A Story of Units

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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 yesterday’s module 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

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AGENDA

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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

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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.

• Investing in building the routine.

• Including fewer types of exercises.

• Starting with simpler content.

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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?

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AGENDA

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Required Fluencies

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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

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Three general categories of fluency work support student learning in A Story of Units:

• Counting Exercises• Choral and White Board Exchanges • Sprints



Key Foundational Skills in A Story of Units Module 1

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• 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)



Module 1 Fluency Exercises

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• What are the foundational skills of this module? How do you see these skills reflected in the fluency exercises?

• What do you notice about the sequence of exercises? How is the complexity increasing?

• How would you categorize the fluency exercises by goals? (maintenance, preparation, anticipation)

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



AGENDA

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Grade K-2

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Objective: Sums and Differences to 20

Students will fluently add and subtract within 20.



Modeling and Practice: Fluency

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Math Fingers Flash (Kinder)

Making Ten (Grades 1/2)

Add Ten and Some Ones (Grades 1/2)



Modeling and Practice: Fluency

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Say Ten Way (Grades 1/2)

Two More (Grades 1/2)

Take 1, 2 Out (Grades 1/2)



AGENDA

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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

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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

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Implementation

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• 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 that you serve.

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



AGENDA

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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?

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Key Points

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• Fluency exercises provide essential practice so that students will be more successful in each lesson, as well as an energetic start to every day.

• 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.

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A Story of Units

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