Instructional Impact
September 8, 2020
Purpose
Helpful Links
Getting to know MobyMax... a little more!
MobyMax will be used as a "fixed" assignment should we have to shift to remote learning. The intent of this "fixed" assignment is to help ensure students are regularly participating in essential practice. In our remote learning plan, students would be expected to use MobyMax 15 minutes per day or 75 minutes total per week. As you ease into the school year, please try to introduce your students to MobyMax and have them give it a go a couple of times this month (of course, you can always do more if it fits your schedule). :) If we remain in in-person instruction, I still encourage you to have students utilize MobyMax at least once a week.
Below are some support videos/resources in case you need them. You will need to use your teacher login to access the first link.
https://www.mobymax.com/MM/MT/VideoPD
https://vimeo.com/425235826
https://support.mobymax.com/support/solutions/articles/11000012205-do-you-offer-professional-development-or-training-
(scroll to the bottom for a variety of articles that provide support in using MobyMax)
10 Nonfiction Children's Books that Humanize Mathematics
What do you notice? (Simple Math Routine)
What do you notice?
Skills
K-2: counting, subitizing, geometric shapes
3-5: skip counting, repeated addition, multiplication, beginning algebra
Background Information
Although there are no numbers represented, this What Do You Notice? poster is filled with number concepts. Young students should be able to quickly recognize that there are 4 circles on each square (subitizing). From there, they can decide how they want to count circles. Maybe they want to count just the circles on the pink squares or blue squares. Or maybe they want to count all the circles to arrive at the total number. Others may notice the squares and decide to count how many squares there are all together.
Older students can use repeated addition to determine the total number of squares (4 + 4 + 4 or 3 + 3 + 3 + 3) or they can multiply 3 x 4 or 4 x 3.There are a variety of ways these students can determine the total number of circles: skip counting by fours; determining the total number of circles in a row and multiplying that by 3; multiplying the total number of squares by 4, multiplying 6 circles x 8 circles, etc.
Fun idea: The whole school uses the same poster and compare the mathematical thinking of DK/K students through 5th grade and check out the progression of their math skills.
Additional "What do you notice?" resources:
http://familymathnight.com/resources/familymathnight-notice.php
What Happened to Math Class?
Mike Flynn is a mathematics professor at Mt. Holyoke College. He facilitated an information session for educators and parents to help them understand the changes in mathematics education.
It is an outstanding session that can help you better understand the changes/shifts as well as provide you with talking points when speaking with parents and others who may not understand the shifts. The video is long (1:03), but very much worth the time. It is divided up into "chapters" so you can click on the dots to jump chapters within the video.
http://mathleadership.org/what-happened-to-math-class/
Chapter 1: Sorting Through the Misinformation
Chapter 2: Unplugging from the Matrix of Math
Chapter 3: Lost in Boston: The Illusion of Understanding
Chapter 4: Understanding What It’s Like to Be a Student
Chapter 5: Concrete, Representational, and Abstract Thinkers
Chapter 6: Fostering Adaptive Reasoning
Chapter 7: How to Support Your Students’ Learning
Standards for Mathematical Practices (SMPs)
The Standards for Mathematical Practice describe a variety of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.
It is important that students are exposed to and have opportunities to discuss these practices as they develop their math identities and push themselves to think about what really makes a strong mathematician.
The resources below can be used WITH students to help them build their understanding and give you a "third point" to discuss with students.
Short, introductory video for students
https://hcpss.instructure.com/courses/124/pages/standards-for-mathematical-practices
Printable posters, explanations for kids and families
SharingPYP Blog
Anita R. Qonja-Collins
Email: anita.qonjacollins@oxfordschools.org
Website: oxfordschools.org
Location: 10 North Washington Street, Oxford, MI, USA
Phone: 248.969.5096
Twitter: @AnitaQonja