Operations. Geometry. Assessments Tasks Mathematical Practices. Skill Checks. Laura Nelson

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1 Operations Assessments Standards Lessons Tasks Vocabulary Fractions Mathematical Practices Geometry Skill Checks Laura Nelson

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3 Using Digging into Math In the classroom Supplement to basal curriculum Backfill/frontload pre-requisite skills and standards Scope & sequence guide As an intervention Small groups for targeted practice Resource for differentiated instruction Special Education Summer school As a guide for teachers New grade level standards for CCSSM may require new learning or new level of depth and understandings Organized by Stage & Grade

4 Within Each Stage on CD: Teacher s Guide: Standards Correlation by Lesson

5 Teacher s Guide: Standards Correlation by Lesson Teacher s Guide: Standards Correlation by Lesson

6 Teacher s Guide: Materials & Pre-Requisite Skills Teacher s Guide: Standards & Learning Progression

7 Teacher s Guide: Mathematical Practices Teacher s Guide: Communication Prompt & Teaching Tips

8 Digging into Student Books The beginning of lesson includes the following components for students: Word Wall Introduces new vocabulary Target Box I can statement for that lesson s CCSSM. Skill checks correspond with target Have students track their progress during longer lessons Digging into Student Books The rest of lesson includes the following components for students: You Try Pencil Guided practice Ensures student involvement throughout lesson Vocabulary When Word Wall words are used in lesson, they appear bold, red, and highlighted. Practice Problems At end of the instructional part of the lesson Items may include drawing, computation, reasoning, filling in blanks, or solving application problems Items include Depth of Knowledge levels 1, 2, and 3

9 Assessments and Tasks: Skill Checks One per lesson, directly related to the lesson target Three selected response and three constructed response questions Formative assessment use as: Exit ticket(s) Quiz Practice for test-taking skills Fun stuff: On select all that apply, have students extend the rule to add more items that would apply. On multiple choice questions, have students explain distractors (wrong answer choices). Almost all distractors are based on a common error. Use a few at a time to cut up and use for partner math, stations, relays, fishbowl review. Partner Math ½ class sitters They keep the problem sheet ½ class movers Mark problems with letters Teacher announces which problems (don t go in order) Solve two with first partner, wait for sign to switch New partner must agree with first two and sign off If there is a disagreement, spend the time working those problems again. Teacher can give a pass on current problem so those students don t feel behind we want to encourage them to spend time and get it right! Provide bonus questions on board for early finishers (use last two circles of sheet)

10 Relays Groups of 2-4 students Each student has a different color pen Questions are cut in stacks, same questions for each group Have as many stacks as you have groups First person solves first problem, group checks, solver brings to teacher 3 points if correct ( ) X if incorrect, try again (same solver, but group can help) If correct the next time, they get two points ( X ) If correct the third time, they get one point ( X X ) If incorrect three times (X X X), move on to next problem After time is up, group with most points wins Can also give props to groups for perseverance, precision, communication, using tools strategically Stations Set out 6-8 problems, each at a numbered station Each student has a stations sheet Mix it up by color coding stations and student sheets Students go individually from station to station, in any order Can use stations 7-8 as bonus for early finishers Increase DOK level for challenge Different ways to check answers and discuss Stand in finished box and take next finisher to discuss/compare For early early finishers, assign a problem to make into small poster or word problem until all problems are assigned Group with opposite colors to discuss In table groups, roll die to pick which question to discuss

11 Fishbowl Review Get an empty fishbowl or equivalent container Cut up questions from skill checks or assessments that: You didn t get to in class Need to be revisited Use for partner math, exit tickets, time fillers, warm-up tasks Assessments and Tasks: Assessments Most units have two assessment opportunities due to the length of the unit and the number of standards learned. Mid-unit (e.g., lessons 1-9) End-of-unit (e.g., lessons 9-15) Each assessment includes: Two forms (A & B) of selected response questions 1-2 questions per lesson/learning target Multiple choice, true/false, select all that apply Two forms (A & B) of constructed response questions 1-2 questions per lesson/learning target No answer choices given Some items ask for students to explain their reasoning or explain an error

12 Assessments and Tasks: Assessments Can use as pre-test for differentiation Be prepared to offer enrichment/extension work if students show mastery Consider volunteers only Can use mid-unit test as formative instruction for flexible grouping decisions Use form A for testing, form B for re-testing after working through missed test problems together Assessments and Tasks: Tasks Two tasks per unit (book) One to use after a lesson near the middle of the unit One to use after a lesson near the end of the unit Appropriate places identified at top of task page High-cognitive, Depth of Knowledge level 3 Address several content standards Promote perseverance and communicating reasoning Can be used as formative assessment Can be used as classroom groupwork/communication activity

13 Task-based classroom activity Give students 5-10 minutes to work on task independently Break into small groups, discuss understanding and work so far Groups choose one way to show solution and create poster showing and explaining solution path Near the end of work time, have one student stay with poster (as expert) while others rotate to preview other posters, ask questions, and report back. Give groups a chance to make changes before sharing with class. Awards/shout-outs can be given for perseverance, precision, communication, using tools strategically Thank you! Laura Nelson laura@smccurriculum.com

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19 My name:

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21 Station 1 Station 2 Station 3 Station 4 Station 5 Station 6 Station 7 (if 1-6 are done) Station 8 (if 1-6 are done)

22 Next Steps