Focus Session November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X What is the importance of place value language? unit value tens place value hundreds digit ones Lesson Objective: Relate 10 more, 10 less, 100 more, and 100 less to addition and subtraction of 10 and 100. In addition to making the connection to addition and subtraction, work with 10 more and less and 100 more and less focuses students on place value, reinforcing the concept that we add and subtract like units.

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 10 minutes MATERIALS NEEDED: 9 ones, 9 tens, 7 hundreds place value disks Personal white board and marker Practice Sheet Sentence frames for 10 more/less, 100 more/less than ___ is ___. Lesson 1 Lesson Objective: Relate 10 more, 10 less, 100 more, and 100 less to addition and subtraction of 100. Use your number disks to show me 157 on your place value chart. What important connection did we make today? What are we actually doing when we talk about 10 more or 100 less than a number? As students use number disks to show 10 more or 100 less than a number, they ground their work with numbers in place value, and use place value language to express what they’re doing. T: Show me 10 more. S: (Add a tens disk to show 1 hundred 6 tens 7 ones.) T: Use a sentence frame to describe adding 10 to 157. S: 10 more than 157 is 167 is 10 more than 157. T: What did you do to change 157? S: We added 10 to the tens place. S: We added 1 ten to 5 tens and made 6 tens. T: Give me an addition sentence starting with 157. S: = 167. Talk with a neighbor: What important connection did we make today? What are we actually doing when we talk about 10 more or 100 less than a number? Apply what you learned in Lesson 1 to complete the Lesson 1 problem on the Practice Sheet. Lesson 1, Student Debrief

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**How does place value understanding lead to flexible thinking?**

Grade 2 – Module 5 Module Focus Session November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X How does place value understanding lead to flexible thinking? Lesson Objective: Add and subtract multiples of 100 including counting on to subtract. Liping Ma, the author of Knowing and Teaching Elementary Mathematics gives the example of good math students being akin to good cab drivers -- they know many ways to reach the destination. Talk with a neighbor: How does place value understanding lead to flexible thinking, and why is flexible thinking so important? (e.g., Instead of becoming stuck using only procedural knowledge, place value understanding allows students to approach problems in a variety of ways, using varied strategies. Flexibility in thinking leads to creative problem solving.)

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 6 minutes MATERIALS NEEDED: (T) Hide Zero cards Personal white boards 9 each of ones, tens, and hundreds disks Lesson 2 Lesson Objective: Add and subtract multiples of 100 including counting on to subtract. Show 125 on your place value chart and say the number in unit form. What should you change to show 325. Why is the arrow way a good choice when you have a missing addend? In this lesson, the focus is on multiples of Students add and subtract disks in the hundreds place and relate that action to adding and subtracting hundreds. T: Whisper to your partner. What did you do to change 125 to 325? S: We added 2 more hundreds. T: Give me the addition sentence starting with 125. S: = 325. T: Now show me (Students model.) T: Say it in unit form. S: 5 hundreds 4 tens 1 one. T: Show what happens to the number when you subtract 2 hundreds. S: (Remove 2 hundreds.) T: Say the new number in unit form. S: 3 hundreds 4 tens 1 one. T: Tell me the subtraction sentence. S: 541 – 200 = 341. Students learn that they can record these changes using arrow notation, including counting on to subtract (541 – ___ = 341 and ___ = 541.) Talk with a neighbor: Why is the arrow way a good choice when you have a missing addend? Lesson 2, Student Debrief

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**How is the make a ten strategy helpful when composing a new hundred?**

Grade 2 – Module 5 Module Focus Session November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 2 minutes MATERIALS NEEDED: X How is the make a ten strategy helpful when composing a new hundred? Problem 5: Lesson Objective: Add multiples of 100 and some tens within 1,000. Talk with a neighbor: What is it about that poses a challenge for some students? ( ) How can knowledge of place value and the make a ten strategy help? (It’s a general method based on place value that extends to making a hundred.)

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: Personal white boards Lesson 3 Lesson Objective: Add multiples of 100 and some tens within 1,000. Problem 5: What was the most efficient way to add ? Did you agree or disagree with your partner? Is there more than one way to solve? Students are encouraged to notice and make use of the relationship of numbers. T: (Write on the board.) T: I notice something interesting about the first number. (Point to 590.) I wonder if anyone else notices the same thing. S: It’s close to 600! It’s just 10 away from I can make the next 100 to help me solve the problem. T: Let’s try that! You write what I write. (Record arrow notation.) Talk with your neighbor: What strategy have we learned that would be an efficient way to add (Arrow notation.) Is there more than one way to solve this problem? Lesson 3, Student Debrief

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**How can we decompose numbers to make subtraction easier?**

Grade 2 – Module 5 Module Focus Session November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X How can we decompose numbers to make subtraction easier? Lesson Objective: Subtract multiples of 100 and some tens within 1,000. Notice the constant focus on strategies that rely upon place value understanding. Talk with a neighbor: Use place value language to explain how the (above) strategy works.

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: Personal white boards Practice Sheet Lesson 4 Lesson Objective: Subtract multiples of 100 and some tens within 1,000. Problem: Terri solved the problem using an equal sign instead of arrows: 740 – 600 = 140 – 40 = 100 – 50 = 50. Is her answer correct? Is her equation correct? Why can’t she use an equal sign to show the change? Lesson 4 is scaffolded (450 – 200, 450 – 210, 450 – 250, 450 – 260) to lead students towards successfully solving problems such as 740 – 690 on the Problem Set independently. Let’s solve together, and then discuss the debrief questions. (The answer is correct.) (The equation is incorrect.) (740 – 600 does not equal 140 – 40, nor do either of those equal 50.) Apply what you learned in Lesson 4 to complete the Lesson 4 problem on the Practice Sheet. Lesson 4, Student Debrief

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**How do students look for and make use of structure?**

Grade 2 – Module 5 Module Focus Session November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X How do students look for and make use of structure? Lesson Objective: Use the associative property to make a hundred in one addend. What is the recurring theme throughout all of the lessons so far? (They focus on tens and hundreds.) How will this work support later work with larger numbers and the algorithms? (These strategies are general and so will apply to larger numbers, enabling students to simplify calculations. The addition and subtraction algorithms are based on the composing and decomposing of units of 10 and 100.)

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: Personal white boards Practice Sheet Lesson 5 Lesson Objective: Use the associative property to make a hundred in one addend. Problem 2: Add multiples of 10 by making a hundred. In Problem 2(b), , how did you use a number bond to make a new, simpler addition problem? Which number did you break apart, or decompose? Why? Students decompose one addend to make a ten or a hundred with the other addend. T: (Write on the board.) T: Is one of these numbers close to the next hundred? S: Yes! T: Which one? S: 190! T: Which hundred is it close to? S: 200! T: How many more do we need to make 200? S: 10 more! T: Where can we get 10 more? S: From 120! Apply what you learned in Lesson 5 to complete the Lesson 5 problem on the Practice Sheet. Then take a moment to discuss the debrief questions with a neighbor. Lesson 5, Student Debrief

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**What exactly is compensation?**

Grade 2 – Module 5 Module Focus Session November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 3 minutes MATERIALS NEEDED: X What exactly is compensation? Lesson Objective: Use the associate property to subtract from three-digit numbers and verify solutions with addition. Talk with a neighbor: Explain your understanding of compensation. (Invite participants to share their understanding. ) Students worked with compensation in Module 4, and the concept is presented in the two fluency activities that precede this lesson. (Use linking cubes to model how 8 – 5 = 9 – 6.) In this lesson, the ease of subtracting a multiple of 100 is highlighted again. Students add or subtract a multiple of 10 to both the minuend and subtrahend to make an equivalent problem that involves no renaming.

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 10 minutes MATERIALS NEEDED: Personal white boards Linking cubes: 10 yellow, 6 red, 2 green (any color is fine) Practice Sheet Lesson 6 Lesson Objective: Use the associative property to subtract from three-digit numbers and verify solutions with addition. Explain what the compensation and number bond strategies have in common. What actions do you take to make solving easier? Talk with a neighbor: What do you notice about one of the numbers that can help us simplify this problem? (19 is close to 20.) Watch how we can draw a tape diagram to show how to simplify this problem. Talk with a neighbor: Use place value language to explain how this strategy works. Apply what you learned in Lesson 6 to complete the Lesson 6 problem on the Practice Sheet. Lesson 6, Student Debrief

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**How does sharing strategies improve student learning?**

Grade 2 – Module 5 Module Focus Session November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X How does sharing strategies improve student learning? Lesson Objective: Share and critique strategies for varied addition and subtraction problems within 1,000. A hallmark of A Story of Units is the value this curriculum places on student reasoning, in keeping with the Standards for Mathematical Practice. Those standards include problem solving, reasoning and proof, communication, representation, and connections (from the Common Core State Standards for Mathematics, p.6).

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 7 minutes MATERIALS NEEDED: Personal white boards Lesson 7 Lesson Objective: Share and critique strategies for varied addition and subtraction problems within 1,000. Study the strategy your partner used. Figure out and fix any mistakes. Compare how your strategies are the same and how they are different. Solve this problem using a strategy of your choice. Then share your strategy with a neighbor. Discuss Student C and Student D’s work. Are they both correct? (No.) What error did Student C make? (He added 20 to 380 but took 20 from 864, thereby changing the difference.) Lesson 7, Student Debrief

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 6 minutes MATERIALS NEEDED: X Topic B Strategies for Composing Tens and Hundreds Within 1,000 As you read Topic B, think about the ways in which Topic A prepared students for this next step in the progression of learning. Allow 4 minutes to read and 2 minutes to discuss and ask questions.

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**Did we make a new ten? Did we make a new hundred?**

Grade 2 – Module 5 Module Focus Session November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 2 minutes MATERIALS NEEDED: X Did we make a new ten? Did we make a new hundred? Lesson Objective: Relate manipulative representations to the addition algorithm. Talk with a neighbor: Why is it important to relate manipulatives to the algorithm? (Physically representing numbers with place value disks strengthens students’ place value understanding and helps them systematically model the standard addition algorithm, including the composition of a ten or a hundred. As they move the manipulatives, students use place value language to express the action as they physically make a ten with 10 ones and exchange them for 1 ten. They record each change in the written method, step by step. This all helps students develop conceptual understanding for how and why the algorithm works.)

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 6 minutes MATERIALS NEEDED: Personal white boards 18 ones, 18 tens, 9 hundreds disks per pair Lessons 8-9 Lesson Objective: Relate manipulative representations to the addition algorithm. Model Model For Problem 1(c), how did your work with the numbers match the written addition? How did you show new groups below? Why are the problems written horizontally? (Writing problems vertically signals the use of the algorithm. Writing them horizontally triggers the search for number relationships that lend themselves to other strategies.) Let’s solve these problems by modeling them with place value disks. As we make a change to our model, we record it on the algorithm. Now, use place value language to explain to a neighbor how your work with the numbers matches the written addition. Lessons 8-9, Student Debrief

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**Why is it important to move from concrete to pictorial?**

Grade 2 – Module 5 Module Focus Session November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X Why is it important to move from concrete to pictorial? place value disks chip model Lesson Objective: Use math drawings to represent additions with up to two compositions and relate drawings the the addition algorithm. The use of concrete objects allows students to manipulate numbers in ways that deepen their understanding. Pictorial representations are a move towards abstract thinking, and they are more practical than concrete models because they can be done most anywhere and can represent very large numbers.

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 7 minutes MATERIALS NEEDED: Personal white boards Practice Sheet Lessons 10-11 Lesson Objective: Use math drawings to represent additions with up to two compositions and relate drawings to the addition algorithm. Draw a chip model to solve What important math vocabulary have we used recently to talk about making a new unit? (Compose, bundle, rename, change) Now, instead of actual disks, we will draw a chip model of the addition. We will record each step of the process on the algorithm. As we do so, use place value language to explain each step to a partner. Apply what you learned in Lessons 10 and 11 to complete the Lesson 11 problem on the Practice Sheet. Lessons 10-11, Student Debrief

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**The value of flexible thinking.**

Grade 2 – Module 5 Module Focus Session November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 30 seconds MATERIALS NEEDED: X The value of flexible thinking. Lesson Objective: Choose and explain solution strategies and record with a written addition method. Encourage students to explore multiple ways of solving problems, and to critique strategies for efficiency.

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 6 minutes MATERIALS NEEDED: Personal white boards 18 ones, 18 tens, 9 hundreds disks Practice Sheet Lesson 12 Lesson Objective: Choose and explain solution strategies and record with a written addition method. Share with your partner: Which strategy was most efficient for Tracy to use? Why? Do you agree or disagree with your partner? Talk with a neighbor: What are some strategies you could use to solve this problem? Try to solve the problem 2 different ways. Which was easiest? Allow 2 minutes for sharing and solving, and another minute to share a few strategies with the whole group. Apply what you learned in Lesson 12 to complete the Lesson 12 problem on the Practice Sheet. Lesson 12, Student Debrief

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 6 minutes MATERIALS NEEDED: X Topic C Strategies for Decomposing Tens and Hundreds Within 1,000 Do we have enough ones to subtract? Do we have enough tens to subtract? In Topic C, students ask the questions, Do I have enough ones to subtract? and Do I have enough tens to subtract? as now the focus shifts to decomposition and subtraction. Allow 4 minutes to read and 2 minutes to discuss and ask questions.

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**What is the purpose of the magnifying glass?**

Grade 2 – Module 5 Module Focus Session November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X What is the purpose of the magnifying glass? Lesson Objective: Relate manipulative representations to the subtraction algorithm, and use addition to explain why the subtraction method works. The magnifying glass is a visual cue serving several purposes: It reminds students to set the problem up for subtraction. It reminds them that the minuend is the whole from which they are taking a part. It short-circuits the habit of seeing numbers as columns of isolated, unrelated digits. It prevents the common error of switching the top and bottom digits when the digit on top is too small.

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 6 minutes MATERIALS NEEDED: Personal white boards 19 ones, 19 tens, 10 hundreds Lesson 13 Lesson Objective: Relate manipulative representations to the subtraction algorithm, and use addition to explain why the subtraction method works. How can you use addition to explain why the subtraction works? Use part-whole language to explain your thinking. Students return to place value disks to model decompositions while simultaneously recording these changes in the algorithm. We will record each step of the process on the algorithm. As we do so, use place value language to explain each step to a partner. Lesson 13, Student Debrief

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**How can we use addition to explain why a subtraction method works?**

Grade 2 – Module 5 Module Focus Session November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 2 minutes MATERIALS NEEDED: X How can we use addition to explain why a subtraction method works? Lesson Objective: Use math drawings to represent subtraction with up to two decompositions, relate drawings to the algorithm, and use addition to explain why the subtraction method works. Students demonstrate an understanding of the relationship between addition and subtraction as they use number bonds, related facts, and part-whole thinking to explain why the subtraction method works. Talk with a neighbor: How does a number bond represent addition and subtraction?

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: Personal white boards Practice Sheet Lessons 14-15 Lesson Objective: Use math drawings to represent subtraction with up to two decompositions, relate drawings to the algorithm, and use addition to explain why the subtraction method works. 584 – 147 How can you prove that this statement is true: If 584 – 147 = 437, then = 584. Draw a model of the subtraction and solve, recording changes in the algorithm. Then draw a model of the corresponding addition. Can you use the drawing to show the whole as well as the parts? Apply what you learned in Lessons to complete the Lessons problem on the Practice Sheet. Lessons 14-15, Student Debrief

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**What is the most efficient way to subtract from a multiple of 100?**

Grade 2 – Module 5 Module Focus Session November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 1 minute MATERIALS NEEDED: X What is the most efficient way to subtract from a multiple of 100? Lesson Objective: Subtract from multiples of 100 and from numbers with zero in the tens place. Return to concrete models when you anticipate a concept that students will struggle with. Some students will be able to grasp the concept of renaming 1 hundred as 9 tens 10 ones, using just their chip models, while others may need the physical proof of what is happening as they rename. These latter students may also need the intermediate step of renaming 1 hundred as 10 tens before renaming a ten as 10 ones.

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 7 minutes MATERIALS NEEDED: Personal white boards Practice Sheet Lessons 16-17 Lesson Objective: Subtract from multiples of 100 and from numbers with zero in the tens place. 800 – 463 Think like a detective: When you are subtracting three-digit numbers, when do you choose to unbundle a hundred? When do you choose to solve mentally? What clues in the numbers help you to choose a solution strategy? Talk with a neighbor: What do you notice about these numbers? Solve using a favorite strategy and share that strategy. Now let’s solve it using a chip model. First we’ll solve it with 2-step renaming of a hundred, then we’ll solve by renaming in one step. Apply what you learned in Lessons to complete the Lessons problem on the Practice Sheet. Lessons 16-17, Student Debrief

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**Is there one right strategy?**

Grade 2 – Module 5 Module Focus Session November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 2 minutes MATERIALS NEEDED: X Is there one right strategy? Lesson Objective: Apply and explain alternate methods for subtracting from multiples of 100 and from numbers with zero in the tens place. By this point, students have multiple means of solving problems at their disposal. It’s a good math habit for them to think about the numbers and how they relate to each other before deciding on a strategy. Sometimes students are given free choice in how they solve a problem. In this lesson, they are asked to solve problems using a given strategy. Explanation is a key component of this lesson and in general. Whatever method students use, they should be able to explain it.

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 7 minutes MATERIALS NEEDED: Personal white boards Practice Sheet Lesson 18 Lesson Objective: Apply and explain alternate methods for subtracting from multiples of 100 and from numbers with zero in the tens place. Use compensation to solve Add to solve 400 – 278 Solve 605 – 498 using the algorithm and a chip model Choose your favorite strategy to solve 500 – 195 Choose one of these strategies to explain to a partner. Allow 4 minutes for participants to complete these problems and explain one of the methods to a partner. Apply what you learned in Lesson 18 to complete the Lesson 18 problem on the Practice Sheet. Lesson 18, Student Debrief

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 3 minutes MATERIALS NEEDED: X Topic D Student Explanations for Choice of Solution Methods In this final topic, students choose which strategy is most efficient for given problems. Students defend their choices using place value language and their understanding of the properties of operations. Take 2 minutes to read Topic D and 1 minute to discuss.

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**Which solution strategies are fastest and easiest for you?**

Grade 2 – Module 5 Module Focus Session November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 30 seconds MATERIALS NEEDED: X Which solution strategies are fastest and easiest for you? Lesson Objective: Choose and explain solution strategies and record with a written addition or subtraction method. In Lessons 19 and 20, students apply their learning to answer the question: Which strategy is best for this problem? They analyze chosen methods and decide which is the most efficient for the given problem type.

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 8 minutes MATERIALS NEEDED: Personal white boards Practice Sheet Lessons 19-20 Lesson Objective: Choose and explain solution strategies and record with a written addition or subtraction method. Look at Problem 1(c). Compare your strategy to your partner’s. Which one was more efficient? Defend your reasoning. For this last lesson, complete the Lessons problem on the Practice Sheet. Find someone who solved in a different way than yours, and discuss which strategy is more efficient. Lessons 19-20, Student Debrief

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**Lesson Preparation and Demonstration**

Grade 2 – Module 5 Module Focus Session November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 60 minutes MATERIALS NEEDED: Lesson excerpts for lessons 1, 2, 3, 4, 5, 6, 7, 8-9, 10-11, 12, 13, 14-15, 16-17, 18, 19-20 Chart paper Sharpie Colored Poster Markers Lesson Preparation and Demonstration At your table, prepare to demonstrate the main section of the Concept Development. Think about: What is the most important understanding I need my students to take from this lesson? What is the key learning component in the lesson that supports students learning this concept. Tables will have approximately 15 minutes to review a particular lesson’s concept development, and then prepare to demonstrate the key components through presenting the lesson to the group. Topic A: Lessons 1, 2, 3, 4, 5, 6, 7 Topic B: Lessons 8-9, 10-11, 12 Topic C: Lessons 13, 14-15, 16-17, 18 Topic D: Lessons 19-20 Allow 15 minutes for preparation, and approximately 3 minutes per group presentation.

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 20 minutes MATERIALS NEEDED: Fluency scripts from selected lessons Fluency Fluency is fun and engaging! It can be used to: maintain previously learned content. prepare for the upcoming lesson. anticipate content knowledge students will need in the future. Fluency is a crucial component of the Concept Development. It presents the opportunity to maintain, prepare, or anticipate content, plus it’s fun and engaging! Let’s examine the fluency component to see how it supports the work of Module 5. Each table will then have the opportunity to practice and demonstrate a fluency activity for the group.

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 20 minutes MATERIALS NEEDED: OA Progression p. 9 (Table 2) Application Problems 2.OA.1: Use addition and subtraction within 100 to solve one- and two-step word problems. Throughout Module 5, students maintain addition and subtraction fluency within 100 as they use these skills during their daily application work to solve one- and two-step word problems of all types (2.NBT.5, 2.OA.1). We will examine these problem types, with a focus on tape diagrams. Lesson 10, Application Problem

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 0 minutes MATERIALS NEEDED: X Agenda Introduction to the Module Concept Development Module Review Now that you’ve had the chance to see and practice the concepts, skills, and models of Module 5, let’s take a moment to reflect back on the module overall.

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 5 minutes MATERIALS NEEDED: X Biggest Takeaway Turn and Talk: What insights do you have about the trajectory of learning, both leading up to and throughout Module 5? What can you share with others about the importance of place value language, flexible thinking, the use of structure, and strategies such as make a ten? What is the value of a conceptual vs. procedural approach to learning the addition and subtraction algorithms? Take two minutes to turn and talk with others at your table. During this session, what information was particularly helpful and/or insightful? What new questions do you have? Allow 5 minutes for participants to turn and talk.

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**Grade 2 – Module 5 Module Focus Session**

November, 2013 Network Team Institute TIME ALLOTTED FOR THIS SLIDE: 8 minutes MATERIALS NEEDED: X Key Points Module 5 focuses on conceptual understanding of place value as the foundation for learning the addition and subtraction algorithms. Students learn and are encouraged to use strategies such as compensation, arrow notation, and chip models. The Student Debrief is an essential element in probing, deepening, and assessing student understanding. All components of each lesson are valuable and contribute to the overall rigor. Take 3 minutes to review key points, then close the session with an opportunity for participants to ask any further questions.

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