Participant Handout

FR OM GREA T MIND S®

Addressing Unfinished Learning: Eureka Math Equip™ Grades 1–5 Participant Handout

160.01.01P

Addressing Unfinished Learning: Eureka Math Equip™,1–5 Participant Handout

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Copyright ©2020 Great Minds PBC greatminds.org 2020


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Equip Pre-Module Assessment, Grade 3 Module 2 1. What time does the clock show?

a.

b.

2. Place the numbers on the number line.

a. 435

b.171

3. Enter a number in each box to skip-count by 3s. 3, , , , , , , , ,



6. Identify all that are equivalent to 468.

a. 46 hundreds 8 ones b. 468 ones c. 46 tens 8 ones d. 4 hundreds 8 tens 6 ones e. 6 tens 8 ones 4 hundreds f. 4 hundreds 68 ones

7. Write the number in standard form.

a. 1 hundred 3 tens =

b. 3 hundreds 5 ones =

c. 9 tens 7 ones =

d. 17 tens 5 ones =

8. Add.


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463 + 232 =

584 + 236 =

9. Subtract.

649 —237 =

523 — – 417 =


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Grade 3 Module 2 Observation F

Student Name:

Observation F

Foundational Knowledge: Given a whole number within hundreds, identify equivalent unit form representations, including those that use more than 9 of a given unit (e.g., 19 tens and 2 ones).

Materials: (S) Personal white board, Template 3 (if needed)

Note: Give directions for each step individually.

T: (Write “427” on the student white board. Place the white board in front of the student.) Identify which numbers are equivalent to 427.

T: (Write “4 hundreds 27 ones” on the student white board. Place the white board in front of the student.) Is 427 equivalent to 4 hundreds 27 ones?

T: Is 42 hundreds 7 ones equivalent to 427?

T: Is 42 tens 7 ones equivalent to 427?

T: Is 2 tens 7 ones 4 hundreds equivalent to427?

T: Is 4 hundreds 7 tens 2 ones equivalent to427?

If the student struggles, provide the student with Template 3 and repeat above questioning.

What did the student do? What did the student say?


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Teacher Guide for G3 M2

Bridging Gaps in Foundational Knowledge

Fill gaps in essential foundational knowledge (as identified by the diagnostic) using the supporting lessons and fluencies provided in the table below. When multiple supporting lessons are needed, they should be taught in the order they appear in the table. Refer to guidance below to customize your plan to address gaps for the entire class or for individuals or small groups of students.

Essential Foundational Knowledge

Pre-Module Assessment

Item

Observational Assessment Item

Supporting Content When Is This

Knowledge Needed?

A. Tell time to the nearest 5 minutes.

1 Observation A Supporting Lesson A (adapted G2 M8 L14)

Tell Time on the Clock

Grade 3 Module 2 Lesson 2: Concept Development

B. Place numbers on a number line based on the value of the number.

2 Observation B Supporting Lesson B (adapted G2 M7 L21)

Numbers on a Number Line

Halfway on the Number Line


C. Skip count by 3s. 3 Observation C Group Counting Grade 3 Module 2 Lesson 8: Concept Development

D. Skip count by 4s. 4 Observation D Group Counting Grade 3 Module 2 Lesson 8: Concept Development

E. Skip count by 6s. 5 Observation E Group Counting Grade 3 Module 2 Lesson 8: Concept Development

F. Given a whole number within hundreds, identify equivalent unit form representations, including those that use more than 9 of a given unit (e.g., 19 tens and 2 ones).

6 Observation F Supporting Lesson F/G (adapted G2 M3 L7)

Rename the Units

Rekenrek Counting: Numbers in Unit Form Between 11 and 100



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Essential Foundational Knowledge

Pre-Module Assessment

Item

Observational Assessment Item

Supporting Content When Is This

Knowledge Needed?

G. Given a number expressed in unit form, write the number in standard form (whole numbers less than 1,000).

7 Observation G Supporting Lesson F/G (adapted G2 M3 L7)

Rename the Tens

Happy Counting the Say Ten Way


H. Add three-digit addends in problems that require composing up to two times.

8 Observation H Supporting Lesson H (adapted G2 M5 L8)

Add Common Units

Find the Sum


I. Subtract three-digit minuends in problems that require one decomposition

9 Observation I Supporting Lesson I (adapted G2 M5 L13)

Subtract Common Units

Subtraction with Renaming


Use the consolidation options below, as needed, to make space for the supporting lessons in your instructional calendar. If more than one lesson is to be taught in sequence, teach the lessons in the order presented in the table.

Lesson Consolidation Options

Add one Supporting Lesson Omit Lesson 1. Prior to Lesson 2, use a stopwatch to time different activities such as lining up or moving to the meeting area of the classroom. Discuss the continuity of time.

Add a second Supporting Lesson Mid-Module Assessment—1 day for administration.

Add a third Supporting Lesson Consolidate Lessons 15 and 16. Within the lesson that results, include some problems that require regrouping once to add and some problems that require regrouping twice.

Add a fourth Supporting Lesson Omit Lesson 20. While it engages students in a study of estimation and provides practice with reasoning about the relationships between quantities, the lesson does not present new skills.

Add a fifth Supporting Lesson End of Module Assessment—1 day for administration.


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Adjustments to Existing Fluencies

Follow the guidance below to incorporate the recommended fluencies 1 to 2 times per week, working them into the supporting lessons and throughout Topic A.

Grade 3 Module 2 . Lesson 2 Group Counting supports students developing the skill of skip-counting. If

students struggle, use a Rekenrek as a visual scaffold and add counting by units of 5. Tell Time on the Clock reviews the Grade 2 standard of telling and writing time to the nearest 5 minutes. It prepares students to use the number line and clock to tell time to the nearest 5 minutes. If students show the need for continued practice with foundational knowledge, replace Minute Counting with one of the indicated Supporting Fluencies.

Lesson 3 Tell Time on the Clock reviews the Grade 2 standard of telling and writing time to the nearest 5 minutes. It prepares students to use the number line and clock to tell time to the nearest 5 minutes. Decompose 60 Minutes uses a number bond helps students relate part–whole thinking to telling time. Minute Counting prepares students for telling time to the nearest minute and builds skills for using mental math to add and subtract minute intervals. If students show the need for continued practice with foundational knowledge, replace Group Counting with one of the indicated Supporting Fluencies.

Lesson 4 Group Counting supports students developing the skill of skip-counting. If students struggle, use a Rekenrek as a visual scaffold and add counting by units of 5. Tell Time on the Clock reviews the Grade 2 standard of telling and writing time to the nearest 5 minutes. It prepares students to use the number line and clock to tell time to the nearest 5 minutes. If students show the need for continued practice with foundational knowledge, replace Minute Counting with one of the indicated Supporting Fluencies.

Lesson 5 Group Counting supports students developing the skill of skip-counting. If students struggle, use a Rekenrek as a visual scaffold and add counting by units of 5. Tell Time on the Clock reviews the Grade 2 standard of telling and writing time to the nearest 5 minutes. It prepares students to use the number line and clock to tell time to the nearest 5 minutes. If students show the need for continued practice with foundational knowledge, replace Minute Counting with one of the indicated Supporting Fluencies.

For the remainder of this module, consider the use of concrete objects, pictorial representations, and supporting multiplication facts with repeated addition as needed. If you need to continue embedding supporting fluencies, use the Preparation and Customization of a Lesson process to make intentional instructional decisions that allow additional time to be spent on fluency.

Addressing a Gap for a Subset of Students

Teach supporting lessons individually or in small groups using an extended time block or intervention time. Students receiving the supporting lessons should continue to participate in the normal module instruction that the entire class receives in parallel with their supporting small-group or individual work. After completing the supporting lessons, continue to use the extended block time to engage in supporting fluencies until fluency is demonstrated.


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Notes and Reflections

Eureka Math Equip Pre-Module and Observational Assessments

Assessment Data


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The Preparation and Customization Process

Information on the Preparation and Customization Process can be found in the Teacher Edition in the Module Overview of Module 1 in every grade level.

Webinar: Preparation and Customization: Making Intentional Decisions to Meet Students’ Needs

https://eurekamath.greatminds.org/preparation-customization-webinars

Final Reflection and Next Steps

What are your next steps to successfully implement Eureka Math™ Equip with your students?

Instructional Recommendations


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Appendix A

Distribution of Learning: Sprinkling versus Clumping

Rather than clumping remedial instruction to address a significant learning gap, a practice that usually disrupts the coherence of the math story, we recommend sprinkling carefully sequenced instruction across a larger body of lessons. Sprinkling, or distributed learning, immediately contextualizes the work in the curriculum’s thoughtfully sequenced objectives. Inevitably, sprinkling slows pacing somewhat, but it maintains the forward movement of the mathematical story. We can compare the situation to the familiar classroom experience of a teacher reading a chapter in a book aloud to students. Consider the scenario in which a student is absent. On the student’s return, the teacher might question her to find the last point in the plot she remembers and then fill in some additional details the student missed while still moving forward with the story. Contrast this with rereading the entire missed section to the student.

In the images below, the lower strip is a proportional representation of a grade level’s modules showing no customizing or pace changes, and the upper strip is a representation of a grade level’s modules showing either sprinkling or clumping of remedial instruction. Take a moment to analyze the two images below and how each strategy affects pacing.

As you can see, clumping means squishing the balance of the modules into a shorter time frame. Sprinkling, in contrast, may lengthen some modules because we remediate daily, but the remedial work is much more likely to integrate fluidly into the current instructional goals.

One example of distributed learning appears below. Let’s assume that the teacher has reviewed the curriculum map and anticipates that her students lack background knowledge and skill related to fractions, a requirement for working at grade level in Modules 3 and 4. Take a moment to consider the following questions: How has the remedial instruction been sprinkled in? What effect might the sprinkling have on pacing throughout the year?


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Another example of distributed learning appears below. In this example, the anticipated learning gap is prerequisite knowledge for the content in the first or second module. How might the need to address a learning gap immediately affect the pacing of the module?

Both plans above rest on the idea that it is preferable to distribute, or sprinkle, rather than clump remedial work. Ideally, the school schedule is structured with time set aside for Response to Intervention (RTI), or teachers temporarily place students in a math support class that focuses on remediation of targeted skills. If this is not your situation, we encourage you to think flexibly as you plan a module to honor the rigor of your grade-level content while meeting the needs of all students. Remediation minutes often have the dual objective of shoring up learning gaps while supporting current instruction.

In either case, we recommend that these remedial experiences be distributed over time. It’s always easier to conduct a sustained review of a concept or skill that will benefit the whole class or period. And it is our experience that a simpler lesson structure is better for pacing and consistency. The following chart shows five different ways to use a class period’s instructional minutes.


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Minutes for Math Instruction

Remediation

Grade-Level Content (Look for ways to apply the remedial content in the grade-level content

to affirm the relevance of the remediation.)

Closure

45 10 minutes 30 minutes 5 minutes





90 every other day 30 minutes 55 minutes 5 minutes

The rationale for doing the work almost daily is to provide a rhythm to the sessions, which simplifies management issues and allows students to feel comfortable in a predictable structure so the focus can be on learning rather than on organization.


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CREDITS

Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this presentation.


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WORKS CITED

National Council of Teachers of Mathematics, National Council of Supervisors of Mathematics. 2020. “Moving Forward: Mathematics Learning in the Era of COVID-19.” National Council of Teachers of Mathematics. June. Accessed June 18, 2020. https://www.nctm.org/uploadedFiles/ Research_and_Advocacy/NCTM_NCSM_Moving_Forward.pdf.

http://www.nctm.org/uploadedFiles/

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