# data[].attributes.body
Lots of open problems!  Making connections from prior knowledge to what we want/need to learn.  Listening to different ideas & strategies.  Asking frequent questions - "Wait - what?" And "What if?" Debates, My Favorite Nos, and using Canvas Quizzes to check in on student understanding.

# data[].attributes.body
Clustering helps
Planning is messy
Finish up problem from day before
Group share, comments, patterns, summar,lessson, etc
Rich mathematical task
Pulls some items out of units
Testing at end of year is complicated
St math  twice a week in home rooms
What to do with kids that always speak up?

Difficulty bringing in math in practice

# data[].attributes.body
Planning:
Unit lessons as a base
Number talks 3-5 days
3 days rich story problems
Exemplars 1 every two weeks
Read, draw, solve it
Fact fluency 3 x week using games
St math 2 x a week, class average 30%
Uses Georgia math lessons

Difficulty: review, miss spiral, managing components

# data[].attributes.body
Number talk/Review of concept with word problem (common situtation)
Math Task
Share out
Small group intervention/St Math/Procedural Fluency etc. or students continue working on the problem.

# data[].attributes.body
75 minutes to 90 minutes
*Number Talks

The block could look differently depending on the focus and purpose. There is a share out and depending on the focus a minilesson.

She uses the math units, Math In Practice, Contexts for Leaning, and exemplars.

*They do have a centers/math workboard for a part of the block and this is when she pulls for small group and intervention.

# data[].attributes.body
*Warm-up/Problem of Day (eg common situation word problem, scaffold for upcoming material, or review of previously taught content)
*Number Talk
*Minilesson as Problem/Task Intro
*Student Work on task of the day
*Teacher pulls small groups based on DMA or if they need help with task, questioner as students problem solve
*Students move to fluency practice or something related to the unit after they finish the main task
*Share out at end of math block

# data[].attributes.headline
2nd Grade Math Block*Math is spread in different parts of day*~1 hour 55 minutes of math per day…and would love for more time1)	8:35-9:00:  Exemplar…new each day based on current teaching topics; or Greg Tang Math; or something with word problems.2)	9:00-9:10:  Share out…students share strategies that they used from morning problem3)	1:50-2:05:  Mini-Lesson OR Choice Board (menu of activities) with minilesson later                                   -Guided instruction:  This is where teacher sets up class for the content focus.  For example, “What are fractions?  How could you share a cookie with 4 people?”  Teacher modeled how to design a cookie using fraction vocabulary to set students up for independent practice.4)  2:05-2:50ish:  Independent Practice/Study:  This is based off of the minilesson.  Students can decide how they want to show their thinking (paper/pencil, app, etc.).  Regardless, they upload into Canvas for teacher to see.  When they are finished, they complete TWO tasks:			-Rich Math Task:  Also in Canvas.  Students use Pixie, paper/pencil, Voice Thread, etc. to demonstrate thinking and show their work.  This task is an Exemplar that is based on previously taught concepts.  2 per week…#1 M-W, #2 W-F.			-Fluency Check:  These are old problems from Number Talks.  Students access them in Canvas.  **If the teacher’s focus is TIME (how quickly they can solve the problem(s)), then they push the audio recording button in Canvas and it records their oral thinking as well as times them.  However, if the teacher’s focus is strategies used, then the student does it on paper and uploads it to Canvas.  				OR they might play a fluency game such as Checkers.  Teacher has a video link that students watch on their own in Canvas.  It gives instructions for how to play the game.  Then they get a checkers board in the room and start playing.  ***Fluency games are found in the Mastering the Basic Facts book or the Summer Game list on Coach’s Canvas course.			*If students finish the required TWO tasks, then they can go to Choice Board, which is a menu of activities that changes with the unit of study.  Some examples of these tasks are:  Khan Academy videos; games to play (math playground); make posters for parents to teach about a topic; app exploration; etc.5)  2:50ish-3:00:  Share Out:  Teacher picks something from that day for share out.  The student shares with the class.  6)  3:00-3:10:  Number Talk

# data[].attributes.subject
2nd Grade Math Block*Math is spread in different parts of day*~1 hour 55 minutes of math per day…and would love for more time1)	8:35-9:00:  Exemplar…new each day based on current teaching topics; or Greg Tang Math; or something with word problems.2)	9:00-9:10:  Share out…students share strategies that they used from morning problem3)	1:50-2:05:  Mini-Lesson OR Choice Board (menu of activities) with minilesson later                                   -Guided instruction:  This is where teacher sets up class for the content focus.  For example, “What are fractions?  How could you share a cookie with 4 people?”  Teacher modeled how to design a cookie using fraction vocabulary to set students up for independent practice.4)  2:05-2:50ish:  Independent Practice/Study:  This is based off of the minilesson.  Students can decide how they want to show their thinking (paper/pencil, app, etc.).  Regardless, they upload into Canvas for teacher to see.  When they are finished, they complete TWO tasks:			-Rich Math Task:  Also in Canvas.  Students use Pixie, paper/pencil, Voice Thread, etc. to demonstrate thinking and show their work.  This task is an Exemplar that is based on previously taught concepts.  2 per week…#1 M-W, #2 W-F.			-Fluency Check:  These are old problems from Number Talks.  Students access them in Canvas.  **If the teacher’s focus is TIME (how quickly they can solve the problem(s)), then they push the audio recording button in Canvas and it records their oral thinking as well as times them.  However, if the teacher’s focus is strategies used, then the student does it on paper and uploads it to Canvas.  				OR they might play a fluency game such as Checkers.  Teacher has a video link that students watch on their own in Canvas.  It gives instructions for how to play the game.  Then they get a checkers board in the room and start playing.  ***Fluency games are found in the Mastering the Basic Facts book or the Summer Game list on Coach’s Canvas course.			*If students finish the required TWO tasks, then they can go to Choice Board, which is a menu of activities that changes with the unit of study.  Some examples of these tasks are:  Khan Academy videos; games to play (math playground); make posters for parents to teach about a topic; app exploration; etc.5)  2:50ish-3:00:  Share Out:  Teacher picks something from that day for share out.  The student shares with the class.  6)  3:00-3:10:  Number Talk

# data[].attributes.headline
5th Grade Math Block*This year, due to departmentalization, math couldn’t be split up into other times of the day.*90 minute block1) 15 min.:  POD/Number Talk (This consists of problems from Estimation 180 and/or Number Talks books…Fractions/Whole Numbers2) 15-20 min.: Mini-lesson (varies but consists of Learnzillion videos, couple of problems as a class…review from day before, and/or direct instruction from teacher)3) Remainder of time:  Independent Study	-This is where students are involved in working on various “tasks” (Canvas is mandatory)		-Canvas:  Modules set up that give directions for task for the day, such as:  create a video…(Given multiplications of fractions with mixed numbers, create a situation, then using Explain Everything and/or another method, make a model, talk through the problem, and upload to Canvas); make a slide show; take this “quiz”; etc.  An example of an assignment might be...given a line plot, interpret the data, answer questions about the data, etc.		-Clearboard (plastic sleeve): holds problems like coordinate grids; answer sheets posted in room for self-check; talked about using QR codes linked to padlet/canvas to store keys to assignments.		-Math Games:  dice/cards and/or app games		-ST Math/Prodigy:  (prodigy uses math problems in a world of battles…teacher can choose topic/concept for students to work on)		-Exemplar:  given once a week…however, takes students a couple of days 		-Ten Marks		-Khan Academy:  used as a tutorial for concepts that students are struggling with OR for extension topics for higher math*****During Independent Study, the teacher is walking around and conferencing with students; meeting with small groups of students about 3 times per week (flexible groups…based on various topics/concepts).  Teacher meets with all kids within the week…tries to extend the higher thinking math students as well as provide intervention for others.

# data[].attributes.subject
5th Grade Math Block*This year, due to departmentalization, math couldn’t be split up into other times of the day.*90 minute block1) 15 min.:  POD/Number Talk (This consists of problems from Estimation 180 and/or Number Talks books…Fractions/Whole Numbers2) 15-20 min.: Mini-lesson (varies but consists of Learnzillion videos, couple of problems as a class…review from day before, and/or direct instruction from teacher)3) Remainder of time:  Independent Study	-This is where students are involved in working on various “tasks” (Canvas is mandatory)		-Canvas:  Modules set up that give directions for task for the day, such as:  create a video…(Given multiplications of fractions with mixed numbers, create a situation, then using Explain Everything and/or another method, make a model, talk through the problem, and upload to Canvas); make a slide show; take this “quiz”; etc.  An example of an assignment might be...given a line plot, interpret the data, answer questions about the data, etc.		-Clearboard (plastic sleeve): holds problems like coordinate grids; answer sheets posted in room for self-check; talked about using QR codes linked to padlet/canvas to store keys to assignments.		-Math Games:  dice/cards and/or app games		-ST Math/Prodigy:  (prodigy uses math problems in a world of battles…teacher can choose topic/concept for students to work on)		-Exemplar:  given once a week…however, takes students a couple of days 		-Ten Marks		-Khan Academy:  used as a tutorial for concepts that students are struggling with OR for extension topics for higher math*****During Independent Study, the teacher is walking around and conferencing with students; meeting with small groups of students about 3 times per week (flexible groups…based on various topics/concepts).  Teacher meets with all kids within the week…tries to extend the higher thinking math students as well as provide intervention for others.

# data[].attributes.body
12:25-12:35 - Number Talk​

12:35 - Mini-lesson or Math Challenge "kick-off"

12:50 - Independent and small group work time

Usually between 1:15 and 1:30 - Share Out (favorite no, gallery walk, etc...)

Somedays - exit ticket

Special is 1:50-2:35

After special - the students rotate between small group with me and ST Math for 15-20 minutes.

# data[].attributes.body
math stations when students come in.  This is practice for procedural fluency- with games/activities that were previously taught.  Teacher pulls small groups and students are checking in.
For 30 min towards the end of the day the teacher uses a numberless word problem, 3 act task, exemplar the math unit from HCSD or Math in Practice to instruct students.

# data[].attributes.body
This teacher teaches 3 math blocks throughout the school day. Each block lasts 80 minutes. Teacher has mastered the technique of questioning and that drives his instruction if hopes of getting students to ask the right question.
Below is a typical day, though this teacher is extremely flexible with his math block.

1. Problem solving task - introduce a new skill/reinforce past skills or problem solving technique.
2. After opening activity, teacher introduces open ended rich task for students to work with. Teacher encourages productive struggle and creative problem solving. This is the majority of the math block.
3. As students finish the task, teacher has a math extension menu students can choose from. He also have tasks from nrich that students can work on. They may also get onto ST Math or Khan.
4. Teacher believes that every task that's done is an opportunity for assessment. Teacher tends to give small, ongoing assessments.

# data[].attributes.body
1. Mental Math - we do a number talk everyday.
2. Minilesson/Rich Task in collaborative groups/partners based on the units
3. Math Menu choice board (see attached picture) The math choices grow as students learn new apps, games, etc.
4. During the choice board, the teacher meets with small group for DMA practice or support of the current rich task.
5. A few days a week, teacher ends with some form or assessment. Lately it has been a problem using the common situations

# data[].attributes.body
We focus on mental math, especially in number talks. I've started creating my own number talks because sometimes I feel like they need a bigger challenge. We have math stations typically 3 days a week and during that time students are playing games they have already learned. Other students are doing ST math. Typically I introduce the game in math and then they play at workboard. But then they get moved to station tubs. I pull kids at that time sometimes small group sometimes one on one. We practice DMA skills or we focus on something I noticed they struggled with that day or that week-whether it be an exemplar or a formative assessment. Exemplars are huge in our classroom and I often give different kids different versions depending on how they've been doing on that skill. The mathematical practices are at the heart of our math block and I challenge students to defend their thinking each day. In our 123 center at workboard we have been doing canvas assignments. I create a word problem and students can choose any app they want to show their thinking. It's super easy using speedgrader and I just do complete/ incomplete. Super quick and super informative assessments!

# data[].attributes.body
1)Mental math (component of framework)
2)Math exploration/workshop-students make teaching videos, games, code, math math books, ST Math, etc...focused around a math concept of their choosing (application of their learning)/teacher pulling small groups (personalized intervention and enrichment) *8 mathematical practices can be observed during this time as well*
3)Mini-lesson based on current/new concept (rich mathematical tasks/fluency)
4) Independent practice (rich mathematical task)

# data[].attributes.body
90 minutes a day

- Pull small groups first thing in the morning for struggling students (as students arrive)

- start with problem of the day (base on areas of continued practice) - use that as part of the number talks for discussion - share strategies and modeling - differentiate this problem

- Small lesson to explain the next activity (hands on) keep this brief - never keep the kids at the carpet for more than 30 mins

- Next 30 minute exploring and working and teacher circles

- After specials we gather together to review thinking - gallery walk followed by a discussion or just sharing and discussion (20 mins)

- Need to be flexible and each day may look different

- Questioning and don't just give them answers

- No procedures in 3rd grade

- Shipwrecks - read an article and looked at images

- Computer programmer needs a path (robot) to look at different regions of the ship wrecks - distance of the path - option to measure and choose tools - end discussion Sharing out the different ways - looked at images from above

# data[].attributes.headline
2nd Grade:  After consulting the Unit plan, class begins with a number talk either to introduce or practice a concept.  If it's introduction, students share their thinking and discover together about the topic.  Students then work on an authentic task to further deepen understanding by applying and communicating, creating and sharing.  At this time, groups are pulled to work on DMA concepts, or provide small group work on the task.  Tasks typically take a couple of days to complete.  The task is finished with a group share out of sorts.  At times, strategies are recorded in the form of an anchor chart for future reference.

# data[].attributes.subject
2nd Grade:  After consulting the Unit plan, class begins with a number talk either to introduce or practice a concept.  If it's introduction, students share their thinking and discover together about the topic.  Students then work on an authentic task to further deepen understanding by applying and communicating, creating and sharing.  At this time, groups are pulled to work on DMA concepts, or provide small group work on the task.  Tasks typically take a couple of days to complete.  The task is finished with a group share out of sorts.  At times, strategies are recorded in the form of an anchor chart for future reference.

# data[].attributes.body
3 90 minute classes
5-10 minute per assessment from day before or that day, using multiple formats, helps to inform small group work.
10-15 minute Number Talk, or intro for the task or lesson from units.

Rotation below in photo allows for small group work during class time
M-math with teacher
A-at seat, unit work
T-teacher's choice
H-hands on task

# data[].attributes.body
*Please note this is flexible, depending on the needs of the children and demands of the lesson.  Sometimes it varies depending on where the children take the lesson.

Generally:  Number Talk
Review
Problem Intro
Work
What do you need to know to solve this problem? (pause)
Work
Get together whenever needed: share out (Students take notes in journals)
Make anchor charts of new learning

-All stems from standards from each unit (problem chosen) and authentic problem solving and practice.
-Can take days
-May have an Instruction Day:  teach, practice, apply
-Pretest, all review together (looking at each question and each student with names blocked).  Together, they decide which problems are whole group, small group, or individual intervention from that.

# data[].attributes.body
*Please note this is flexible, depending on the needs of the children and demands of the lesson.  Some times it varies depending on where the children take the lesson.

Generally:  Number Talks
Related Exemplar (to day before).  During this time, teacher pulls small groups)
Gallery walk (share)
Exit Ticket
Games
or
Warm-up problem/brief share
Mini Lesson
Guided practice (exemplar)
Math Congress (share)
Number Talk