# data[].attributes.body
Consistency in use of math talks have become an integral part of my math instruction.  I use the format for review of mental math skills as well as other content.  The brief turn and talk as well as other talk moves have been incorporated into all other subject areas as well.

The use of '3 act tasks' have been a new addition this quarter. Students are shown a short, engaging video clip. Then they generate questions and estimate. In act 2, student groups have to generate the specific questions that they need to solve the problem before information is given to them. Once the task is solved, then students reflect in the third-act. This has been super engaging, real-life, complex, and required my students to really think about the math operations that are needed. They also feel a great sense of pride once they've completed the task!

# data[].attributes.body
I am enjoying working more with numbers--number talks.  I feel we are doing a better job of making our goals known in class--why we are learning what we are learning.

# data[].attributes.body
I have become comfortable using 'Math Talks' in my kindergarten classroom to build and strengthen my student's number sense skills. I have observed their explanations of their thinking have greatly improved.

# data[].attributes.body
I started piloting Eureka Math this quarter. I really like how interactive the kids are compared to Go Math. They are moving and solving problems on their own throughout the whole lesson.

# data[].attributes.body
I have LOVED our number/math talks!  I really feel like my kids are really gaining a strong sense of numbers are becoming great at explaining their thinking.

# data[].attributes.body
I feel like I have better understanding of where my students are at and that they also have a better understanding of where they are at through the visual learning documents we have been having them keep track of in their data binders.

# data[].attributes.body
Our team has been working this quarter on incorporating visual learning into our data team math units. We've created visuals for both the classroom and student data binders for students to track their progress. This allows not only for students to see what skills and concepts they have already mastered, but also where they are headed and what they are still needing to accomplish/demonstrate.

# data[].attributes.body
I am becoming more comfortable with math talks and including talk moves within them, as well as the rest of my day. I have also gone away from "whole group lessons", and instead am giving my instruction within small groups that tie to my math talks.

# data[].attributes.body
Our team has created visuals for the students data binders to track their progress. This allows the children to see what skills or concepts they have mastered and what areas they need to continue to work on.

# data[].attributes.body
This quarter we have continued to use the same Math block routine where we start with a Math talk over the current progression/target that we are learning and then lead in to guided math centers. The centers are still teacher time to review the math talk, Engage NY problems that also review the math talk, and finally Zearn that go along all of the above. We are using Engage NY as a tool to continue to strengthen mental math and strategies to add and subtract.

# data[].attributes.body
We continue to use Engage NY to strengthen number sense and use mental math. Students are striving to achieve with their peers. Zearn has also provided a wonderful resource for times that students need review.

# data[].attributes.body
- We have been using learning progressions to guide and reflect our learning.
- Number talks have become an integral part of our math lessons.
- Engage NY is a great resource for number talks and math activities. We have had a lot of success with this resource. The students love its online component, too.

# data[].attributes.body
We continued to explore Engage NY and Zearn in 2nd Q. Additionally, we continue to implement Math Talks and how to solve problems using various strategies. Math talks helps students organize thoughts about abstract concepts such as regrouping for a deeper level of understanding.

# data[].attributes.body
Adding in math as a data team cycle has help me to continue refining intervention groups with my kiddos as well as having them be more active in their learning of their math skills by knowing where they are at. We have dived into more resources outside of Go Math this last quarter which has caused us to rethink how we teach some of our math skills.

# data[].attributes.body
I have continued to have number talks in my classroom to help students develop fluency with their math facts. Students are using sentence stems more regularly with less prompting. We will continue this as we work toward 100% fluency with multiplication facts.

# data[].attributes.body
This quarter my line of questioning has been more strategic. I feel like I have become more intentional about the questions I ask and providing kids with sentence starters to explain their thinking.

# data[].attributes.body
Math talks have been a vast improvement in gaging student's understanding within each lesson.

Continuing with different math resources. Go Math, Georgia Math, Eureka Math for real life application of mathematical practices.

Students mark their learning progressions at the end of each week in a learning standards packet.

# data[].attributes.body
I am using a Math Workshop/stations model where I have divided the kids into 3 groups so that I can differentiate math instruction and meet in small groups. Students challenge themselves through TTM, Khan Academy, and reteaching others. Math talks have shown a lot of fruit with kids using math vocabulary and challenging one another. They have assigned partners and this structure has been very helpful.

# data[].attributes.body
We are still using Math Talks and have learned a lot of great strategies that other students are using. I need to encourage the students to use Think Thru Math and Reflex more during their math centers.
The students have added to their math vocabulary and are using it!
I'm working after school with a group of my lower students to help them use different stragateries.

# data[].attributes.headline
Math talks provides students with higher order thinking, allows them to hear and clarify how their peers think through specific problems, and allows students to gain consistent vocabulary instruction. 

# data[].attributes.subject
Math talks provides students with higher order thinking, allows them to hear and clarify how their peers think through specific problems, and allows students to gain consistent vocabulary instruction. 

# data[].attributes.body
Ashley Jacobs

# data[].attributes.body
-Math talks are still helping to continue to challenge students' thinking in math.
- Students have been able to practice their skills in a variety of ways including games and multi-step problems that connect to the real world.

# data[].attributes.body
I still use math talks as a way of figuring out what my students know and where they are at in the math process. I think students are getting more comfortable talking about math- what they are good at, where they struggle, how they can improve, what gets them stuck, etc.
Students are also increasing their vocabulary skills during this time, more than I ever imagined.

As the content gets harder, I still see students pushing themselves to master the content.

# data[].attributes.body
Math stations are still progressing in Room 304. We utilize real world application to check student knowledge.

Students take ownership of learning by creating learning progression charts as a whole class.

Math instruction improving through: individualized instruction, math stations, vocabulary instruction in the beginning of a unit and consistency across the grade level.

# data[].attributes.body
My math instruction has continued to improve via the following venues:
*More consistent math talks,  seamlessly woven in each day's math lesson.
*Math integrated with science, as well as social studies/reading.
*Visible learning, through the use of Google Forms, where students analyze the how/why behind correct and incorrect answers, thus empowering students to take more ownership for their own learning.
*Vocabulary instruction implemented through high engagement games and activities.
*Continual tracking of data via the data team process, allowing for changes in instruction, as needed.