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Our math instruction is conversation based, where students share their ideas and rationale with both their peers, and us the teachers.

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Our math instruction is conversation based, where students share their ideas and rationale with both their peers, and us the teachers.

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We begin each lesson by stating the goals for the day.

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We begin each lesson by stating the goals for the day.

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We write an objective in our math workbooks at the start of every lesson. We then read it aloud and discuss it 

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We write an objective in our math workbooks at the start of every lesson. We then read it aloud and discuss it 

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I provide sentence stems and desired math vocabulary on the board. When students ask a question they must use math vocab or the sentence stem. 

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I provide sentence stems and desired math vocabulary on the board. When students ask a question they must use math vocab or the sentence stem. 

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We make sure the students know that mistakes do not equal failure. We use encouraging language to make mistakes a learning opportunity for students.

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We make sure the students know that mistakes do not equal failure. We use encouraging language to make mistakes a learning opportunity for students.

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We state what we have been learning and how it relates to the lesson of the day. Then we go over what we will be learning.

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I say that numbers can take on different forms like how water can be a solid, liquid or gas.... numbers can be in decimal form, fraction for, percents, etc

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I say that numbers can take on different forms like how water can be a solid, liquid or gas.... numbers can be in decimal form, fraction for, percents, etc

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I have a learning target on the board that is stated as "I can..."

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We discuss prior math lessons from the day before and turn to a partner to discuss what they think the math quote of the day is.

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Before they ask me, they must ask their elbow partner. If neither know the answer, they need to ask the group behind them. If all 4 are unsure they may ask me (this obviously has its exceptions)

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Before they ask me, they must ask their elbow partner. If neither know the answer, they need to ask the group behind them. If all 4 are unsure they may ask me (this obviously has its exceptions)

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Everything is typically hands on manipulatives or visuals for my TK classroom for authentic math experiences 

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Everything is typically hands on manipulatives or visuals for my TK classroom for authentic math experiences 

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Our class does whole class and group conversations for students to answer questions that I may ask with purposeful intent. For example, I will often ask "why" we do something.

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I have done one of the Learning Tasks "The Tax Collector" with my students...I have not done too many yet though

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In our math curriculum, it gives the teachers questions to ask students in order to get them to engage in meaningful discussions (whole class or just with a small group/partner)

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In our math curriculum, it gives the teachers questions to ask students in order to get them to engage in meaningful discussions (whole class or just with a small group/partner)

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Students explain the process they used to solve a problem and their reasoning for using that process.

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Students explain the process they used to solve a problem and their reasoning for using that process.

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Students openly (but respectfully) correct each other (or me!) if they make a mistake. 

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Students openly (but respectfully) correct each other (or me!) if they make a mistake. 

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We ask questions to continue their explorations or ask if they could use this tool to help solve their problem 

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We ask questions to continue their explorations or ask if they could use this tool to help solve their problem 

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Students share thinking or ask for support from their elbow partners

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Introduce essential questions and go over goals

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Introduce essential questions and go over goals

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We discuss what we are learning that day and how it might apply to their life.

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We discuss what we are learning that day and how it might apply to their life.

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I attempt to connect their interests into mathematical procedures. For example, when rounding numbers, we were saying "evolve" rather than round up because it is similar to the way that Pokemon evolve.

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I remind the class that its okay to make mistakes because we can learn from them.

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I ask students who "don't get it" what they do get or what they do know...rather than just rescuing them and telling them the strategy to use

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We have a "math reps" worksheet that works on multiple prior concepts 

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We have a "math reps" worksheet that works on multiple prior concepts 

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Word problems often involve multiple steps to solve. Students need to use reasoning to figure out how to solve it.

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Word problems often involve multiple steps to solve. Students need to use reasoning to figure out how to solve it.

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I have a math vocab chart that I encourage them to refer to when explaining their thinking

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I have a math vocab chart that I encourage them to refer to when explaining their thinking

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I have students share hw problems on the board who felt confident in their work and being able to show their thinking for those who ask to see a problem they struggled with.

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Share & Show assessments (2 questions from the lesson) through our Go Math curriculum allow me to assess student thinking / understanding.

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Math read alouds are huge with manipulatives 

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Math read alouds are huge with manipulatives 

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Our curriculum has great questions about identifying the error in someone's work or comparing student's work fictional work.