Effective K-5 Math Instruction By Stephanie Haga for FCS New Teacher Orientation 2015

Goals Know the components of effective math stations. Know where to find resources to support effective math instruction. Understand the importance of building students’ number sense and where to begin. Structure your math block for maximum student learning.

WIthouWithout counting one by one, determine how many shaded squares are in this 10 x 10 grid. The Border Problem Revoicing – The teacher paraphrases some students’ thinking. Repeating – The teacher asks students to restate someone else’s thinking. Reasoning – Which of these methods are most similar? Which are most different? Why? Adding On – The teacher prompts students for further participation. Wait Time – Wait at least 5-45 seconds. If time, use someone else’s thinking to find a rule you could apply to any square. 5x5

5 Productive Talk Moves that Support Mathematical Discussions Revoicing – The teacher paraphrases some students’ thinking. Repeating – The teacher asks students to restate someone else’s thinking. Reasoning – The teacher asks students to apply their own reasoning to someone else’s thinking. Adding On – The teacher prompts students for further participation. Wait Time – Wait at least 5-45 seconds.

Standards for Mathematical Practice Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

“Getting done” should NOT take precedence over “doing” “Getting done” should NOT take precedence over “doing”. “Finishing” should not be more important than “figuring out”. The most important questions you can ask yourself when selecting activities are: What will the students be doing and what will they learn by doing it?

Scheduling the Math Block

Sample Weekly Math Schedule Monday Tuesday Wednesday Thursday Friday Number Sense Routines/Math Talks 10 min. every day Mini-lesson 15-20 min. every day Math Station Rotation 1   20-25 min. Collaborative/Inquiry Tasks 40-50 min. Rotation 2 Lesson Summary/Conclusion 5-10 min. every day

What are components of effective math stations?

Effective Math Stations Every station has clear directions provided. The work is engaging. A learning goal is written for each station. Students have a way to check their work. Students are asked to connect their actions to the learning goal. Teachers have a way to determine student learning. Station is differentiated (if possible) Procedures and meaningful work are in place so early finishers know what to do.

http://k6educators. about. com/od/helpfornewteachers/a/scaffoldingtech http://k6educators.about.com/od/helpfornewteachers/a/scaffoldingtech.htm activating prior knowledge offering a motivational context to pique student interest or curiosity in the subject at hand breaking a complex task into easier, more "doable" steps to facilitate student achievement showing students an example of the desired outcome before they complete the task modeling the thought process for students through "think aloud" talk offering hints or partial solutions to problems using verbal cues to prompt student answers teaching students chants or mnemonic devices to ease memorization of key facts or procedures facilitating student engagement and participation displaying a historical timeline to offer a context for learning using graphic organizers to offer a visual framework for assimilating new information teaching key vocabulary terms before reading guiding the students in making predictions for what they expect will occur in a story, experiment, or other course of action asking questions while reading to encourage deeper investigation of concepts suggesting possible strategies for the students to use during independent practice modeling an activity for the students before they are asked to complete the same or similar activity asking students to contribute their own experiences that relate to the subject at hand

4 Basic Ways to DIFFERENTIATE your stations Vary the Modality Change the Numerical Limits Provide Supports or Hints Assign Centers based on Student Needs

Reflect What resonated with you? What questions do you still have? What will you do differently as a result of today’s session?

Resources www.educatestem.weebly.com You can find the resources from today’s session at: www.educatestem.weebly.com My contact information: Stephanie Haga haga@fultonschools.org Follow me on Twitter @haga_stephanie