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Work with our grade or division teams to investigate possible spiraling problems or units.

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Work with our grade or division teams to investigate possible spiraling problems or units.

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Teach and provide practice for student learning that illustrate concepts “off anchor”, for example triangles are all different and be oriented in many ways, skip counting by 2s can start on an odd number (forwards and reverse), counting 1/2 hour on a clock doesn’t mean the minute hand needs to be at 6..

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Regular work to improve math fluency so they don’t have to worry about computations when learning new concepts.

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Support to plan for and execute daily number talks

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Focusing on reading math questions and making inferences about what the question is asking is a priority.  The biggest thing I see after 15 years of teaching math, is students unable  to work independently. Maybe our focus should be literacy!

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Focusing on reading math questions and making inferences about what the question is asking is a priority.  The biggest thing I see after 15 years of teaching math, is students unable  to work independently. Maybe our focus should be literacy!

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School created exemplars to focus on the specific needs of learners in the school.  Use in conjunction with feedback.

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School created exemplars to focus on the specific needs of learners in the school.  Use in conjunction with feedback.

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Use continuous feedback on worthwhile tasks.  Avoid marks.

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Use continuous feedback on worthwhile tasks.  Avoid marks.

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Continuum of math language to support all learners and avoid "re-learning" math language.

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Continuum of math language to support all learners and avoid "re-learning" math language.

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Consider a vocabulary that can be used consistently, student strategies change over time (age, confidence, experience), but the words used to talk about Math do not, however it can be confusing for students if the instructional phrasing is different unit to unit, grade to grade

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Encourage the use of “non-standard” manipulatives, for example bingo chip can represent a group of 5 to skip count, a popsicle stick can represent a 10...

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Change the pace of teaching to allow for re-teaching and enrichment, review student work often so that opportunities for practice and extension are more visible.

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Offer parallel tasks, often the students will surprise you with their choice!

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Create and use spiraling to strengthen and connect concepts through rich math circles.

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Manips - We could use more Relational/Cuisenaire Rods and other manips across the grades. Several class sets as we grow. Training on how to use them to effectively represent for a variety of number sense curriculum expectations.

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Intentionally plan for and use more Number Talks.

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Develop a good base of curriculum related multi step, rich tasks for lessons. USE MORE OFTEN. Model justification of answers.

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How do I move students away from repeated addition and use multiplication more frequently?

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Providing students with a choice of  strategies to prove thinking (Justify their answer).

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Ensure that I am encouraging more than one strategy and having all resources out for use (manipulatives)

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-break down the task visually

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various tools/and structure to support his thinking, so he knows that following the steps will lead to success.

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More explicit teaching and frequent practice of how to represent student's own thinking on paper.

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--model and take-up WHAT strategy more frequently for practice with communication

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Emphasis on what students are asked to find, what info they know and the strategy they choose to solve to problem