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The use of technology was an asset.

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Learning progressions had many steps possibly cut it down to 3 high, med and low for some students.

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Teachers were actively facilitating and asking questions while they walked around.

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The teacher was able to provide the student with an opportunity to reflect on and discuss his mathematical thinking by putting the student in the center of the problem.

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Students were engaged in rigorous tasks.

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Ps 36

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The pit problems and cooperative learning was evident also. The students were engaged in diverse conversations about math concepts and different strategies on how to solve the problems.

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Variety of teaching methods observed across rooms: small group, stations, independent practice.

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PS 861
When the teacher put the number bond in a context of something that affected the child- having cookies to not having any cookies, S1 was able to understand that there was something happening to the problem and the numbers did represent something different once they were switched.

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-Students worked together well and treated each other very nicely. They invited others to share.

-Students were thoroughly engaged in station work

-Stations were aligned to standards being taught

-Standards, learning intentions, and expectations were clear

-Students were monitoring their own behavior

-Vocabulary and routines were consistent across all grades

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Glow-
Teachers gave clear directions
Students were aware of the expectations
Tasks were Vertically aligned
Students were comfortable giving suggestions and peer feedback.

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Glow-
Teachers gave clear directions
Students were aware of the expectations
Tasks were Vertically aligned
Students were comfortable giving suggestions and peer feedback.

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Attend to precision using facts from the word problems

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Students had clearly established protocols for problem solving, self assessment and peer assessment. Routines were in place and students independently practiced the routines with little to no teacher intervention needed.

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The students knew exactly what to do rituals and routines were embedded in each class. The Rainbow progression was prevalent in each class.

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Teachers provided the tools necessary for students to engage in discussion, used prerequisite steps, and evaluated their results.

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Teachers provided the tools necessary for students to engage in discussion, used prerequisite steps, and evaluated their results.

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- teachers spoke calmly
- students respectfully correct each other
-accountable talk
-rainbow of evidence
-mathematical vocabulary/language similar in all grades

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Students used number bonds and number sentences to demonstrate a sense of structure

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Students leading discussion and redirecting other students' work.  "We need to work more seriously guys to do this (referring to the problem).
Routines were consistent across grades.

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Glows:
Students were involved in activities that were standard driven.
Activities provided ways for students to represent math in multiple ways (words, numbers, models).
Students used multiple strategies / operations to solve the problems.
Grows:
Discussion protocols for students will help with engagement and justification.

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A student was using a number bond for 100 + 100= 200. His peer reminded him that he had to use the numbers that were on the table. 😊

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The classroom was silent and you could tell they were actively working. 1/2 of the class was on ipads on zearn and the other have was doing a pit problem and it was differentiated with different numbers. The teacher explained that they give the same exemplar problem in the beg., mid, and end of the module to track student progress.

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SMP 7

-Discussion of strategies is embedded in lessons

-Fluency in mathematics is evident

-Students are familiar and exposed to different ways to solve

-Students are using structure by using a number bond, but some have misconceptions about what the numbers represent in the story

-Accountable talk

-Teachers correct students in a respectful way

-Students feel comfortable taking risks within the classroom

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-Students engaged in meaningful discussion
-Students worked collaboratively
-Math tasks gave multiple opportunities to represent the process

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Students roll 2-3 dice and count to make a total.

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Teachers provided checklists so that students could work cooperatively or independently. Teachers acted as facilitators asking questions what do we use to compare fractions when we have common denominators? The student answered using math language numerators and the teacher gave a high five. They provided rigorous activities so students were engaged.

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Students had open discourse with minimum teacher interaction.

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In the third grade classroom, students were discussing their plan to solve a two-step word problem (i.e., "What do you think we should do?" "I think we should do division and break it up" "I think we need to do division and addition."

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Students were using technology in each classroom (Zearn)

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"Lets talk about some strategies"
"Give your partner a compliment..specific not just 'Good Work!'"
"Explain to him what you did here"
Kid friendly tools/peer and self assessment
"Wow, very good information can anyone add on to their response"
Student was given the opportunity to become "the teacher" to guide and mentor their group

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Rainbow Math student reference sheets

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Rainbow Math student reference sheets

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Teachers used the progressive math tools so that students knew how to be successful. In addition, students were of how to speak and have conversations about equivalent fractions, subtraction with regrouping or multiplication in the third grade.

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Students use number bonds to show different quantities that can make up a whole number.

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Glows:
-Vertical alignment using math progressions
-Student discussion
-Station teacher
-Toolkit
-Technology (ZEARN)
-Classroom Management
-Organization for both students and teachers

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*Classrooms used Math Stations to complete tasks and engage students in discussion
*Rainbow progression with next steps
*Students used success criteria and checklists for self and peer assessment
*4th "Do you remember how to find common denominators of fractions?"
*3rd Are you checking your work and making sure its correct?"
*K number bond activity
T:What number bond can we make with 5"
S1:" 0 and 5
T: "Can we make another number bond"
S2: 5 and 0
S1: "But you do nothing"
T: "Even though it looks like nothing, we are doing something." Right now you have 5 cookies and your friend has 0. How does that make you feel to have 5 cookies?
S1: "Happy"
T: "But if you switch the numbers to 5 and 0, now you have 0 and your friend has 5 cookies. how do you feel?"
S1: "Sad because I want cookies"
T: But did we do something? Did it change?
S: "Oooooooo"

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The 4th grade classroom used stations to teach the benchmark of 1/2. Each station had the students represent fractions in different ways. (Order on the number line, finding the common denominator, using dry erase fraction strips)

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Teachers provided students with the flexibility to solve problems in a variety of ways, shared in groups how they solved the problems, culminating in self and peer assessment opportunities using rainbow math leveled exemplars and checklists.

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Students saw the connection using manipulative to find the area.

Students evaluating their own answers and their partner's work.

Students using Self Assessment Tools. Students correcting their own thinking, finding their own mistakes and going back. One student said "This is wrong, I don't think it works this way. 47-72. Student went back to reread the problem.

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-Students work collaboratively with peers to show multiple representations.  Students used pictures, numbers and words to show their mathematical thinking.
- Students used tools (checklists, manipulatives, exemplars, charts with protocols).
- Kindergarteners recognized that quantities can be represented in different ways.  Evidence: They used the total and then decomposed the number into two addends.
-Students questioned one another's work.
-Students felt comfortable taking risks.
-Students praised one another "Good Job!"

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Students evaluated for reasonableness by finding if the fraction on the rock was close  to the benchmark fraction.

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Students evaluated for reasonableness by finding if the fraction on the rock was close  to the benchmark fraction.

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- Questioning students for steps to solve the problem and next steps (“Talk to your group...what needs to be done to solve this?”)
- Encouraged students to explain their thinking either through questioning or the use of progressions (Teacher expected them to independently evaluate their results and color code where they are in the progression.)
- Encouraged to discuss and work through the problem.
- Prompting students to evaluate their own work and the work of others. (“What’s another way we can break 5? Does that work?” “Check to see if her numbers are right.” “Evaluate on your own.” “Give a specific compliment to your partner.”)
- Teacher brought students to anchor chart to facilitate discussion.
- Provided large visual representations, manipulatives and tools.
- Kid friendly success criteria were provided.

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Students use a "Problem Solving" Continuum