Maximizing math time

1. Maximizing math time Presented by Jenny Kay

2. Who is this lady anyway? • I’ve taught for 3 years at Ozark South in 1st grade. • I’ve struggled with math since elementary school. • I’m a part of the Elementary Math Specialist program (MSU cohort). • I’m awkwardly excited about math. But the struggle is still there. That’s ok!

3. What is Innumeracy? (innumerate) • Innumeracy is marked by an ignorance of mathematical concepts and methods. Mathematical illiteracy and it’s consequences.

4. 8 Standards of the CCSS: • 1- Make sense of problems and persevere in solving them. • 2- Reason abstractly and quantitatively. • 3- Construct viable arguments and critique the reasoning of others. • 4- Model with mathematics. • 5- Use appropriate tools strategically. • 6- Attend to precision. • 7- Look for and make use of structure. • 8- Look for and express regularity in repeated reasoning.

5. Fitting it all in: Simple tips to pair with Envision • Overview: • Parental involvement • Math talk • Review cycles • Math profiecieny checklists • Games for skill review

6. Parental Involvement: Math Calendars & Marvelous Math Mondays • Pass out calendars at the start of the month and collect on the start of the next month • During the next Monday’s lunch eat with students in the classroom and do a marvelous math activity • Let students discuss and pick from a few options. It’s an incentive to those who have ‘forgotten’ to be working on it at home. • During class meeting time touch base with students about their progress at home. Who wants to brag on their perseverance? • At the start of the ‘program’ discuss ways to keep the calendar safe at home and ideas on how they can be successful. (Example: My mom works late on Tuesdays so I might save those questions for the next day.

7. Math talk: The power of reflection • These can be used for math journals or peer discussion. • Should be slowly introduced by teacher modeling. • Examples: • I’m noticing… • I connected… • I’m wondering… • I heard … say and it helped me understand…

8. Review cycles: HOW IT WORKS • It takes 24 exposures with effective feedback to reach 80% accuracy. (According to Marzano in “What works in the Classroom”.) • Helps develop number sense, mental math, math discussion, and mastery of math facts. • Provides multiple opportunities for success. • Emphasizes reasonable answer and estimation skills. • The amount of weeks in each cycle is teacher determined. • Structure: • 5 minutes of work time • 5 minutes of correcting answers • 5 minutes of reflecting • Can be done as morning work with reflection done after morning bell or during math workshop. All three sections should be done together but reflection could pair with snack time.

9. Review Cycle: What it looks like • Based on you current students’ learning needs • Quiz built into cycle: every 2 weeks • Number of problems each day stays the same, and the order of skills should remain the same. However, the amount can be determined by teacher. • Skills can change for each cycle. • Work can be done in stapled together packets or glued into notebooks. • Focuses on the reinforcement of prior math strategies and problem solving. • Avoid word problems.

10. Review Cycle: Examples

11. Review Cycle: The last 10 minutes • First 5 Minutes: Move around the room to provide the necessary prompts and to see who has come to the correct answers. • Middle 5 Minutes: Call up a student to share their answer and strategy while the rest of the students are checking their work. Share different strategies that students generated. Share some reflections. • Last 5 Minutes: Move around the room to provide feedback on students independent reflections. • Students are… • Reflecting in writing (some may need to reflect orally to a peer or record their thinking with an app like Show Me). • Developing a plan to improve their understanding.