# Meaningful Math Moments

## JSD K-6 MATH DEPT. February 2023

### Starting out 2023 with a packed newsletter!

- Building Thinking Classrooms in Mathematics
- Why does it matter how we teach math facts? (pt.2)
- How to teach students to represent their thinking using models
- Quote of the month
- Coaches' corner
- Suggestion box

#### Orla Hurley

Contact me at orla.hurley@jordandistrict.org

Phone: 88668

#### Elementary Mathematics

#### Melissa Garber

Contact me at melissa.garber@jordandistrict.org

Phone: 88170

## Building Thinking Classroom in Mathematics. 14 Teaching Practices for Enhancing Learning.

### Non-thinking behaviors within a one-hour lesson

In a typical one-hour lesson, 75%-85% of the students exhibited non-thinking behaviors for 100% of the time. The rest of the students exhibited non-thinking behaviors for all but 8-12 minutes of the time. (

*Building Thinking Classrooms in Mathematics, Liljedahl*, pg 11).### What are students doing, if not thinking?

According to Liljedahl, students are practicing the following behaviors during a traditional now-you-try-one task; mimicking, tried it (the desired behavior), stalling, slacking, and faking. The pie chart shows the distribution of these behaviors in a class of 32 students.(

*Building Thinking Classrooms in Mathematics, Liljedahl*, pg.10)
14 Teaching Practices for Advanced Learning (Liljedahl)

click button for link to website

## Why does it matter how we teach MATH FACTS? (pt. 2)

#### Repetitive Practice

Example: Sheet of random facts given to all students

#### Progression of Addition Strategies

Students move through these strategies as understanding of numerical reasoning grows.

#### Deliberate Practice

Example:

**Strategy**practice tailored to student needs## How to teach students to show their thinking USING MODELS (click on image below)

### Quote of the Month

**It is clear that the chief end of mathematical study must be to make the students think. **(*John Wesley Young*)

## Coaches' Corner

Suggestion Box

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