implementing the standards based math classroom 2010.11

7/23/2019 Implementing the Standards Based Math Classroom 2010.11

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Getting Started: Establishing Routines & Procedures During the 1st 20 Days of Math

Oerie!: For students, a successful experience with math begins with the basics: how to think like an active mathematician, how to speak mathematically, and

how to record and share their thinking. This guide is intended for grades 3- but can be used for !-" with modifications, and may be extended, condensed, or

modified according to students# needs.

$s you prepare to implement the % st "& 'ays of (ath during the )& minutes of math instruction, keep in mind that it will be necessary to be flexible. These -%

minute mini lessons are to be incorporated into the daily lesson. *rade level teams may meet periodically to monitor and ad+ust progress. lear statements and

clear demonstrations of roles and procedures need to be established. $ll points and aspects need to be repeated, charts or artifacts of support are to be posted and

referred to again and again.

Goals: The goals of implementing the instructional strategies included in this document are to

• help students think of themselves as mathematicians who en+oy and actively participate in math

• establish consistent classroom roles, rituals, routines and procedures that support teaching and learning

• increase rigor by having students explore, express, and better understand mathematical content though process skills communication, connections, reasoning

and proof, representations, and problem solving/.

"ac#ground: 0ased on the idea of The First "& days of 1ndependent 2eading by Fountas 4innell, these lessons have been developed to establish the roles,

rituals, routines and procedures needed for effective mathematics instruction.

Princi$les of %earning are the foundation of this document. $ll students are told that they are already competent learners and are able to become even better

through their persistent use of strategies and by reflecting on their efforts. riteria for 5uality and work are explicit, accessible to all students, displayed publicly,

and change over time to respond to level of rigor as learning deepens.



Mini %esson ey 'once$ts %earning

Outco(es

)rtifacts Resources *eacher +otes

Day 1 Manage(ent:

6stablish 2outines and

2outines for

1ndependent and7or

ooperative (ath

*roups

4rinciples of 8earning:

lear 6xpectations

6stablish

student

expectations

during

(athematics

instruction.

'iscuss the

importance of

9$rtifacts such

as criteria7element

charts, student

work criteria7elements

and

instructional

aides7manipulatives

;tudents understand

and learn that

information will be

posted around the

classroom for them

to use to make their

work better, to

support their

learning and to help

them review

concepts as they are

learned.

;tudents identify

criteria to create a

9*ood <ork chart

to post.

4ost 9(eets <ork process

chart to which

students can refer. $

mneets work chart should

have less than = criteria to

be effective./

6xample:

• ;tay on Task

• ;peak7write

mathematically7accountabl

e talk

• 0e an active listener and

participant.

• 2espect and organi>e

math materials7manage

tools

hart 4aper

(arkers Topics to address:

$ccountable Talk

(anaging Tools

Time on Task

?oise 8evel

reate $rtifact of skills

they have brought from

last years learning.

Day 2 Manage(ent:

@ow and why do

mathematicians use

toolsA

(athematicians

use math tools

to help solve

problems.

'iscuss

mathematical

tools and howthey are to be

used and

stored.

;tudents become

familiar with the

math tools in the

classroom.

$dd notes to the 9(eets

<ork artifact about

placing materials in their

proper storage

containers and location

after use.

'evelop the

oncept that

students use

manipulatives.

This is a good

time to establish

reinforce the9how and why

of using

mathematical

tools.




Outco(es


Day , Proble( Soling:

(athematicians solve problems using a process.

There is a

process

involved whensolving

problems.

;tudents understand

the importance of

problem solvingevery day.

;tudents will learn

that there is a

process involved

when solving

problems.

'evelop and post a

process chart of the

mathematician#s,4roblem

;olving (odel.The four steps are:

• Bnderstand the

problem,

• 'evise a plan,

• arry out the plan, and

• 8ook back.

There are many record

keeping pneumonic

devices that follow this

model. The selectionof one to use school

wide is most effective

4roblem ;olving (odel

hart paper

6ach day

students will

engage in problem solving

during their math

block -or# ti(e

and.or

Proble(

of the Day

4ost the chart on

the wall in

student- friendly

standard language.

Day /

-riting.Re$resentations

in Math

(athematicians write

about their thinking as a

way to process

information

2epresentation is a

4rocess ;kill.

(athematicians

use and record

mathematical

representations

to interpret and

model

everyday life

activities.

1ntroduce

1nteractive

(ath Cournals.

;tudents understand

that they are

expected to write

about their

mathematical

thinking on a daily

basis.

;tudents understand

that writing about

their thinking is a

way to represent

mathematical

concepts.

;tudents understand

that the +ournal is a

mathematical tool. ie.

4ersonal

artifact7resource7+ournal

Dn a chart, post a model

of the left and right

side of math interactive

+ournal

4ost the mini lesson

concept

7standard7essential

5uestion

;tudent +ournal

(odel of +ournal

;entence strip for

6ssential

Bnderstanding Euestion

$t the end of the

lesson, use the

(ini lesson

standard essential

uestion as a

+ournal prompt.

@ave students

write about their

understanding.




Outco(es


Day Mathe(atics is a

%anguage:

1n a math classroom,speciali>ed

language is

used.

1ntroduce word

wall

;tudents understandthat we use

speciali>ed terms to

define mathematical

concepts.

;tudents use

mathematical terms

to build conceptual

knowledge.

1llustrated ocabularywords

Cournal

$s you introduce newvocabulary,

make sure that

students record

these words/ in

their +ournal.

@ave students

write their

definition of

vocabulary

words/ and

make a real life

connection intheir +ournal.

Day 3

'o((unication is

a $rocess s#ill


9$ccountable Talk

(athematicians

communicate

about their

work orally and

make

con+ectures

about their

findings.

;tudents understand

that communication

is a process skill

that helps develop

rigor.

4ost and discuss 9$ccountable

Talk

to encourage students to speak

mathematically and to speak in

complete

thoughts

Think about what

strategies you will use

for calling on each

student daily.

$dd communication

criteria to 9(eets

<ork chart if needed

;tudents must

develop the

habit of

speaking in

complete

thoughts when

communicating

orally.

Bsing the language of

the standards

encouragesstudents to

communicate

about their

thinking

throughout the

lesson.




Outco(es


Day 4 'ollaboration

4rinciples of

8earning:

;ociali>ing

1ntelligence

.

(athematicianswork

collaboratively,

developing

good work

ethics and

maintaining a

sense of

responsibility.

;tudents learn thatthey can work with

others to share

information and to

learn new

information.

6stablish rules forworking in groups or

enters

PARTNER WORKING

STANDARDS ARRAYS TASK

#1 ROLL DICE FOR FACTORS

#2 BUILD ARRAY USINGTILES

#3 DEFEND MODEL WIT GRID PAPER

!USE AT LEAST 2

OPERATIONS TO PRO"E!

BONUSTRY OTEROPERATIONS

4ost rules and directions for

center work

(ake sure toestablish rules

and clear

directions so

that independent

group work will

be successful.

$fter

establishing

rules, have the

students practice

during -or# *i(e

Day 5 6ustification

2easoning and 4roof

is a process skill.

9losing

(athematicians

+ustify their

thinking

The teacher

students pressfor accurate

and appropriate

evidence of

their claims,

including

references to

the strategies,

manipulatives or prior

classroom

experiences.7work time

;tudents understand

that when they

+ustify their

thinking they

deepen their

understanding of aconcept.

;how

models7examples of

5uality work such

as +ournal entry,

student work products.

etcthat reinforce students#

+ustification of their

thinking.

Custify means:

• explain

• describe

• prove

• give reasons

• show you understand

4ictures, numbers, words

'uring math

instruction,

make sure that

students are

explaining

thoughts incomplete

sentences $%e&

spe'()&* '&+

$r),)&* . This

practice will

reinforce and

develop the skill

of reasoning and

proof.




Outco(es


Day 7 )ccountability


;ociali>ing 1ntelligence

;elf (anagement of

8earning

(athematiciansare accountable

for the learning

tasks.

lassroom

practice holds

all students

accountable for

using learning,

problem

solving, and

helpingstrategies.

;tudents understandthat they share in

the responsibility

for their own

learning

6mphasi>e that the9$rtifacts in

the classroom are there

as referents to help

make their work better

$dd accountability to classrules.

!eep remindingthe students that

the referents on

the wall and

+ournals are

mathematical

tools for their

use.

Day 10

Re$resentation

2epresentation is a

process skill.

(athematician

use multiple

ways to

represent ideas

;tudents understand

that in math there

are multiple ways to

represent

mathematical ideas.

reate a chart and

explain that students

can

represent math

concepts using

pictures,

words, numbers,

symbols, manipulatives

and

in relevant situations.

'iscuss how

students can

represent

concepts using

manipulatives,

pictures, numbers and

words etcG




Outco(es


Day 11 'onnections

onnections is a

process

skill.

(athematicians

wonder how

math connects

and relates to

the world

around them.

(athematicians

make

connections

between

mathematicalconcepts

;tudents know they

can relate math to

the world around

them, inside and

outside of the

classroom.

;tudents also

understand that

mathematical ideas

can be interrelated.

;elf to <orld

connections shared.

(easurementHcooking

(oneyH+obs

TimeHappointments

6stimationHshopping

(ultiplicationHbuilding

These

connections can

also be made

when

transitioning to new

Bnits of instruction.

(odel how concepts

are building and

interrelated

Day 12

Self Monitor

4rinciple of

8earning:

lear 6xpectations

;elf

(anagement of

8earning

9losing

(athematicians

modify and

ad+ust their

work as needed.

;tudents revise

their work to meet

5uality criteria on a

systematic basis as

appropriate.

1ntroduce an element chart and7or

rubric for self monitoring

of work.

4ost 2ubric and7or

6lement artifact for

4roblem ;olving7task

Through

discussion,

develop a clear

understanding

of criteria and

how work will

be scored.




Outco(es


Day 1,

Proble( Soling

4rinciples of

8earning:

$cademic 2igor in a

Thinking urriculum

(athematicians

solve problems

using a variety

of strategies.

;tudents are

expected to

engage in high

thinking

demand by

raising

5uestions,

problemsolving, and

reasoning.

;tudents share and

recogni>e multiple

strategies used to

solve a problem

-or# ti(e and.or

Proble( of the

Day

0uild or add to a

strategy wall showing

student created

models of strategies.

(ake

connections

between

strategies.

Day 1/

Math Strategies

4rinciples of

8earning:

lear 6xpectations,

;ociali>ing

1ntelligence,

;elf (anagement of

8earning,

$cademic 2igor in aThinking urriculum

(athematicians

choose from

many strategies

to solve

problems.

;tudents understand

they have a handy

source for strategies

to help them solve

problems

1ntroduce Proble(

Soling )rtifact

6xplain that

the 4roblem ;olving

artifact has examples

and pictures of many

different kinds of

strategies to help

students with problem

solving. ;tudents can

refer to their +ournal.

$dd additional strategies to

;trategy

<all.

During -or# *i(e

teacher

facilitates as

students skim

the problem solving

artifact to

select a strategy

to help them

solve the problem.



Mini %esson ey 'once$ts %earningOutco(es


Day 1 Math

Strategies


lear 6xpectations,

;ociali>ing 1ntelligence,

;elf (anagement of

8earning,

$cademic 2igor in a

Thinking urriculum

(athematicians

organi>e their

work in

different ways.

;tudents will

understand how to

utili>e a recording

sheet or guide.

1nclude recording tools

in math +ournal for

student reference.

Test taking strategies,

writing frames, sentence

starters

1ntroduce a

4roblem

;olving

2ecording ;heet

as a student tool

Day 13 8ocabulary

Deelo$(ent


;ociali>ing 1ntelligence

(athematicians

use a variety of

strategies to

build

vocabulary

;tudents will

practice using

different tools to

strengthen their

math vocabulary.

;tudents

consistently use the

academic language

specific to thediscipline being

studied.

;elect models/

implement with students

Frayer, $0, cards,

+ournal etc/.

1ntroduce

strategies one at

a time across

multiple days of

instruction.




Outco(es


Day 17 Guided Math 2eview all elements

of standards basedclassroom

Teachers and students

practice gradual release

of control

1ndependently used by

students during both

work time and closing.

omplete collection of

data per groups

Day 20 Guided Math ;tudents and teacher practice all elements of

2ituals and 2outines to

complete ulminating

Task from Bnit %

Teachers and students practice gradual release

of control

implementing the standards based math classroom 2010.11

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