A Story of Units

© 2012 Common Core, Inc. All rights reserved. commoncore.org

NYS COMMON CORE MATHE MATICS CURRI CULUM A Story of Units

A Story of UnitsFluency in Practice


N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units

Session ObjectivesRevisit Module 1 in order to further examine the lesson component of Fluency in preparation to:

• Model, teach, and practice the instructional routines that will support implementation of A Story of Units

• Differentiate according to the needs of diverse learners and varied student populations in any given district, school, or classroom

2



AGENDA

3

Implementation of a Fluency ProgramOverview of Fluency Activities in A Story of UnitsModeling and Practice: FluencyDifferentiation in Fluency ActivitiesReflection on Preparation and Implementation



Implementation of a Fluency Routine

4

Fluency activities serve a variety of purposes:• Maintenance: Staying sharp on previously learned skills

• Preparation: Targeted practice for the current lesson

• Anticipation: Building skills to prepare students for the in-depth work of future lessons

In fluency work, all students are actively engaged with familiar content. This provides a daily opportunity for continuous improvement and individual success.



Implementation of a Fluency RoutineAs you begin to implement fluency routines in your classrooms, you can improve this experience by:

• Making deliberate choices.

• Starting with simpler content.

• Investing in building the routine.

• Including fewer types of exercises.

5



Implementation of a Fluency Routine• What concerns do you have about

implementing a fluency program as you introduce A Story of Units?

• What steps can we take to overcome these concerns our group has identified?

6



AGENDA

7




Required Fluencies

8

K K.OA.5 Add/subtract within 5

1 1.OA.6 Add/subtract within 10

2 2.OA.22.NBT.5

Add/subtract within 20 (know single-digit sums from memory)Add/subtract within 100

3 3.OA.73.NBT.2

Multiply/divide within 100 (know single-digit products from memory)Add/subtract within 1000

4 4.NBT.4 Add/subtract within 1,000,000

5 5.NBT.5 Multi-digit multiplication



Fluency Exercises in A Story of Units

9

General categories of fluency activities in Grade 3-5:

• Counting exercises • Choral response • Personal marker board activities • Sprints



Key Foundational Skills in Modules 1 (Grade 2 Module 2)

10

• K – Counting to 5, counting consecutively, and recognizing numerals

• 1 – Counting a set of objects or pictures and assigning a numeral, and counting on in a number sequence

• 2 – Adding and subtracting units such as tens and centimeters, and using rulers to count, add, and subtract

• 3 – Group counting (skip counting) to lay the foundation for understanding multiplication as repeated addition

• 4 – Multiplying and dividing by 10, and decomposing numbers into units

• 5 – Renaming decimals in various place value units (3.14 = 3 ones 14 hundredths = 31 tenths 4 hundredths = 314

hundredths)



AGENDA

11




Grade 4 Module 1 – Lesson 1

12

Objective: Interpret a multiplication equation as a comparison.

Explore multiplication by 10, 100 and 1000 in the context of “______times as large.”

Fluency Exercise: Place Value Materials: Personal Board or Place Value Chart



Module 1 Fluency Exercises

13

Take a moment to review the fluency exercises in the lessons in your Module 1.

• How do you see the foundational skills reflected in the fluency exercises?

• How is the complexity increasing?

• How might you categorize the fluency exercises by goals?

• How do specific fluency exercises bridge from the math content in previous lessons and prepare students for success in this lesson?



Module 1 Fluency Practice

14

Now that you have participated in a fluency exercise, and reviewed the exercises in your Module 1,

It is time to practice!



AGENDA

15

Implementation of a Fluency ProgramOverview of Fluency Activities in A Story of UnitsModeling and Practice: FluencyDifferentiation in Fluency PracticeReflection on Preparation and Implementation



Differentiation in Fluency Practice

How might you modify fluency exercises in order to meet the needs of a specific population, including:

• English language learners

• Students above grade level

• Students below grade level

• Students with learning disabilities

16



Differentiation in Fluency Practice

Some possibilities for adapting fluency exercises include:

• Modeling with visual tools

• Adapting the length and pace of exercise

• Using content from lower or higher grades

• Varying between independent, partner, small group, and whole class activities

17



Implementing Module 1

18

• Select one of the mathematical concepts addressed in Module 1 of your selected grade level.

• Consider the needs of one of the specific groups of students you serve.

• Design a fluency exercise to support student learning of the selected mathematical concept.



AGENDA

19




Reflection on Preparation and Implementation• Take a minute to reflect on what you have

learned about implementing a fluency program and differentiating fluency exercises in order to meet the needs of the diverse learners that you serve.

• How will you use what you have learned today?

20



Key Points

21

• Fluency exercises provide a confidence-building start to math time, as well as essential practice so that students will be more successful in each lesson.

• Carefully introducing students to fluency exercises at the beginning of the school year is an investment in their success throughout the year.

• Deliberate choices, including considering the key foundational fluencies for each module and the specific needs of your students, will go a long way towards your students’ learning.

Date post:	04-Feb-2016
Category:	Documents
Upload:	avital
View:	41 times
Download:	0 times

A Story of Units

Documents