A Story of Units in Practice- Fluency
Grades 3-5
Sequence of Sessions
Overarching Objectives of this May 2013 Network Team Institute

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Participants will understand the focus of each module presented, the instructional path, and the student outcomes; and be ready to teach
and/or prepare their colleagues to teach these modules.
Participants will examine the K–5 progressions documents and the sequence of standards foundational to developing an understanding of
Number and Operations in Base Ten, thereby enabling participants to enact cross-grade coherence of NBT development in the classroom
and to train their colleagues to do the same.
Participants will understand the purpose and implementation of Fluency, Worksheets, Student Debriefs, Exit Tickets, Application
Problems and Conceptual Development within A Story of Units. They will be prepared to use these components as tools through which to
meet the needs of diverse learners.
Participants will examine formal and informal assessment within the Modules and develop an understanding of how to use the data
generated to make instructional decisions.
High-Level Purpose of this Session


To look at Lesson 1 in order to model, teach, and practice the instructional routines that will support implementation of A Story of Units.
To participate in discussion and practice ways to differentiate according to the needs of diverse learners and varied student populations in any
given district, school, or classroom
Related Learning Experiences
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This session builds upon the session presented earlier that reviewed all of the components of the Module in anticipation of the deeper
study of specific components.
This Fluency Session will be followed by a session on using the Application Problems and Concept Development components as part of
daily instruction and to differentiate instruction to meet the needs of diverse student populations
There will then be a session on the Student Debrief and its use for differentiating instruction.
Key Points
•
•
•
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
Session Outcomes
What do we want participants to be able to do as a result of
this session?
 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 to accommodate all children.
How will we know that they are able to do this?


Participants will discuss and demonstrate the instructional
routine of fluency.
Participants will articulate how they will use fluency exercises
to differentiate instruction in the classroom
Session Overview 10:30-11:30
Section
Time
Session Introduction
10:3010:31
Implementation of a
Fluency Program
10:3110:44
Overview of Fluency
Activities
10:4410:49
Modeling and
Practice: Fluency
10:4911:00
Differentiation in
Fluency Activities
11:0011:22
Overview
 Frame session, referencing
workshop agenda.
 Introduce objectives and
sequence for this session.
 Discuss how to implement a
fluency routine and concerns
about implementation
 Discuss the math content
addressed in Module 1 fluency
routines
 Model and practice a variety of
fluency routines
 Discuss how to use fluency
routines to differentiate
instruction
Prepared Resources
Facilitator Preparation
• Session PowerPoint
• Review session notes and
PowerPoint presentation
• Module 1 for each grade level K, • Review appropriate module
1,2,3,4,and 5
 Lesson 1 Grade 4 Module 1
 Review Lesson 1
 Lesson 1 Grade 4 Module 1
 Review Lesson 1
 Lesson 1 Grade 4 Module 1
 Review Lesson 1
Reflection on
Preparation and
Implementation
11:2211:29
 Reflect on what has been learned
Session Roadmap
Section: Introduction
Time: 10:30-10:31
[1 minutes] In this section, you will…
Materials used include:
•
•
Review the agenda to frame the session for participants.
Introduce objectives and sequence the session to identify the
focus of the session.
•
•
•
•
Session PowerPoint
Video (Facilitator’s Option)
A Story of Units: A Curriculum Overview for Grades P-5
How to Implement A Story of Units
Time
Slide #/ Pic of Slide
Script/ Activity directions
GROUP
30 secs.
Slide 1
NOTE THAT THIS SESSION IS DESIGNED TO BE 60 MINUTES IN LENGTH
Grade
band-K2,or 3-5
Turnkey Materials Provided in Addition to PowerPoint:
• Video Clip: (when applicable)
Additional Suggested Resources to have available:
• A Story of Units: A Curriculum Overview for Grades P-5
• How to Implement A Story of Units
This session, Fluency in Practice, is the first in a three-part series in which we
look at Lesson 1 in order to model, teach, and practice the instructional
routines that will support implementation of A Story of Units. These sessions
also include discussion and practice on ways to differentiate according to the
needs of diverse learners and varied student populations in any given district,
school, or classroom.
30 secs.
Slide 2
Our objectives for this session are to revisit the modules we explored
yesterday in preparation to :
• Model, teach, and practice and 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
In this session, we will specifically be returning to the lesson component of
Fluency. We will examine the fluency exercises in Lesson 1 Grade 3-5 Module
1, as well as the fluency exercises.
We will look at some examples as a group, and you will also have the
opportunity to engage with lessons from the grade level of your choice.
NOTE TO FACILITATOR: During yesterday’s session, participants made notes of
any concerns they had as they prepare to implement this module. In this
session, time will be set aside to discuss the concerns of the group and to
consider ways to overcome any anticipated obstacles.
Encourage participants to add to list from yesterday. Sticky notes are
provided in the table baskets and parking lots are designated on the wall for
this purpose.
Section: Implementation of a Fluency Program
Time: 10:31-10:40
[9 minutes] In this section, you will…
Materials used include:



Discuss best practices and concerns for implementing fluency exercises
to enable effective implementation.
Reflect and plan on how to implement fluency exercises to prepare for
instruction.
Discuss how you will implement the exercises to promote skill
development.


Power Point
Pre selected Fluency Exercise
Time
Slide #/ Pic of Slide
Script/ Activity directions
GROUP
30 secs.
Slide 3
We’ll begin with a discussion of best practices and concerns associated
with the implementation of a fluency program.
Grade
band-K2,or 3-5
Then we’ll briefly review the variety of fluency exercises embedded in A
Story of Units before spending some time modeling and practicing
several of these.
After you’ve had an opportunity to practice some fluency routines on
your own, we’ll explore ways to differentiate fluency activities to address
the specific needs of the students you serve.
Finally, we’ll reserve a few minutes for reflection and planning as you
prepare to begin a fluency program in support of A Story of Units.
Let’s start our discussion with a quick review of what we learned about
fluency yesterday.
30 secs.
Slide 4
Recall from yesterday’s lesson study that FLUENCY EXERCISES serve a
variety of purposes.
In general, there are three main categories of fluency work:
• Maintenance: Staying sharp on previously learned skills
• Preparation: Targeted practice for the current lesson
• Anticipation: Building foundational skills to prepare students for
the in-depth work of future lessons
It is important to note that fluency work is always an extension of
familiar content. Students should already have achieved genuine
understanding, and now It provides a daily opportunity for continuous
improvement and individual success toward acquiring speed and
accuracy.
3 mins.
Slide 5
A word about choices:
The fluency exercises in each lesson were a deliberate choice. These
exercises serve one or more of the three main purposes: maintenance,
preparation, and anticipation.
As you and your students acclimate to this new curriculum, you will need
to make your own deliberate choices. What are your students’ needs?
What is their comfort level with activities like choral counting, using
personal marker boards, and working through timed drills?
This is our time to think about how you can make the best choices to
build routines efficiently and maximize your time for supporting fluency
development.
We recommend selecting one or two types of routines to begin with.
Teachers will master delivering these exercises while students become
experts at participating in them.
In addition, starting with simpler math allows your students to focus
their energies on learning the routine. As your students get the routine,
the math content can become more complex.
Fluency exercises should be as quick and smooth as possible.
Before we move on to the next slide and talk about implementation
concerns, put a star in your notes next to one of these suggestions that
you’d like to talk more about later.
5 mins.
Slide 6
NOTE TO FACILITATOR: Now is the time to address concerns, including
those from yesterday’s session. Efficiently get some main concerns on
the table, so you can make sure to address them during this session.
Allow 2 minutes for participants to turn and talk to discuss concerns and
possible solutions.
Take notes as participants share their concerns, and facilitate a
discussion if time permits. Allow participants to respond to each other, in
order to tap into the expertise of teachers who have already begun to
implement A Story of Units.
Section: Overview of Fluency Activities in A Study of Units Time: 10:40-10:47
[7 minutes] In this section, you will…
•
•
Materials used include:
Review the math content in Module 1 that the fluency exercises
address to ensure prior understanding of content.
Discuss the math content and fluency practice to determine the
alignment.
Time
Slide #/ Pic of Slide
•
•
Session PowerPoint
Module 1
Script/ Activity directions
GROUP
30 secs.
Slide 7
Now we will review the math content addressed by the fluency exercises
in Grades 3-5 Module 1.
1 min.
Slide 8
Fluency is not just a significant component in A Story of Units, but it is
embedded in the Standards. To illustrate this, here is an inventory of all
the K-5 Standards that call for fluency:
K
K.OA.5
Add/subtract within 5
1
1.OA.6
Add/subtract within 10
2
2.OA.2
from memory)
2.NBT.5
Add/subtract within 20 (know single-digit sums
Add/subtract within 100
3
3.OA.7
Multiply/divide within 100 (know single-digit
products from memory)
4
3.NBT.2
Add/subtract within 1000
4.NBT.4
Add/subtract within 1,000,000
5
5.NBT.5
Multi-digit multiplication
It is important to make the distinction between Grade Level Fluencies as
required by the Common Core Standards, and fluency exercises, which
may address any content. Fluency exercises can go a long way toward
maintaining skills.
3 mins.
Slide 9
If you attended the NTI in November, you will recall that we discussed at length
the three general categories which include most of the fluency work in A Story
of Units: counting exercises, choral and white board exchanges, and sprints.
Counting Exercises:
• Appropriate for all grade levels, K-5
Grade
band-K2,or 3-5
• Counting forward and backwards supports addition and subtraction
• Skip-counting supports multiplication
Choral and White Board Exchanges
• Can be used as a quick form of assessment.
• Allow for rapid completion of multiple practice problems.
• Create intensity in student practice.
• Give students immediate feedback.
Sprints:
•
•
•
•
2 min.
Slide 10
NYS COMMON CORE MATHEMATICS CURRICULUM
These are the key foundational fluencies in each Module 1. Fluency with
these skills is essential to achieving success as the school year begins.
A Story of Units
Key Founda onal Skills in Modules 1 (Grade 2 Module 2)
•
K – Coun ng to 5, coun ng consecu vely, and recognizing numerals
•
1 – Coun ng a set of objects or pictures and assigning a numeral,
and coun ng on in a number sequence
•
2 – Adding and subtrac ng units such as tens and cen meters,
and using rulers to count, add, and subtract
•
3 – Group coun ng (skip coun ng) to lay the founda on for
understanding mul plica on as repeated addi on
•
4 – Mul plying 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)
These skills should guide your choices as to where and how to begin
implementing fluency exercises.
• 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
10
© 2012 Common Core, Inc. All rights reserved. commoncore.org
Sprints allow for rapid completion of multiple practice problems.
Sprints create intensity in student practice.
Sprints give students quick feedback.
Sprints motivate students with a near-term goal for improvement.
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 = 31 tenths 4 hundredths = 314 hundredths
Turn and talk with others at your table. Share your thoughts about how
these key fluencies progress from K-5, and how you currently address
your priority fluency in your class/school/district.
NOTE TO FACILITATOR: Allow 3 minutes for participants to turn and talk.
Then facilitate a quick share out in the remaining minutes.
Section: Modeling and Practice: Fluency
Time: 10:47-11:00
[12 minutes] In this section, you will…
•
•
Review types of fluency exercises and how they support student
learning to strengthen content knowledge.
Practice a variety of fluency exercises to improve teacher skills.
Materials used include:
•
•
•
Grade 4 Module 1 Lesson 1
Pre selected fluency exercises from Module
Session PowerPoint
Time
Slide #/ Pic of Slide
Script/ Activity directions
GROUP
1 min.
Slide 11
Now we will review some of the types of fluency exercises in A
Story of Units – choral skip counting, personal marker board
activities, and sprints, by completing some of the fluency
exercises in Lesson 1, Grade 3–5 Module 1. After we
complete these as a group, you’ll have an opportunity to
consider fluency activities in Lesson 1 of other grade levels if
you choose to do so.
Grade
band-K2,or 3-5
5 min.
Slide 12
NYS COMMON CORE MATHEMATICS CURRICULUM
As you see, in Grade 4 Module 1 Lesson 1, the objective is
interpret a multiplication equation as a comparison.
A Story of Units
In this lesson, students explore multiplication by 10, 100, and
1000 in the context of “____ times as large.”
Grade 4 Module 1 – Lesson 1
Objec ve: Interpret a mul plica on equa on as a
comparison.
Lead participants through this fluency exercise in Grade 4
Module 1 Lesson 1. Be sure to model how you might introduce
this fluency routine to a group of students for whom this
practice is unfamiliar.
Explore mul plica on by 10, 100 and 1000 in the
context of “______ mes as large.”
Fluency Exercise: Place Value
Materials: Personal Board or Place Value Chart
12
© 2012 Common Core, Inc. All rights reserved. commoncore.org
Take a moment and reflect on how the Fluency Exercise
reinforces student learning and how to explain to your
colleagues the rationale for doing this component.
2 min.
Slide 13
NYS COMMON CORE MATHEMATICS CURRICULUM
Yesterday, after completing a Lesson Study with your grade
level groups, you had an opportunity to look at several other
lessons in your grade level’s Module 1. Now take a moment to
examine the fluency exercises in these lessons more closely,
and consider these questions as you are able to spend more
time in study and preparation for implementing A Story of
Units.
A Story of Units
Module 1 Fluency Exercises
Take a moment to review the fluency exercises in the
lessons in your Module 1.
•
How do you see the founda onal 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?
13
© 2012 Common Core, Inc. All rights reserved. commoncore.org
4 min.
Slide 14
NYS COMMON CORE MATHEMATICS CURRICULUM
Instruct participants to team up with a partner and practice
leading each other through a fluency exercise. They may
choose to practice the exercise they just experienced, or they
may select a different exercise from their grade level Module 1.
A Story of Units
Module 1 Fluency Prac ce
Now that you have par cipated in a fluency exercise,
and reviewed the exercises in your Module 1,
It is me to prac ce!
14
© 2012 Common Core, Inc. All rights reserved. commoncore.org
Section: Differentiation in Fluency Practice
Time: 11:00-11:22
[23 minutes] In this section, you will…
Materials used include:
•
Discuss how fluency exercises can be modified and used to
differentiate instruction for diverse learners
•
•
Session PowerPoint
Module
•
Fluency exercise used in previous section
Time
Slide #/ Pic of Slide
Script/ Activity directions
GROUP
1 min.
Slide 15
Now we will discuss the ways fluency exercises can be implemented in order to
address the needs of a particular learners.
Grade
band-K2,or 3-5
3 mins.
Slide 16
Allow for a brief open discussion, with participants sharing ideas for how they
might adapt content to meet the specific needs of their students.
3 mins.
Slide 17
These are some ways you can choose to modify fluency exercises in order to best
support your students.
It may also be helpful to think about the following:
•
What other skill practice might some of your students need to
prepare them for this lesson?
•
What other skill practice might some of your students need to
prepare them for these fluency exercises?
15 min.
Slide 18
Take the next 2 minutes to write down some ideas on choices you would make
as you prepare to implement Module 1 this fall. Please work independently, and
we will keep the room silent so everyone can concentrate.
Allow 2 minutes for silent reflection.
Now, select a math concept addressed in Module 1 of your chosen grade level.
You can identify a concept from the Module Overview or Topic Opener, or you
may choose to look at one of the set of Lessons 1 that we’ve provided. You
should also select a sub-population present in your class, school, or district.
If you are not a classroom teacher, you may consider choosing a group of
teachers for whom you’ll turnkey this session.
Work alone, with a partner, or in a small group to design a fluency exercise that
will prepare these students to learn the concept that you’ve identified.
Afterward, we will share some of your ideas with the group.
If you have any difficulty, remember the resources that are always available
include the Scaffolds for Differentiating instruction, the Foundational Standards
and the connecting Coherence Links.
You will have 10 minutes to complete this exercise.
Bring the room to order, then facilitate a whole-group discussion of their
experience as volunteers briefly share their outcomes.
Section: Reflection on Preparation and Implementation
Time: 11:22-11:29
[7 minutes] In this section, you will…
Materials used include:
•
Reflect on takeaways, key points and next steps in order to
confirm that key knowledge has been learned.
•
Session PowerPoint
Time
Slide #/ Pic of Slide
Script/ Activity directions
GROUP
30 secs.
Slide 19
As we approach the end of this session on Fluency in Practice, we’ll take a few
minutes to reflect and plan.
Grade
band-K2,or 3-5
4
mins.
Slide 20
Please take a minute to reflect independently on what you have learned about
implementing a fluency program and differentiating this part of the curriculum
in order to meet the needs of the diverse learners you serve. How will you
implement this with your students and train your colleagues?
Allow 1 minute for silent reflection, and then 3 minutes for participants to make
notes and share their plan with their table.
2
mins.
Slide 21
Let’s review key points of this session:
• 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
Use the following icons in the script to indicate different learning modes.
Video
Reflect on a prompt
Turnkey Materials Provided



PPT
Facilitators Guide
Handouts
Additional Suggested Resources


Progressions documents
How to Teach A Story of Units
Active learning
Turn and talk