When my school started using Eureka Math®, teachers prepared to teach lessons one or a few at a time, usually just before students engaged with those lessons. Time was a factor, just as it is for all busy teachers. We learned, however, that preparing to teach the entire module before diving into the individual lessons actually saved us time. Here are three tasks we learned to focus on when planning for upcoming module instruction.
Complete the End-of-Module Assessment.
When preparing to teach a module, consider taking a backward planning approach. Start by completing the End-of-Module Assessment and reviewing the corresponding rubrics. Doing the math yourself reveals the level of thinking your students are expected to achieve by the end of the module. Comparing your own work to the sample work in the Teacher Edition helps you see different ways students might approach the math. Finally, reviewing the rubric allows you to anticipate common misconceptions or mistakes and plan how to help students through them. Your experience with the End-of-Module Assessment can help you make instructional decisions that will build your students’ proficiency throughout the module.
Learn how the math builds across a module.
Eureka Math is designed to help students build math proficiency over time. Knowing how the math builds throughout a module can help you plan how to support students’ understanding without sacrificing pacing. Consider previewing the following curriculum components in each module to see how the module progresses:
- Overview of Module Topics and Lesson Objectives—This table, which appears in the Module Overview, shows how each lesson in the module advances student learning. The table also gives the suggested pacing for the module.
- Exit Tickets—Each lesson’s Exit Ticket shows the key takeaways for students. Looking at the Exit Tickets in sequence can help you see which math concepts, procedures, and skills students work with and how students develop mathematical proficiency with each lesson.
- Module Overview—This narrative overview of the module reveals the strategies, models, vocabulary, and key concepts the module explores and how they contribute to students’ understanding.
Studying the progression of math through the module makes you aware of how students build proficiency over time and helps you plan lessons more efficiently and effectively. You can anticipate potential stumbling blocks for your students and close learning gaps without derailing the content or the pace of the module. You can also customize lessons more effectively to meet the needs of your students while still honoring the intent of the curriculum.
Map out the lessons.
Take time to develop a pacing guide for teaching the entire module. Think about your students’ needs, your school calendar, and what you learned from studying the Module Overview. Try to stay close to the recommended number of days for the module. Consider consulting the Notes on Pacing for Differentiation, which also appears in each Module Overview, so you can plan to accommodate the need of your students. Keep in mind that you can revise your plan at any time.
Sample Pacing Guide for Grade 3 Module 2
|Week 1||Lesson 1||Lesson 2||Lesson 3||Lesson 4||
Begin with Topic A Quiz
|Lesson 7||Lesson 8||Lesson 9||Lesson 10|
|Week 3||Lesson 11||Mid-Module Assessment||Remediation or further application||Lesson 12||Lesson 13|
|Week 4||Lesson 14||
Begin with Topic C Quiz
Begin with Topic D Quiz
|Week 5||Holiday||Lesson 20||Lesson 21||End-of-Module Assessment||Remediation or further application|
Module planning is time well spent. It pays off in better lesson planning, better pacing, and better instructional decisions that support students as they work toward proficiency. By spending your time on module-level planning, you’ll find that you teach to the intent of the curriculum and that you more efficiently guide your students toward achievement of the mathematical objectives.
Tricia Miller is a Eureka Math Implementation Leader. She is a former teacher, instructional coach, and district math consultant from Southwest Louisiana. Tricia is also past president of the Louisiana Association of Teachers of Mathematics.