90/90/90 We can do it!
Review/New Concept/Class Meeting / Math Review (3 minutes)Skill review:
· This is your anticipatory set (Song, dance, hangman, something to catch the students attention before you begin the lesson, think outside the box).
Mental Math (10 minutes)
Skill review:
· Share 5 problems a day with students (one problem per standard)
· Students solve problems in their notebooks or math journals.
· Five minutes of work time and five minutes to correct.
· Correct together and have students share the various ways they solved the problem.
Concept Lesson (30-40 minutes following the Investigations Lessons)
Helps students develop a clear conceptual understanding of mathematics:
· Problem-based interactive learning should be the foundation in teaching for understanding.
· Provide the focus of the lesson by sharing the purpose of the lesson.
· Use multiple methods and strategies.
· Incorporate concrete models that support the understanding of mathematical concepts.
· Provide a variety of instructional opportunities from whole class to partners and small group activities.
· Make connections to aid students in the application of the mathematical knowledge.
· Provide opportunities for students to discover concepts using hands-on or problem –based learning activities.
· Use the Investigation smartboard software to increase student engagement.
Closure (5-10 minutes)
Provides a way to check student understanding:
· Provide time for students to share prior knowledge, reflect on new learning, and make connections.
· Students articulate their thinking (this can be done verbally or in writing, including pictures and words).
· Use formative assessment as a post-assessment or performance task to check for understanding when necessary.
Transition/Ability Grouping Timeframe / Math Facts Practice (5 minutes) During transition time.
Build math fact automaticity:
· Have students work at their independent level practicing math facts.
· SW stand in line and transition to their next class by practicing their math facts on index cards.
Small group, centers, assessments or problem-based activities (40 minutes)
Allows for students to be given time to receive additional instruction, remediation or enrichment opportunities:
· Place students in differentiated instruction groups (based on assessment information gathered throughout the week).
· Students in need of remediation should be grouped together and receive direct, explicit instruction from teacher.
Helps students learn how to mathematically communicate how to solve authentic problems (Make everything relevant by adding our students names to word problems, and if you can make connections with money, that would be even better):
· Provide developmentally appropriate activities.
· Make intentional connections to the concepts being taught.
· Make sure the students understand the expectations of the activity.
· Emphasize how the problem was solved, what strategies were used, and how the answer will be shared.
Assessment Check Up! / Assessment (Math Review, Fact Fluency , Skills and/or Concepts)
Provides a consistent opportunity to check on student progress:
· Assess students using problems from the Math Review.
· May wish to assess basic fact fluency.
· Benchmark Assessments
· Provide time to correct the assessment on the math review as a whole class.
· Note students that may need to be re-taught.
· Assess students on concepts taught. (Allow use of calculators on problem solving activities not to compute simple math-fact answers. Use calculator as a tool to assist students while solving multi-step problems or for multiple representations).
· Provide work time.
Instructional Suggestions for Math Review and Mental Math:
Flexible Grouping: Use the data from the Math Review to create small student “flex groups” to receive additional assistance from the teacher. This is for the Investigations session since we are will not group based on ability during that timeframe.
Peer Assistance: Match students that show success on the math reviews with struggling students. These students work together to complete the problems. Make appropriate manipulatives available to assist struggling students to understand the concepts and skills.
Bonus Problem: Provide students who show proficiency on the concepts and skills with a bonus problem that involves a deeper understanding of the mathematics. Teachers may want to include a sixth problem on the Math Review as a daily bonus problem. The bonus problem can help engage students that finish early or are ready for more advanced concepts or skills.
English Language Learners and really all learners: Provide students with peer assistance, and emphasize vocabulary development during the processing of the Math Review problems. Post key terms on the Math Word Wall.
Tips for Math Fact Fluency:
· Help students find out which facts they know and which facts they do not know. Students that become frustrated think that they do not know any facts.
· Emphasize patterns and help students see that math facts are interconnected.
· Have students share their strategies they use to find the answer to an unknown fact.
· Involve students in daily Mental Math activities to help them develop number sense.
· Provide frequent opportunities for success.
· Offer alternate methods of assessing math facts proficiency (using flash cards, oral response, white boards, etc.)
Implementing Math Centers/Stations:
Please note, that this was a big concern last year, we need to make sure that we hold our students accountable at stations, and that we provide meaningful stations.
There are many types of stations you can set up in your room. You can set up your Math Centers/Stations so that students rotate through them as a group or allow them free choice about which stations to use. Or you can set them up as "choice" stations but assign your students particular stations that they need to complete each week before having a choice. Centers/Stations are areas in the classroom where students refine a skill or extend a concept.
· Math Centers/Stations is a strategy for differentiating instruction.
· Students need to visit stations that will move them towards mathematical proficiency.
· Build time in for you to circulate. (We did this a lot in 5th grade instead sitting with various groups the entire time, Investigations will allow you to circulate around the room. Teachers will have guided math time during the ability grouping sessions).
· Spend time modeling the expectations you have for how students should behave and the types of tasks they will encounter at each station.
· Collaborate with your colleagues to develop tasks for review, practice, enrichment, and acceleration.
· Think big, start small.
Ideas for Stations:
• Technology
• Standards-Based Games
• Problem Solving
• Math Journals
• Fluency Building Activities
• Guided Manipulative Exploration
Here is a diagram that I found that shows you how to balance out your math class.
Picture taken from the Gwinnett County website
S.Rae 2011