# 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*are very abstract and requires some "concrete" understanding. Relational rods can help students visualize some of the

*Number Properties*. For more information of

*Number Properties*and connecting Algebra with your Number Sense & Numeration units/lessons, please check out the

**Guides to Effective Instruction**books.

## Number Properties List This can be used as a reference guide for teachers in grade 1-6. | ## K-3 Guide To Effective Instruction (Pattering & Algebra) Pages 26-32 highlights the number properties and key ideas and terms used in Algebra. Knowing these can help extend your teaching of Operational Sense. | ## Grade 4-6 Guide to Effective Instruction (Patterning & Algebra) Pages 31-38 highlights the key ideas and terms used in Algebra for the junior grades. This resources also provides examples of some the number properties with the use of visuals. |

## K-3 Guide To Effective Instruction (Pattering & 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 What are the expectations asking the students to KNOW and DO? Looking at the "what" and the "how" in each expectations can give us a clear picture of what we have to teach and how we need to teach it. Use the KNOW/DO strategy to deconstruct curriculum expectations. Learn more about the "KNOW" using Marian Small's Making Math Meaningful or the glossary in the Curriculum Document. | ## (2)Connecting the Expectations to the Achievement Chart After deconstructing the curriculum expectations, connect the "DO" words to the Mathematical Processes. What process are connected to this concept? Which part of the achievement chart does the process align with? Use the information to help you determine a Process goal for your lesson. | ## (3)Setting a Learning Goal for the Lesson Select a KNOW and a DO from your deconstructed curriculum to determine the focus of your lesson. Create a learning goal that will support and highlight the KNOW and/or the DO from the expectations. Ensure the learning goal is in "student-friendly" language and also create a Teacher Goal so you know what you are looking for. |

## (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 LessonStart 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 ConsolidationAnticipate 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 Think about any materials or vocabulary you or your students may need for this lesson. Be prepared to teach the lesson and have students complete the exit tickets. Gather any student work and anchor charts used in the lesson so we can share and learn from each other. |

## (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.

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.