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- Data Team focused on math progress using pre and post tests to demonstrate learning.
- Common Formative Assessments to support student learning
- Math Talks:  allowing students to think critically about possible pathways to solve math problems and explain strategies.
- New resources:  Engage NY and Zearn

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With the Kindergarten students that have counting and 1:1 goals, we are working on a variety of ways to address the goals through multi-sensory activities

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I have incorporated more math talks during our daily lesson.  I encourage the kids to explain their work in more detail and model on the board following their directions.  It is making them more aware of steps they are skipping or  steps they are doing but implementing without thinking.

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I have introduced--attempted to introduce--number talks.  More conversations about numbers, etc.  I am also trying to incorporate more hands on activities and technology with math.

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Number Talks/Math Talks: Every other day we are taking the first 15 minutes of math to do a number talk or a math talk.  We are currently working on numbers 1-10.  I show the kids a set of objects (shaped like a die/dice, as a ten frame or a familiar set) Then we talk about  what number it is WITHOUT counting and how we got that answer.  We then talk about all the different ways we got it and use those answers to write addition problems.

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* I have began incorporating number talks into our math
lessons to build number sense for my Kindergarten class.
* I have also been using these words with my class, "How do you know_______" for the student to explain their "thinking".

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I have started attempting to use math talks at the beginning of many of my math lessons.  I would like to get the book and learn even more about how to make these effective.  I have gotten better about shortening them, but in the beginning struggled with carrying them out too long.  I am still wondering how often I should be doing these.  I am also still "feeling out" the organization of my math time to include talks.

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Number Talks: Before we start our math lesson have been beneficial for my students. We've done quite a few math talks in regards to the addition and subtraction strategies that we have been using in the classroom. Because of this I am able to see if students understand the strategy that is being taught and if they can use it appropriately to solve a problem.

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We have been using math talks to get the students thinking more about the process of math and not just what answer is. We have also looked more closely at having students explain the specific strategies they are using to solve problems and how they are using each strategy to help find an answer. This shift has lead our learning in math to be focused more on the process and steps we use in math and not just a right or wrong answer.

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This quarter I have...
* used math talks to help my students go deeper with their thinking of numbers and the strategies we use to solve problems.
*made sure to provide a variety of ways for the students to use the strategies to complete work in our classroom, games, etc.
* given the students longer amount of time to practice (weeks at a time).

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I was introduced to Math/Number talks in previous college courses and had been practicing in my college courses. This first quarter I have been able to implement, work on, and observe with Ms. Bacon using Math Talks. I LOVE Math Talks because they are open ended and it allows student to critically think and they are able to then see number relationships in multiple ways using multiple strategies.

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Molly Henley helped me to structure my Math block this year and I am loving it! I was introduced to Math/Number Talks from the PD session and teammates and have loved learning along with my students during these discussions. We start our math block with a number talk that is based on the learning target/criteria we are working on at that time. The next part of our block is centers. We have broken the centers apart into independent work, Reflex, and then Teacher time. This has given me a schedule to follow so that I can reach EACH child in my classroom every math block.

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* Using Math Talks to push critical thinking skills.
* Developing a deeper understanding of math concepts by using Math Talks and sharing out.
* Engage NY has helped the rigor of our Math time, as well as providing an online resource that directly aligns with what we are teaching.

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* Students are co-constructing Learning Progressions

* Number Talks

* EngageNY games and lessons have improved my students’ number sense

* Zearn is a great online component that supports Engage NY lessons

* Data Team process: pre- and post-tests and dipsticks

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Being more purposeful with number talks/math talks.  I have always been one to discuss "why" in math work, but this year being sure to pose that problem and go through a purposeful number talk.  Also continuing to add in more hands on activities and opportunities to discover.

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We have started having specific times for number talks while we are exploring multiplication. I have also posted sentence starters for our math talks in the room and students are using them more and more. Students are encouraged to use vocabulary in their explanations as they explain their thinking.

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We have taken time for class discussions/math talks when we share our work/strategies. One of my favorite question starters has been, "Read their mind. Why did they do that?" They are growing in the way they think about each others' work/thinking!

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Math talks allows students to think critically and collaboratively. Students are able to gain number sense along with multiple strategies to solve problems and learn mental math. 

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Math talks allows students to think critically and collaboratively. Students are able to gain number sense along with multiple strategies to solve problems and learn mental math. 

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I have enjoyed using the Number Talks book to guide my conversations with students.  We're using specific strategies like making friendly numbers.  The book offers specific strategies and problems that led students to use the specific strategies.

I have enjoyed using other resources such as the Georgia Department of Education for deeper thinking problems.

Students have enjoyed participating in the creation of the success criteria and learning progressions.

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Math talks is increasing student knowledge of math strategies

Math stations is helping differentiate instruction through various opportunities for students

Learning progression chart is student created and posted visibly in the classroom for students to reflect on.

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Strategies for math talks.  Students thinking about thinking.

Exploring the four methods of multiplication.

Vocabulary for math comprehension.

Reteaching time for small groups.

Mapping out pre-test, dipsticks, and post test.

Anchor chart to see what steps they have accomplished and what is the next step.

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-Math Talks help the students learn from each other. I like math talks because I am getting to hear how my students think about math and numbers. Students using tier 3 words in conversation.

-PBL- We started our PBL unit this week. I'm interested in seeing how the planning aspect mixed with student's work will look as we continue.

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* Creating Learning Progressions with the students, having them posted in the room and giving each of them their own copy to glue in their notebook
* Math talks and letting students lead the discussion

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Number Talks to introduce a concept, critical thinking, etc.

Georgia/ New York lesson plans. Giving students additional real life application to mathematical concepts we're working on.

Learning Progressions posted in the class to make goals more visible.

Structuring lessons in a release and learn fashion. Students are released to practice the skill after they demonstrate understanding of the basic instruction. This allows for more remediation as well as independent work time for students.

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*Number Talks, increasingly more sophisticated and embedded in each day's math lesson.
*Our Data Team Process: Mapping out pre-tests, dipsticks, and post-tests
*Success Criteria spelled out  ahead of time
*Learning Progressions, posted in the room, make our work more systematic.
*Students thinking about their thinking: Metacognitively looking at concepts, identifying what is easy and what is challenging.
*Brainstorming vocabulary necessary to "speak like a mathematician"
*Strategies employed for solving challenging story problems: Students work in "Brain Power" teams, to identify the question as well as pertinent data in the situation.
*"Division Pass-Around"-Student teams breaking down the steps of long-division, helping each other understand each part of the process.
*Emphasizing "No Flying Under the Radar"--encouraging students to identify their own weaknesses...and use "Learning Pit" strategies to dig themselves out.

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Number Talks...increase student talking
Math Enrichment modeled as whole group and then challenged among other students to complete (In and Out..algebraic thinking, Deduction Word Puzzles