# data[].attributes.body
1. Which parts of the standards need to be developed to have student success with the culminating tasks?

2. What is the critical background knowledge that students bring to the unit?  Where does it fit into the unit you're planning?

3. How will the Opening Routines support retrieval of background knowledge and/or provide readiness for new content knowledge?

4. What tasks reinforce and grow conceptual knowledge?  What tasks reinforce and build skills?  What tasks build connections between concepts and skills?

5. What guiding and probing questions will you plan in order to promote student discourse and engagement?

Comment on the chat icon below: What are some other considerations to take into account when planning for next year?

# data[].attributes.body
Subject: Math
Program: Math Solutions
Monday
Session Code Hour 1: 376178
Session Code Hour 2: 376185
Session Code Hour 3: 376186
Session Code Hour 4: 376195
Tuesday
Session Code Hour 1: 376202
Session Code Hour 2: 376207
Session Code Hour 3: 376214
Session Code Hour 4: 37216
Wednesday
Session Code Hour 1: 377451
Session Code Hour 2: 377456
Session Code Hour 3: 377459
Session Code Hour 4: 377462
Thursday
Session Code Hour 1: 377472
Session Code Hour 2: 377477
Session Code Hour 3: 377481
Session Code Hour 4: 377487

# data[].attributes.attachment_link.readable_text
Search by entering a portion of your Site Location Name and Zip/Postal below, then click the Search button. Results will display in the Site Name field, click the drop-down arrow to select your institution.

Note: If zip/postal code is not known, you can also search by City and State.

# data[].attributes.attachment_link.description
Search by entering a portion of your Site Location Name and Zip/Postal below, then click the Search button. Results will display in the Site Name field, click the drop-down arrow to select your institution. Note: If zip/postal code is not known, you can also search by City and State.

# data[].attributes.headline
5th-Grade Unit 1 Math Task :Start of the Year Celebration 

# data[].attributes.subject
5th-Grade Unit 1 Math Task :Start of the Year Celebration 

# data[].attributes.body
https://docs.google.com/presentation/d/12ZhCA-Q7TewwihkQKwnrQbqLVBxbgSZ9I9yEsU6gF2I/edit#slide=id.p

# data[].attributes.headline
Secondary Number Sense/Reasoning Routines by Grade

# data[].attributes.subject
Secondary Number Sense/Reasoning Routines by Grade

# data[].attributes.attachment_link.title
HCPS Mathematics - Number Sense Routines

# data[].attributes.attachment_link.description
DESIGNED TO BE USED AS CLASS STARTERS, TRANSITIONS BETWEEN ACTIVITIES, OR AS CLOSURE. THE NUMBER SENSE ROUTINES IN OUR PRESENTATIONS INCLUDE: 'WOULD YOU RATHER?', 'WHICH ONE DOES NOT BELONG?', 'HOW DO YOU KNOW?' AND MANY OTHER ROUTINES THAT WILL CHALLENGE YOUR STUDENTS TO MAKE CONNECTIONS, DEVELOP

# data[].attributes.headline
Elementary Number Sense Routines by Grade

# data[].attributes.subject
Elementary Number Sense Routines by Grade

# data[].attributes.attachment_link.description
NUMBER SENSE ROUTINES: DESIGNED TO BE USED AS CLASS STARTERS TO ENGAGE YOUR STUDENTS, FOSTER MATHEMATICAL DISCOURSE, AND CREATE CLASSROOM COMMUNITY. CLICK HERE TO LEARN ABOUT THE DIFFERENT TYPES OF ROUTINES.

# data[].attributes.body
Session code: 377499
Presenter: Alisa Quest & Kristen Olsen

# data[].attributes.attachment_link.title
Clayton County 5th Grade Unit 1 At a Glance

# data[].attributes.attachment_link.readable_text
Cathy Kessel wrote an article with Liping Ma that discuss "unit fraction" vs "fractional unit" and has added a remark to the appendix about this.

Here is the new version.

Hi everybody, Cathy Kessel has compiled all the suggestions that people have made here and other places over the years to produce a final version of the progressions. Here is the compiled document of all the progressions.

And here are two documents outlining the major changes from previous versions.

Note that the University of Arizona has deleted the website that used to host the progressions. I am working to have that url redirect here.

Hi everybody, in order to deal with the spam problem I have deleted all users regarded by WordPress as spam users. These are defined as users who have never posted. Unfortunately this seems to have caught some legitimate users as well. Their content is still on the blog, with the author marked as anonymous.

Cathy Kessel is working on editing the progressions documents into final versions, incorporating comments from this blog and elsewhere and filling in gaps. Here is the fractions progression. We will be rolling out the others over the next few months. Comments welcome!

With the high school writing work in full swing, I've been remiss in posting here lately. I do have some ideas saved up! Meanwhile, Kate Nowak and I have a piece about instructional routines over at the IM blog.

I've been meaning to let you know about the Illustrative Mathematics blog, which launched a few weeks ago. It has blog posts by members of the IM community about our grades 6-8 curriculum and about teaching practice, including a whole series on the 5 practices framework of Smith and Stein. Also, we will be cross posting any IM related posts I write here over there as well. I hope you find our new blog useful!

# data[].attributes.attachment_link.description
Use this form to sign in. Thank you for MAKING MATH MATTER!!!

# data[].attributes.headline
How Not to Start Math Class in the Fall Article

# data[].attributes.subject
How Not to Start Math Class in the Fall Article

# data[].attributes.headline
GADOE Remote Learning Supplemental Resources

# data[].attributes.subject
GADOE Remote Learning Supplemental Resources

# data[].attributes.headline
Clayton Unit Planning Framework and Guide

# data[].attributes.subject
Clayton Unit Planning Framework and Guide

# data[].attributes.body
https://drive.google.com/drive/folders/0B26QgYty0pPxUVpDYXZHR0J6S0k?resourcekey=0-2rSzUWXg5wGs_LYPajsYYA

Folders to:
1. Curriculum 2021-22 Unit Frameworks--GA DOE Standards and Units of Instruction
2. Professional Development Documents 2021-22 >> Ambassadors>> Grade Levels

# data[].attributes.body
Find one sentence of phrase that really resonated with you. Type in chat BUT do not hit send until I give the signal to hit send.

# data[].attributes.body
Subject: Math
Program: Math Solutions
Session Code Hour 1: e377499
Session Code Hour 2: e377507
Session Code Hour 3: e377509
Session Code Hour 4: e377520

# data[].attributes.attachment_link.readable_text
Search by entering a portion of your Site Location Name and Zip/Postal below, then click the Search button. Results will display in the Site Name field, click the drop-down arrow to select your institution.

Note: If zip/postal code is not known, you can also search by City and State.

# data[].attributes.attachment_link.description
Search by entering a portion of your Site Location Name and Zip/Postal below, then click the Search button. Results will display in the Site Name field, click the drop-down arrow to select your institution. Note: If zip/postal code is not known, you can also search by City and State.

# data[].attributes.body
3 New Ideas
2 Things to Remember
1 Take-away to Share

# data[].attributes.body
https://drive.google.com/drive/folders/12fTJi5PpaHsZ7Y6s87NS-GtGRwArVQTS

# data[].attributes.body
1. Locate the unit 1 task from the unit framework.

2. Analyze the unit 1 task and create a chart of what students must "know" and must "be able to do" in order to be successful with this unit task.

# data[].attributes.body
https://docs.google.com/document/d/1MxUUZ5y4V3G5lwVBRm6s8O6MQ1F-uccU0Flvj8jE3lQ/edit

# data[].attributes.body
https://docs.google.com/document/d/14YrCTBH8faVaPgQvOsESTLr5UPdHNiaT/edit

# data[].attributes.body
https://docs.google.com/document/d/1JjV_rkgWvdcf3NbdYfFTFL_Q8CHm037G/edit

# data[].attributes.body
1. How can we plan engaging, rigorous lessons that are based on the GA Math Standards?
2. How will we structure our instruction to incorporate the components of Math Workshop?
3. What standards-aligned and rigorous resources and tasks will we incorporate into our daily lesson plans? How will we structure them for student success?
4. How will we support any students we may have who are learning remotely (online)?

What other questions should we consider?

# data[].attributes.headline
Planning a Week of Instruction with Math Workshop

# data[].attributes.subject
Planning a Week of Instruction with Math Workshop

# data[].attributes.body
How a week with Math Worskhop could look like:

# data[].attributes.headline
8 Ways to Pose Better Questions in Math Class

# data[].attributes.subject
8 Ways to Pose Better Questions in Math Class

# data[].attributes.attachment_link.readable_text
Have you ever taught a math lesson that seemed to be going well-with students active, engaged and producing the right answers-but when you ask kids to explain the reasoning behind their work, they clam up or veer off on a tangent?It happens to the best of us, which is why it's so important to be intentional with our questioning and to think about not only the types of questions we are asking but also the pattern in which we're asking them.

Below we've rounded up eight tips to help you focus your questioning and, by doing so, deepen students' mathematical reasoning.

Don't let "information gathering" questions dominate your lesson.

These are answer-seeking questions such as "What is the formula for finding the area of a rectangle?" "When you write an equation, what does the equal sign tell you?" While these questions have their time and place (they help to establish what students know), they don't reveal higher-order thinking or reasoning.

Ask probing questions that require students to explain, elaborate or clarify their thinking.

This includes articulating the steps they took to solve a problem or complete a task. For example, "As you drew the number line, what decisions did you make so that you could represent seven-fourths on it?" "Can you show and explain more about how you used a table to find the answer?"

(Source: Minds in Bloom)

Give students adequate time to respond.

Research has shown that we often give students less than five seconds to answer a question in math class! When we move so quickly, we lose the chance to see how students are making sense of mathematics.

Ask students to make the mathematics visible.

By this we mean discussing the connections between mathematical ideas and relationships. For example, "How does that array relate to multiplication and division?" "In what ways might the normal distribution apply to this situation?"

Encourage reflection and justification.

These questions reveal deeper understanding of students' reasoning and actions, including making an argument for the validity of their work. For example, "How might you prove that 51 is the solution?" "How do you know that the sum of two odd numbers will always be even?"

(Source:@TEACHHEATH)
Avoid "funneling" the conversation.

This means landing on a desired conclusion in advance and giving little attention to student responses that veer from the desired path. You may be focused on students arriving at a particular answer, for example, or using a certain strategy to the exclusion of others. In a funneling question pattern, the focus is often on information gathering with one or two higher-order questions at the end.

Try "focusing" your questions instead.

While funneling question patterns are rigid and preset, focusing questions attend to students' needs and are open to being investigated in multiple ways. A focusing question pattern blends information gathering, probing, reflection and justification. It involves asking students what they notice and encouraging them to communicate their thoughts clearly.

This video case study shows the difference between funneling and focusing questions in action.

Encourage students to ask questions of one another.

It is much easier to facilitate a focusing question pattern when you are not the only one in the room directing conversation. Encourage students to support, challenge and question one another. For example, "Why do you think that?" "Could you have solved the problem in a different way?"

You may find that students' own questions take the conversation to a level you never imagined reaching!

(Source: Making Shift Happen)

This article is adapted from the NCTM publication Principles to Actions: Ensuring Mathematical Success for All.

# data[].attributes.attachment_link.title
8 Ways to Pose Better Questions in Math Class - We Are Teachers

# data[].attributes.attachment_link.description
It's so important to be intentional and to think about not only the types of math questions we are asking but also the pattern in which we're asking them.

# data[].attributes.body
GSE