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bank of questions for common assessments

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training for IAs in math practices

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Building a dollar out of coins. Students need the practice to play with money coins to help with skip counting, knowledge of coins, and problem solving.

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Allowing students opportunities to fail and retry

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Open ended problems that have more than one solution to promote productive struggle and encourage students to express their thought process and how they arrived at their answer.

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Incorporating writing into math (it doesn't have to be long or extensive, but clear and detailed enough to get the students' thinking across)

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They need consistent practice in mathematical concepts, algorithm, and procedures.

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Counting collections would strengthen students number sense.

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Using IABs and practice tests as teaching tools and not benchmark tests

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Doing more of the thinking classroom model. Learning about how to do those strategies.

CGI DAILY

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-Consistency of practices

-behavioral support to prevent learning loss

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Structured intervention plans for individual students and small groups outside of the classroom with communication between support staff and teachers

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To provide more practice opportunities to solidify the mathematical process, concept, or algorithm.

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Daily activities to develop and strengthen number sense and independent thinking/problem solving skills.

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To reflect on CAASP questions or IAB test questions while preparing our students to achieve better scores on their state tests.

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Use of number lines supports students at all grade levels and with different operations.

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Problem Solving Trajectory: Direct Modeling -> Counting Strategies -> Relational Thinking/Invented Strategies -> Standard Algorithm/Recall

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Building a foundation for CAASPP (How to answer questions, what to expect, instill good habits when explaining our thinking - sentence stems, sample problems, IAB, etc.)

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CGI provides students opportunity to choose numbers that work for them.

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All CGI practices

And student talks

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Differentiating for different needs in every classroom (Seesaw, different opportunities/methods of responding and showing our thinking)

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The use of manipulatives, number strings, and anchor charts help guide students in their mathematical thinking.

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Students using domain specific vocab

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using manipulatives

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cgi

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In classrooms - Math walls with vocabulary and strategies that students can constantly refer back to as needed

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Anchor charts

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cgi - counting collections

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engaging activities

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- Guided Questioning- prompt specific to encourage student thinking (not fed answers)

- Student led learning (counting collections, and number talks)

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aligning instruction to grade level standards

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Exit tickets, math journals.

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spiraling concepts/ review throughout the year

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Students should be able to think critically and challenge themselves to tackle problems that build on each other

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manipulatives

turn and talks

academic vocabulary

show your thinking

CGI practice and instruction

real life connections

number talks/strings

problem solving steps

anchor charts

math discussions

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CGI models help with different ways of modeling and extending their learning.

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Formative assessments to provide differentiated support.

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PTKLFs are our floor, not our ceiling.

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To provide real world understanding by using multiple strategies while using manipulatives before using the algorithm.

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Students sharing out their strategies and work

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-collaboration

-teaching students there are many different ways to solve problems

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providing vocabulary and language frames and prompts to explain our thinking

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Student led problem solving, share out, teacher scribes students thought process as explained by student, students ask clarifying questions.

counting colletions, with sharing strategies.

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Why math works, not just how. Students explain their understanding, listen to others, make arguments and justifications.

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Students are able to use answers from previous questions to build on later questions

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Students verbalizing their thinking using targeted academic vocabulary.

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-quality clear lessons with a focus aligned to standards

-opportunities for students to learn and make mistakes

-accessible manipulatives

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Students use and understand domain-specific vocab.

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collaborative activities/work

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Lots of opportunity for practice with games or engaging hands-on activities.

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Use of (and easy access to) math manipulatives

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CGI - students explain their thinking and make problem-solving meaningful

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giving student choice (counting collections, number choice in problem solving) to encourage ownership

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Students are able to relay learned information to peers

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Productive struggle

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CGI with opportunities to problem solve without adult involvement:

counting collections

dot talks

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Students have the opportunity to explain their thinking for others to learn from.

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Students recall and use content relevant language

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Students are able to verbally break down the steps they used to solve the problem

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Student-led problem solving ...

teacher questioning to extract student responses, but not imposing teacher ideas