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calliemlane@gmail.com

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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Lincoln CS: Simplify to Amplify in the PYP

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from this weblink: https://study.sagepub.com/sites/default/files/Modules%20Fillable.pdf

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Coffee: Having a multi-grade level session
Tea: hearing teammates thinking deeply about the various concepts
Chocolate: working through the structure of knowledge document in collaboration

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I would like to have more explorations into unpacking math standards

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I would like to have more explorations into unpacking math standards

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Coffee: Unpacking the Unit (breaking it all down in easy (or not so easy) categories)
Tea:  Being able to rely on knowledgeable colleagues
Chocolate: Further discussions on concepts

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Coffee - I am excited to learn more about developing conceptual understandings.

Tea - I am calmed to know that we can achieve so much in such little time (the table we completed is such a huge step toward a great unit!)

Chocolate - more collaborative work with my team.

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Unpacking a topic for conceptual understanding together (as a team) was very rich. helped share our individual knowledge of the topic, that will benefit the students.

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Connecting concepts from other subject areas to math was something that excited me.

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Planning lessons based on conceptual understanding, knowing specifically the strategies and skills you want to teach your students and thus being more prepared to see your students succeed in their learning.

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Thinking about and creating conceptual understandings.

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Working together as a team to ensure we are on the same page.

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1 thing I am still wondering is the best way to write debatable questions. These were the most difficult for our group.
A big take away are the list of verbs! Thank you!

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The importance of Questioning and the three types.

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3: benchmark fractions; reminder to use different types of questions; ???
2: make sure I am using conceptual and debatable questions in my unit plans and document in the lesson plans
1: I wonder how much of this our team will get to.

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3 big ideas
--> unit planning starts with the conceptual understanding
--> asking questions can guide a unit
--> collaborative planning!

2 things to try
--> framing a unit around questions
--> completing a planner like this before planning engagements

still wondering
--> The jump from concepts to conceptual understandings wasn't so clear for me. If I had started just brainstorming understandings, I think I would have come up with more. What other processes might we follow to develop a conceptual understanding?

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Use the list of verbs when forming questions

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1. the steps involved in writing a conceptual understanding
2. Crafting guiding questions
3.a repertoire of strong verbs to write

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I will use strong verbs when I write conceptual understanding.

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Big Ideas: Visualisation  benchmark fractions allows to compare and order fractions.

Things going to try:Trying to use debatable questions.

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I learned how to craft:
1. Factual questions
2. Conceptual questions
3. Debatable questions
More practice is needed to make the questions fit in to the different categories

To Try;
Thinking how this will fit into our LA planning for a. Reading and b. Writing

I am wondering how we can make all this work child friendly.

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A Three-Act Task is a whole-group mathematics task consisting of three distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three.

Why would I use this strategy?

To provide an engaging context for the use of mathematics and the development of mathematical understanding.

To reduce the literacy demand.

To add engagement. Students wonder what will happen next.

To create low barriers to entry, allowing the teacher to scaffold as necessary.

To provide an opportunity for estimation and reasonableness.

To provide opportunities to talk about mathematics.

To provide opportunities for reflective thought.

To build new knowledge from prior knowledge.

To encourage multiple approaches.

To honor diversity.

To create situations which require students to engage in mathematical modeling.

To build relational understandings among mathematics concepts.

To shift student ideas about justification of thinking and answers.​

How do I use this strategy?
​
ACT 1: Engage and Perplex

In Act 1, the teacher sharing with students an image, video, or other situation that is engaging and perplexing.

Students discuss what they notice and wonder. They generate question to ask about the situation.

Students decide on a question to answer and make estimates about the likely solution.

ACT 2: Seek Information and Solutions

In Act 2, students work on finding solutions to their problems.

They use information they have and ask for more information as needed.

The teacher supplies more information as requested by students.

They may adjust their question as they work.

​ACT 3: Reveal, Discuss, Extend!

In Act 3, students share their work, their thinking, and their solutions.

There is a reveal by the teacher of a solution, and the discussion that ensues may take many directions:

Students might compare their solutions to each others and to the reveal.

Students might compare their solutions to their estimates and discuss the comparison.

Students might discuss the assumptions that were made in the work.

Students might think of other questions they could pursue next

The teacher helps students connect their work to the core math of the task.

The design of a 3-Act Task is meant to help students see that the math they learn is power rather than punishment. Each of the 3 steps is critical:

1. Invite students to try a task that is intuitive, but inefficient or inaccurate.

2. Help them understand some math.

3. Invite them to re-try the task and see that with math it's more efficient and accurate.

More Resources for 3-Act Tasks:

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A Three-Act Task is a whole-group mathematics task consisting of three distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three. Why would I use this strategy? To provide an engaging context for the use of mathematics and the development of mathematical understanding.

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This is Which One Doesn't Belong?, a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

Which One Doesn't Belong?

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This is Which One Doesn't Belong?, a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

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Same But Different is a powerful routine for use in math classrooms. The images can be used for teaching a way of thinking: grayscale thinking, categorical thinking; helping students to build a network of ideas and an approach for learning and thinking about mathematics.

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Steve Wyborney\\\'s Blog: I\\\'m on a Learning Mission.

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Fraction Splats! have arrived! The original Splat! post rocketed up to over 35,000 hits in less than a month, which included over 19,000 lesson downloads! All 50 lessons in the Splat! post involved whole numbers. In this post, I've turned my attention to fractions, and have created 20 new lessons for you to download! This is The Fraction Splat! Series. Watch the video, download the lessons, and try them in your classroom!
Note: I've created the lessons in PowerPoint, so I recommend using PowerPoint to view them.
After reading this blog post, take a look at THE 12 MOST POPULAR MATH STRATEGIES AND DOWNLOADS ON THIS BLOG.
Note: These lessons use a single splat along with a mixture of unit fractions and whole numbers. In Level 11, you control the Splat! SPLAT 11.1 - Fraction Splats SPLAT 11.2 - Fraction Splats SPLAT 11.3 - Fraction Splats SPLAT 11.4 - Fraction Splats SPLAT 11.5 - Fraction Splats
Instant Fraction Splat!
Note: These lessons use a single Splat! which appears at the same moment as the whole numbers and fractions. Each question instantly presents missing information. SPLAT 12.1 - Instant Fraction Splats SPLAT 12.2 - Instant Fraction Splats SPLAT 12.3 - Instant Fraction Splats SPLAT 12.4 - Instant Fraction Splats SPLAT 12.5 - Instant Fraction Splats
Multiple Splats! with Fractions
Note: These lessons include multiple Splats! and you control the timing of those Splats! The entire screen can be seen, the total can be determined, and then Splat! Remember: Each Splat! that is the same color must be covering the same number. SPLAT 13.1 - Multiple Fraction Splats SPLAT 13.2 - Multiple Fraction Splats SPLAT 13.3 - Multiple Fraction Splats SPLAT 13.4 - Multiple Fraction Splats SPLAT 13.5 - Multiple Fraction Splats
Multiple Splats! with Fractions
Note: These lessons use multiple Splats! which appear at the same moment as the whole numbers and fractions. Each question instantly presents missing information. Remember: Each Splat! that is the same color must be covering the same number. SPLAT 14.1 - Instant Multiple Fraction Splats SPLAT 14.2 - Instant Multiple Fraction Splats SPLAT 14.3 - Instant Multiple Fraction Splats SPLAT 14.4 - Instant Multiple Fraction Splats SPLAT 14.5 - Instant Multiple Fraction Splats
Other Posts and Resources Which May Be of Interest

Splat! The original 50 downloadable Splat! lessons include 10 levels and variations.

Tiled Area Questions is a colorful, powerful, highly visual strategy for decomposing numbers - and offers many downloadable pages.

The Animated Multiplication Table remains one of the most popular downloaded resources from this blog, and this post includes several ideas about how to use it.

The Maze Hundreds Chart is another downloadable resource that can lead to some highly intriguing questions and rich discourse.

You may also be interested in Provide Massive Space to Notice.

Please take a moment to subscribe to the blog so you'll be notified each time new resources are posted!

I would treasure hearing about your experiences using The Fraction Splat! Series to promote number sense in your classroom!

All my best,
Steve

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The Fraction Splat! Series - Steve Wyborney's Blog: I'm on a Learning Mission.

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Fraction Splats! have arrived! The original Splat! post rocketed up to over 35,000 hits in less than a month, which included over 19,000 lesson downloads!

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Put some pieces into a bag & denote how much each piece is worth. Students need to determine the value of the bag. Have them include equations to match what they did.