# Math Content Facilitated Network

## USING A 3-PART FRAMEWORK IN MATH

We experienced an example of a 3-part framework in math together. The learning goals were given upfront along with the teacher goals. We continued to explore the use of Relational Rods to build operational sense.

## Connecting to the Teacher Goals (Number Properties)

The 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.

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!

http://www.mathies.ca/learningTools.php

## Exploring Multiplication With Relational Rods

We looked at the different ways relational rods can be used to support the teaching and learning of multiplication. Students need to understand the value of each rod in order to use them for multiplication. Use of the relational rods when exploring addition and subtraction prior, will support students understanding of multiplication.

## Using Math Congress as a Consolidation Strategy

Please remember that when students share their work in a 3-part math lesson, they are sharing their "draft" thinking (like a first draft of writing). Student should have the opportunity once and awhile to share a "published" piece of math. A Math Congress can be a way for students to share their "draft" and begin to "edit" and "revise" their thinking. A Math Congress can also occur when students are ready to share their "published" math piece.
Honouring Student Voice in the Mathematics Classroom Congress

## ENGAGING IN A LESSON PLANNING PROCESS FOR MATH

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.

Problem Solving
Bansho-H264.mov

## Looking Forward to Continuing Our Learning in Session #4 of our Math Content Network

Please continue to add to your School Padlets as you experience the lesson planning process again before our next session. Don't hesitate to contact me if you need any assistance or if you just want to share something. I look forward to hearing from you.