Math Content Facilitated Network
Session 2 & 3 (Grade 3-5)
Our Network Goal
USING A 3-PART FRAMEWORK IN MATH
Connecting to the Teacher Goals (Number Properties)
Number Properties List
K-3 Guide To Effective Instruction (Pattering & Algebra)
Grade 4-6 Guide to Effective Instruction (Patterning & Algebra)
We used the Relational Rods from the "Mathies - Learning Tools" site to represent our thinking to the whole group. This is a great tool to use with your students on the iPad, Tablets or on a SmartBoard. There are many virtual math tools for teaching and learning on the site. Please explore this site further!
Exploring Multiplication With Relational Rods
Using Math Congress as a Consolidation Strategy
ENGAGING IN A LESSON PLANNING PROCESS FOR MATH
(1)Deconstructing the Curriculum Expectations
(2)Connecting the Expectations to the Achievement Chart
(3)Setting a Learning Goal for the Lesson
(4)Select or Design Math Tasks for the Lesson
Start by selecting or designing a task for the "During" part of the lesson. This task must be rich enough so all students can enter the task and students can construct or further develop mathematical thinking. The task must connect directly to the learning goal.
Also create an "Exit Ticket" that is a little easier than the "During" task (independent work is slightly easier than work done in a shared experience - ex: pairs --- just like independent reading is easier than a guided or shared experience). The "Exit Ticket" determines whether the students met the learning goal.
An "Activation" task should help students with the "During" task. It should be a short activity, that will elicit information they will need in the "During" task.
(5)Anticipate and Plan Consolidation
Anticipate possible student responses and misconceptions with the "During" task. Select some possible solutions and begin to sequence them for a consolidation. It's important that you plan the consolidation part of your lesson. You need to know the order in which to present different solutions so you can highlight the learning goal.
Make any revisions to the "During" task or "Exit Ticket" based on what you learned from anticipating and planning your consolidation.
(6)Teach the Lesson
The consolidation part of your lesson should have an impact on student learning because it should shift or move the thinking forward. Evidence of this impact should be evident when you compare the work from the "during" task with the "exit ticket" work. This evidence can give you some direction for upcoming lessons and may indicate the need for guided groups.
The consolidation is where the teacher NAMES the learning in the form of (1) a computation strategy or (2) developing one of the process expectations.
Looking Closer At the BANSHO in Consolidation
Building our knowledge and understanding of the mathematical CONTENT and PROCESS will help us to teach mathematics more effectively
Looking Forward to Continuing Our Learning in Session #4 of our Math Content Network
Email: natasha.moore@dpcdsb.org
Twitter: @tash33m