The following presentations and resources were part of our planning sessions for Module 1. As you prepare to teach the modules, dive into the mathematical content. The beginning pages of the module (labeled with Roman numerals) are essential resources that help you understand where the the module is going and how the instruction relates to the mathematics standards and progressions documents. Solving the problems yourself is the fastest way to build a deep understanding of the content taught in the modules.
"How to Implement A Story of Units" is resource that explains the lesson structure, the philosophy of assessment, approach to differentiation, and explanation of models used (tape diagrams, arrays, rekenreks, etc.)
Pacing- As you are learning to teach the modules, your pacing may be a bit slow. This is part of the learning curve. But it is still important to keep an eye on the pacing of your lessons. If you invest the time at the beginning into building efficient routines with your students, you will be able to use the structure of the module to help you speed things up as you and students become more comfortable. Not only will this help you work at a faster pace, but also it will help next year's teacher work more efficiently as the models, routines, and structure are similar from year to year. Fluency is given an allotted time. When you're fluency time is up, stop and go on to the next portion of the lesson. Students will Read Draw Write through the RDW process when solving application problems. Application problems do not specify an instructional approach. If you find that students are not able to complete the problems in the time frame, it may be because they lack the skills they need to tackle the problems efficiently. This may be an indication that they need to see more modeling or be able to work through the problems as a class or with a partner. Remember that the Problem Sets are given a time frame vs. a task frame. You stop when the time is up; everyone gives their best work for the allotted time. Consider assigning problems that everyone should start with to ensure that all students experience a "balanced diet" of problems. The debrief is an essential part of the lesson. You do not want to skip it, but you may need to prioritize and ask just the questions that will be the most beneficial for your students.