1. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Module Focus Kindergarten- Module 2

2. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Session Objectives 2 Draw connections between the 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.

3. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Participant Poll 3 Classroom teacher School leader Principal District leader BOCES representative

4. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units AGENDA 4

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6. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Progression Study 6 Read the selected portion of the Progression. M2: Two-Dimensional and Three-Dimensional Shapes  K-6, Geometry Overview, pp. 2-5  K-6, Geometry Kindergarten, pp.6-7 M3: Comparison with Length, Weight, Liquid Volume, and Numbers to 10  K-5, Geometric Measurement Overview, pp. 2-5  K-5, Geometric Measurement Kindergarten, pp. 6-7

7. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Progression Study 7 Read the selected portion of the Progression. Highlight the information relevant to the content of this module. Consider the following:  What are the key concepts Kindergarten students should be learning in this module?  What foundational knowledge do teachers need to facilitate this learning?

8. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Progression Study 8 What are the key concepts Kindergarten students should be learning in this module? What foundational knowledge do teachers need to facilitate this learning?

9. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units AGENDA 9

10. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Review of Module Structure 10 Module OverviewTopic L1L1 L2L2 L3L3 L4L4 L5L5 L6L6 L7L7 L8L8

11. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Module Overview 11 Read the descriptive narrative. Use the Module Overview Handout to keep track of important information that will help educators understand the content and prepare to implement this module.

12. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Module Overview 12 Turn and talk with others at your table about your observations. How does this Module compare to your past experiences with this content? Compare your answers to the questions on the Module Overview Handout.

13. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Module 2 Overview 13 The flats and solids are not named the first time they are introduced (Lessons 1 & 6). How does that reflect students’ early understanding of shapes? Why is the diagram to the right important? How does this information help students analyze the shapes with more precision? What does it mean to compose new flat shapes and when will Kindergarteners begin to do that?

14. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Module 3 Overview 14 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? The title of this module uses the word comparison instead of measurement. Why is this an important distinction for Kindergarten? How does this module provide foundational work for later grades?

15. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Module Assessments 15

16. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Module Assessments 16 What are your first impressions seeing this video? How do the questions here assess students’ mathematical understanding? How does this assessment and rubric compare to your experiences with assessing student understanding?

17. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Module Assessments: Rubrics 17 Read the rubric for Module 2 Topic A. Where does this student fall on the progression toward mastery?

18. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Module Assessments: Reflection 18 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? Turn and talk with others at your table about your observations.

19. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lunch Break 19

20. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units AGENDA 20

21. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Flat Shape Sort 21 Create a chart like the one pictured to the right for your shape. Sort the bag of flat shapes into the 4 categories. Draw at least one more example in each category.

22. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Topic Openers 22 Read the descriptive narrative. Make note of important information that will help educators implement these lessons.

23. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Topic Openers 23 How does each topic contribute to the overall instructional goal of the module? How are the Topic Openers useful as a planning tool for this module?

24. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson Study 24 Fluency Practice Application Problems Concept Development Student Debrief

25. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 2 25 This lesson is the first to explore the attributes (including name) of a single shape, the triangle. What do you notice about the standards addressed in the Fluency Practice?

26. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 2 26 How does the Application Problem lead into the Concept Development? How is the Concept Development related to the diagram on the right?

27. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 2 27 Which questions would you use for the Student Debrief? Why? Turn and talk with your table.

28. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lessons 6, 7, and 9 28 Read the entire lesson and work on demonstrating and explaining the highlights of your lesson components. Think about: What is the key learning component in the lesson that supports students learning this concept?

29. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units M3 Topic Openers 29 1.Read the descriptive narrative. How does it fit with the Progressions Document? What is the most important information for implementing the lessons? 2.Find the assessment questions that correspond to this topic. How do these questions allow for students to demonstrate their skills and understanding of this module?

30. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Balanced, Rigorous Instruction 30

31. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Biggest Takeaways 31 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? What are the supports and resources your colleagues will need to implement this curriculum with fidelity? Turn and talk with a partner at your table about your biggest takeaways from this session.

32. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Key Points for Module 2 32 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. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Key Points for Module 3 33 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.

34. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units AGENDA 34

35. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Another Look 35 Given your role, consider the next steps you need to take to move forward with this work. Jot down a mini-action plan of 3-5 steps.

36. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Role Groups 36 Classroom teacher School leader Principal District leader BOCES representative

37. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Action Plans 37 Meet with a group of 4-6 people who have a similar role. Create a combined action plan.

38. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Gallery Walk 38 Take note of good ideas in other action plans. How can you collaborate with people in other roles to implement A Story of Units effectively?

39. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Biggest Takeaways / Next Steps 39 What is your biggest takeaway from the work we did in role groups? Turn and talk with a partner at your table.

40. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Key Points 40 These lessons are carefully designed and reflect the instructional shifts needed to implement the Common Core State Standards. Teaching these lessons requires thought and preparation. Preparing teachers to use these lessons also requires thought and preparation. Collaboration and communication are key!

41. CONFIDENTIAL – DO NOT CIRCULATE DRAFT-DO NOT CIRCULATE 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. http://www.engageny.org/resource/network- team-institute-materials-july-8-12-2013 Thank You!