The only reason I know a few extra numbers in pi is b/c I had a guy in HS who had a pi symbol on his vanity jacket for memorizing a ridiculous amount. We tried to follow his lead! ๐ #wefailed#dojochat
A1 Our district primarily uses iReady for math instruction. Great data & reports, but the kids don't love the interactive videos they are required to do 45 min/week. #dojochat
A1 We use the EngageNY curriculum. Luckily in 1st grade we have modified it to fit our needs. It was too fast paced and worksheet based. There is no perfect curriculum! You need to adapt it to the needs of your students! #dojochat
A1: We use Eureka math ( i use @zearned to help teach it) i love it ouht teaches math the easy my SPED kiddos can understand it. The only con is that there is no wiggle room. You have to do a lesson EVERY DAY our you won't greet it all in. #dojochat
A1: We use envisions math. The wording was very confusing to me at first, a lot of specific vocab...but once I understood the WHY, I embraced it more. #dojochat
A1: our math curriculum is also aligned to the CCSS as well as the districts Math curriculum/pacing guide/scope and sequence that is embedded into the platform. #dojochat
A2 A few math questions in morning work, math block that includes independently run centers then number corner (basically a math intensive calendar time with math talks) so 5, 60, 30 each day. #dojochat
I have two different math groups, first is the lower group ( we play a lot of @StoryBots math games, then i have my higher math group and we try to do a full lesson on @zearned and do the exit tickets at the end (it's a jam packed math block, lol) #dojochat
We do 90min math a day in K 20-30 whole group, about 60 min centers (factoring in transition time, interruptions brain breaks and so forth probably 50 minutes). We rotate centers two or three times. #dojochat
A2 An hour a day. Every other day "whole group" lessons, every other day small group lessons. I say whole group lightly because even on those days I usually end up putting kids in groups to work on tasks. #dojochat
A2: Math instruction routines consist of a mini lesson, self directed learning and collaborative opportunities along with teacher directed stations to hit skills and review SMART goals w Ss #dojochat
A1 we have been using SAXON math for the last 15 years. I like many things about it, especially the meeting board and manipulatives, but we thereยดs not enough time to use it as it should be. We have 50/50 Spanish/ English.#dojochat
Centers are when students break into small groups of 4-5 and work on diff. activities. 1 group could be working on subtraction while another is practicing counting and another doing addition. #dojochat
A1: Our math curriculum (units, scope and sequence) is written/determined internally by planners. Pros: we can be as flexible as we want; Cons: Planners are not high skilled and teachers are not building capacity in planning. #dojochat
A3 My students like @SplashMath. I like @zearned, but sometimes they get bored with it. Their lessons are a little repetitive. The lessons are aligned with Engage NY though, so that is great! #dojochat
A2: 105 minutes a day for math including a focus lesson and intervention block. We also have another 30 minute block dedicated to problem solving/discourse. Most of the time our students are experiencing direct instruction. #dojochat
You got it! the activities in the centers vary so it can be five Ss working independently on a task then five Ss collaborating and another five working with T #dojochat
A4 making it a game. When students can challenge each other, or beat their own time, or add their names to a leader board, they can do the same activity for-ev-uh! #dojochat
A3: i find my students are best engaged with games. I have used Candy Land with math facts and it was a blast. Also addition war with playing cards. #dojochat
Love @padlet! Great for Ss to foster quiet and non-disruptive discussion while seeking assistance from other Ss while T works in small groups. #dojochat
A3: I will just be silent and learn on this question. Still trying to convince folks to use something other than teacher led packets in classes all day. But, our PARCC score are high though! ๐ค#dojochat
A4 Technology-always engaged, Math by Myself-not always, Math w/Partner-perfect w/good activity, Math w/teacher. Alternate w/myself & partner. #dojochat
A4: Just allowing Ss to work at their own pace giving them autonomy and differentiated resources at their level has proven effective when trying to engage Ss. #dojochat
A1: one of my best centers is me doing a word problem incorrectly on @Seesaw and having students find my mistake and then solve correctly. Fourth graders love to call out their teacher ๐ #dojochat
A4 We are only at a center for 20 minutes! Any longer and they will get bored and off-task. This time will obviously be less for younger students. My students really like any scavenger hunts or QR code games. #dojochat
A4: I also use @GoogleForEdu forms for my end of class exit ticket where I ask for Ss input that can better serve their needs in the classroom. Involving Ss voice In decision making can help w engagement as well! #dojochat
A4: Students are compliant and we are working on engagement. I love hands-on tasks and letting students engage in the heavylifting. Muy job now is to help others love it and see the value as much as I do. #dojochat
A2: we begin our day with calendar math and then number talk. Our lesson lasts about 20 minutes and then students go to their centers and I teach 3 small groups. #dojochat
The T in this particular program will work with struggling learners to keep them on track. We have PLT in class time as well as after school times to keep kids ahead of the curve. #dojochat
Math isn't JUST about getting the right answer, itโs about understanding and engaging in the process of problem solving. Let's talk about talking about math! ๐ #dojochat
Math isn't JUST about getting the right answer, itโs about understanding and engaging in the process of problem solving. Let's talk about talking about math! ๐ #dojochat
A1: we have envisions but do not use it. We use a lot of the Georgia Math Unit activities and dig deep into the NC Unoacking document to tailor our lessons for our students. Zero textbooks. #dojochat
A5 YES! Often times I put up a problem and have ss share how they solved or would solve. Always saying itโs the way you got there not the answer Iโm curious about #dojochat
Math isn't JUST about getting the right answer, itโs about understanding and engaging in the process of problem solving. Let's talk about talking about math! ๐ #dojochat
A5: @CaitClassDojo earlier you mentioned the activity "the answer is 678" whats the question? Great way to encourage open ended math talk. Endless options & require Ss to explain and reason #dojochat
A5: setting the expectation that students have to teach one another instead of tell them makes our math talk incredible. Being able to analyze and critique their work and others and give the โWhyโ behind everything makes it meaningful #dojochat
A5: We have a block dedicated to math problem solving and discourse. We use the SMPs as look fors to determine the quality of math habits that are observable.#dojochat
A5 I like to have multiple students solve in multiple ways, show their thinking to the class and chat about it. Seeing it in different ways can help students understand how to compose and decompose numbers #dojochat
But a lot of engagement issues has to do w work that is too hard or too easy. Using multiple sources of data can ensure Ss are assigned tasks at their level. Doesnโt always work but certainly helps a lot. #dojochat
A5 I also love the idea of the student being the teacher, posting to their Student Story for their parent, because let's be real... it's been awhile since most adults have done the math their kiddos are learning ๐ #dojochat
A5 The bulk of our math talk is done during the daily spiral review. Teach Ss how to respond to each other & ask why, A LOT! We also do number talks during the I/E block. #dojochat
A6: we are doing a grade level vegetable garden where students have to find the area and perimeter, cost, etc. of our garden then they will be responsible for researching plants that grow well on our area. They are totally responsible for it. #dojochat
A5: I use accountable talk stems both on paper and on anchor charts when discussing a topic and the team that uses the most stems on their checklist gets an incentive ie 10 mins of tech time or free time. It works! #dojochat
A6: This is my favorite part of math instruction because math is never in isolation in real life. Students need projects/tasks that replicate experiences that model future work spaces. #dojochat
A6: we're reading The Mouse and the Motorcycle right now and we did a Stem challenge on how to get Ralph the mouse out of a trash can, the kids had to measure and problem solve ( and it was super fun๐)#dojochat
A6: @WestBroadwayMS we broke our classes up into departmentalized parts....STEAM (Math/Sci) and Humanities (SS/ELA) classes to better integrate multiple subjects! #dojochat
Kids sign up for it w parent permission and T volunteer (paid) and we provide transportation for them. It is a continuation of the inclass PLT sessions. We have quite a few signed up and participating! #dojochat
A7 I was, and still am one of those Ss who struggle w/ math concepts. Reinforcing a growth mindset and empathizing was my way of supporting those students. #dojochat
A7: error analysis and small group at least once a day. Analyzing data to meet students where they are. Number choice has built confidence in many of my learners and once they have confidence as mathematicians, they are ready to meet challenges. #dojochat
#dojochat Alicia here from the laundromat ๐. A7: I use manipulatives, edible math lessons and picture books (even in intermediate) to make the concepts as visual and tactile as possible.
A7: again PLT allows for both in class and after class time for Ss to master skills through scaffolding, goal setting, 1:1 mentor time w T, practice, and using content assesments to evaluate growth. #dojochat
A8 Obvious answer: adding & subtracting points! lol
I'd usually have students explain their thinking to a math problem, or write a word problem in Student Stories. #dojochat
A8: when behavior is in check everything else falls into place! I have used @ClassDojo w my group and am already seeing progress. Key is creating an incentive menu to get the most out of the point data! #dojochat
A1 Kinders use GoMath. It's ok for my low ones that need deep math help. For my high ones I look else where to challenge them. #IHMarchMadness#dojochat
A8: i used to have my students "bank" their points in a checkbook and they had to do the math to keep track. Also perseverance and growth mindset videos. #dojochat
#dojochat A8: I ๐ using the power of yet series. I have heard the students saying...I am getting better, I just donโt know it all YET. Levels me every time!
A8: when behavior is in check everything else falls into place! I have used @ClassDojo w my group fir@just a few weeks and am already seeing progress. Key is getting parents to follow the data and creating an incentive menu to get the most out of the point data! #dojochat
What a great math chat in honor of Pi Day! ๐ Big thanks to @arenaABC for hosting #dojochat tonight, seems like we shared SO many ideas that can be used TOMORROW! โค๏ธ Until next time #dojofam
