The Daily 3: Fostering Numeracy Independence in the Elementary Grades Presented by Jeannie DeBoice (Sooke School District #62) October 19th, 2018

Foundations in Literacy & Numeracy (K-5) https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/curriculum_intro.pdf

Core Competencies The core competencies along with literacy and numeracy foundations and essential content and concepts are at the centre of the redesign of curriculum and assessment. Core competencies are sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deep learning and life-long learning. Through provincial consultation, three core competencies were identified:

Communication -The communication competency encompasses the set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media. Creative & Critical Thinking - The thinking competency encompasses the knowledge, skills and processes we associate with intellectual development …Thinking competence includes specific thinking skills as well as habits of mind, and metacognitive awareness. Personal and Social - Personal and social competency is the set of abilities that relate to students' identity in the world, both as individuals and as members of their community and society.

Core competencies are evident in every area of learning; however, they manifest themselves uniquely in each discipline…. Competencies come into play when students are engaged in “doing” in any area of learning. This includes activities where students use thinking, collaboration, and communication to solve problems, address issues, or make decisions. The ultimate goal is for learners to employ the core competencies every day in school and in life, and for the core competencies to be an integral part of the learning in all curriculum areas. -from BC Min. of Ed. Core Competencies, emphasis added

Math Curricular Competencies: short version… Reasoning and analyzing Estimate Develop mental math strategies Understanding and solving visualize Develop and use multiple strategies Communicating and representing Explain and justify math ideas and decisions Connecting and reflecting Reflect on math thinking Connect math concepts to each other

Does this sound familiar? “In Literacy, when we wanted to work with individuals and small groups, the rest of the class independently worked on reading and writing. This independent practice provided students the needed time to become better readers and writers. However, during math, when we worked with individuals or small groups, we had no idea what we should have the others children do.

We used to have our students work in their math books for independent practice. But as with literacy workbooks, the math book didn’t always provide the kind of mathematic problem solving and activities that would result in deeper understanding of the math concepts, nor did it keep the majority of our class engaged so we could successfully work with individuals and small groups.” -from “The Daily 5” p. 123

Math by Myself Primarily activity based At the beginning of a unit, the activities are mostly review and practice from prior units (ex., basic fact practice) Can involve the use of computers or tablets to independently practice strategies (Dream Box) Some activities work for both ‘Math by Myself’ and ‘Math With Someone’ Let’s try it! Hundred Chart Puzzles

Math With Someone: Games and Puzzles should… (from “Well Played” p. 3): Involve sequencing and pattern recognition Require strategy Offer competition against an Opponent, Clock, Self Games alone should: Address important math ideas Be engaging Offer a range of levels Require/stimulate insight Support habits of mind for success in math and Problem Solving

Stages of Opportunities to Learn

Math Writing - see article in handout by Melissa McNally Students express and articulate their thinking and understanding by working on a problem using words, pictures and/or numbers Journals provide students with choice over how to represent their thinking on a blank page. The confines of a worksheet don’t often allow students to use pictures, words or numbers that really show their thinking. ‘Journals provide a wonderful, compact portfolio of growth progress through the year…[and] are a great way to communicate with students and parents.’

Let’s explore more about The Daily 3… Building on what we know about literacy learning, how can we structure daily numeracy learning?

Sample Math Schedules Each day the focus lessons Follow the gradual release Of responsibility model, “I do, we do, you do” Which allows for modeling and Guided practice for students.

Each day the focus lessons Follow the gradual release Of responsibility model, “I do, we do, you do” Which allows for modeling and Guided practice for students.

Daily 5 – Ten Steps: Identify what is being taught. Set purpose and sense of urgency. Record behaviours on I-chart. Model most-desirable behaviours. Model least- desirable behaviours. Place students around room. Practice and build stamina. Stay out of the way. Use quiet signal. Check in – how did you do? Do this with the game ‘Leapfrog’

Let’s Play! Choose a game from the basket: ‘Leapfrog and Fly Capture’ & ‘Capture 10’(by Cathy Fosnot) ‘Count 20’ (from ‘Well Played’) ‘Terrific Ten Snake’ & ‘Fab 5 Worm’ (from Carole Fullerton) 100-chart puzzles (from Math Makes Sense) ‘Hippo Game’

Let’s Play! Play it with a friend. Put your names on a sticky note. Be ready to talk about how you played the game & strategies you used. Teachers have used this strategy and had students take games home to teach and play with families. Then they reported on the game during sharing time on Monday!

On-Going Assessment

Language that prompts our numeracy thinking

Organizing the Numeracy Learning Environment How you organize the learning environment in your classroom, communicates what you value about learning to students…

Organizing the Numeracy Learning Environment How are we encouraging our students to take ownership of their own numeracy learning? Are numeracy learning activities readily accessible by our students?