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Meaningful Math Moments

JSD K-6 MATH DEPT. February 2023

MeaningfulMath MomentsJSD K-6 MATH DEPT. February 2023

Starting out 2023 with a packed newsletter!

  • Building Thinking Classrooms in Mathematics
  • Why does it matter how we teach math facts? (pt.2)
  • How to teach students to represent their thinking using models
  • Quote of the month
  • Coaches' corner
  • Suggestion box
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Orla Hurley

Contact me at orla.hurley@jordandistrict.org

Phone: 88668

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Elementary Mathematics

https://elemmath.jordandistrict.org/
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Melissa Garber

Contact me at melissa.garber@jordandistrict.org

Phone: 88170

Building Thinking Classroom in Mathematics. 14 Teaching Practices for Enhancing Learning.

Non-thinking behaviors within a one-hour lesson

In a typical one-hour lesson, 75%-85% of the students exhibited non-thinking behaviors for 100% of the time. The rest of the students exhibited non-thinking behaviors for all but 8-12 minutes of the time. (Building Thinking Classrooms in Mathematics, Liljedahl, pg 11).
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What are students doing, if not thinking?

According to Liljedahl, students are practicing the following behaviors during a traditional now-you-try-one task; mimicking, tried it (the desired behavior), stalling, slacking, and faking. The pie chart shows the distribution of these behaviors in a class of 32 students.(Building Thinking Classrooms in Mathematics, Liljedahl, pg.10)

Why does it matter how we teach MATH FACTS? (pt. 2)

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Repetitive Practice

Example: Sheet of random facts given to all students
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Progression of Addition Strategies

Students move through these strategies as understanding of numerical reasoning grows.
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Deliberate Practice

Example: Strategy practice tailored to student needs

How to teach students to show their thinking USING MODELS (click on image below)

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Quote of the Month

It is clear that the chief end of mathematical study must be to make the students think. (John Wesley Young)

Coaches' Corner

Suggestion Box
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