• WHAT DOES MATH WORKSHOP LOOK LIKE IN My CLASSROOM?

    Math   
    Whole Group Lesson:
    • Whole group lessons usually last 20-30 minutes and introduce a new concept or strategy.

     Math Stations

    • Students rotate between four stations: 1) Meet with the teacher 2) At Your Seat Work 3) Technology 4) Hands-on Activity
    • Every student will meet with the teacher, in a small group, at least two times during the week. 
    • Groups are flexible based on student pre-tests and needs.
    • Groups can change at any time.
    • Rotations are typically 15-20 minutes.

     

    Assessments:  

    • Students are given a pre-assessment at the beginning of each unit. Pre-Assessments do NOT count as a grade. They are used to evaluate students' current level of knowledge of unit standards.
    • Checkpoints are administered throughout the unit as formative assessments to drive the teacher's instruction. Additional instruction may be provided in a large or small group- based on individual and/or group performance.
    • Post-tests will be given at the completion of each unit. This test will be given as a grade; however, students will still have the opportunity to work towards mastery of standards beyond the post-test.

     

    Homework:  

    • I typically do not assign homework for the following reasons:
      • Research shows that homework at the elementary level is not helpful.
      • Students work hard all day at school. They need a break just like adults do. I don't want to go home and work more, so they shouldn't be required to either.
      • If a student isn't confident enough to do the homework, it shouldn't be done without support. If the student is confident, they probably don't need more practice with it.  
      • It's not fair for parents to take on the brunt of teaching something they may or may not know how to teach. 
      • Most students are involved in afterschool activities or have to travel along while parents are running other children to activities. 
    • The exception:
      • Students will be provided a study guide one week prior to the post-test. Students should complete the study guide independently and return to school with questions.
      • Students who choose not to use their in-class time appropriately will be asked to complete work at home.
      • Students and parents who are seeking extra practice will have access to the following, but will not be collected or checked by the teacher:
        • Bridges Home Connection Book (please refer to the weekly newsletter for the unit and module for which we are currently learning)
        • ST Math Program
        • Math Fact Practice
    • Math Facts:
    • I believe in "Knowing" vs "Rote Memorization". "Knowing" is having a strategy at your fingertips to help you get the correct answer. "Rote Memorization" is recalling without meaning. "Knowing" requires you to use relationships to build multiplicative reasoning. Some math fact relationships that will support math fact fluency are knowing the following:
      • 2 is a double fact 
      • 4 is a double, double fact
      • 5 is half ten fact
      • 6 is a half ten plus one group fact
      • 8 is a double, double, double fact
      • 9 is a ten minus one group fact
    • I do not believe in the following less successful math practices:
      • Shaming students by having them compete against others with math facts, announcing scores, or having them earn something for knowing facts.
      • Doing time or speed activities. These create math anxiety and research shows this type of pressure and stress blocks working memory.
  • https://www.mathlearningcenter.org/families

     

  • Resources

https://www.mathlearningcenter.org/families
  • Check out the "Math if Figure-Out-Able" Podcast for information about why math is taught the way it is taught today.

    I highly recommend the following episodes:

    Episode 2: Math Does Not Equal Algorithms
    Episodes 34-38: Math Facts: The Good, The Bad, The Ugly
    Episodes 40-42: Homework
    Episode 55: For Parents: Why All the "New Math"?
    Episode 56: For Parents: Why Does "New Math" Look Different?
    Episode 57: For Parents: How Can I Help My Kid?
    Episode 97: If Not the Multiplication Algorithm, Then What?