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Build procedural fluency from conceptual understanding

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Build procedural fluency from conceptual understanding

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During my time in a first grade classroom, I conducted a "groups of" lesson. For this lesson, we had students use groups of skittles to preform basic multiplication problems. For the students that were having trouble, we used ten frames. the students would put the skittles in the ten frame and then skip count. By using the ten frames, the students were able to see the different groups and make the connection that multiplication is simply skip counting. For example 5x3, the student would skip count by 5, three times.

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Establish mathematics goals to focus learning:

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Establish mathematics goals to focus learning:

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During my time in a local kindergarten classroom, I conducted a shape based community math lesson.  The goal of this lesson was "students will be able to successfully identify 5 basic shapes around the classroom with 80% accuracy." Having this goal allowed me to keep my lesson on track. This allowed me to ensure that what I taught was what I wanted to teach, and I did not drift off into another topic. To assess this goal, I had students complete the worksheet. Attached is the lesson plan. This lesson allowed me to see how well the students interacted, and how well they are able to follow directions.

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To promote meaningful discourse, I will conduct math talks at least once a week. This is a class discussion that will encourage students to share their thinking and methodology for solving the same math problem. This will allow students to connect their thinking with that of their classmate's, and discuss other ways of solving the problem. attached is a number talk that I conducted with a kindergarten class.

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Implement tasks that promote reasoning and problem solving

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Implement tasks that promote reasoning and problem solving

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This is a sample of an activity that I would use to promote reasoning and problem solving. The I-THINK method allows students to analyze the problem before, during, and after the computation. They have to think about aspects such as: how would the problem work, what they need to solve the problem, and why the way they solved it was incorrect/correct. I would display this poster in my classroom for students to use when they have a challenging problem to think about.

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Use and connect mathematical representations

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Use and connect mathematical representations

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To elicit the use and connection of mathematical representations, I would use the "which is better strategy". This could easily be done during a math talk. It includes solving the same problem multiple way and discussing which way would be the best way to solve the problem. This allows students to make connections between the different methods of solving the problem. This will also allow them to discover that different methods are better for different reasons.
Attached is an anchor chart I will have in my classroom of the different ways you could solve a problem. this chart is for multiplication, but I will also make one for addition, subtraction, and division as well. This will allow me to see which method the students preform better with, so I can focus my future instruction off of that method.

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Ways to Show Multiplication Anchor Chart

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Support productive struggle in learning mathematics

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Support productive struggle in learning mathematics

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I conducted a lesson at a local math night. During this math night, students had to use plastic cups to build the tallest tower they could. During this activity, the children could not use their hands to move the cups. The did have a variety of materials they could use including: cotton balls, straws, and rubber bands. the students had to engineer different tools to stack the cups. The students had to try multiple methods to try to solve stack the cups, many of these attempts were unsuccessful. When the students did find a way that worked, many of the other students modeled their tools off of the successful tool. For example, one student made tongs out of the straws and a rubber band, this was very successful. The other students in the class modeled their tool off of the tongs. This lesson has shown me that it is okay for students to struggle, but when they become frustrated you need to step in and support them. Supporting them includes asking them questions such as "why do you think your last tool didn't work" "how do you think you could make that design better" etc. Attached is a picture of a student completing the cup stacking activity. (THIS PICTURE WILL NOT UPLOAD FOR SOME REASON IT IS IN THE WORD DOC WITH THE LINK OF PADLET)

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Elicit and use evidence of student thinking

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Elicit and use evidence of student thinking

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I conducted a diagnostic interview with a kindergarten student. During this interview I asked the child to preform a variety of tasks including: writing and identifying numbers, identifying and classifying shapes, along with counting and basic addition. I noticed that this child was having a hard time understanding place value. When I dismissed the child back to math class, I noted that a lot of other students were having a hard time with place value as well. I decided to use this information to conduct a whole class math talk based on place value. During this math talk, I came to the conclusion that the students were aware that the 2 in 23 made it TWENTY-three, but they couldn't explain why. I then used this information and wrote a lesson plan for my co-op to try because it was near the end of my practicum experience. The lesson involved using base 10 blocks, so hopefully the students will be able to see the connection between the place values. This lesson has taught me that even though the students know how to do something, it doesn't always mean they know why they do it. Understanding why you do it is essential to any lesson. Attached is my math talk lesson that was based off of my diagnostic interview.

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You can pose purposeful questions in almost any academic environment. One way I plan to pose purposeful questions is through talk moves. Attached is a list of different talk moves I could implement. These talk moves allow me to understand the student's thinking. It allows me to see the connections they are making to other student's thinking. It also allows me to see what the students are understanding, and which areas I need to go over again.