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,created/compiled by Jessie Hernandez HOU '05 Find a Partner: Give each student a problem to solve. They have to then find a student who has a problem with the same answer. (You can also do this with equivalent fractions and decimals.) !" Copy Notes !growth but still needs help; understands what division is but is getting stuck on the algorithm set up with peer tutor and check in during independent practice next Monday; possible oneonone tutoring may be necessary Signature Board: Make three (or more) boxes that contain vocab words or problems. The students then have to find three different students that can define the word or solve the problem. The student must record the definition/answer and get the other student s signature. !"" Logic Puzzles/Brain Teasers !Guided White Boards: Give the students questions and have them work out the problems on white boards. (4 x 8 shower board costs $12 at Lowe s and can be cut into 1 x 1 squares for free. Home Depot does not have a saw that can cut hardboard.) !" Foldables: You can find a variety of foldables online that help students organize information. They can be glued into a notebook for safe keeping. !" Manipulatives: Do not underestimate the power of making abstract concepts tangible at any level. This helps students understand the concept  not just memorize an algorithm. !"Zc" Matching: Matching activities provide students with a limited number of answers. You can do this as a cut up worksheet or cut up overhead. They love the overhead! !" Mystery Card: Students are given a card with a problem, answer, vocabulary word, etc. and asked to match it with its counter part on the board. Students have to explain why they chose the particular counterpart. The other students have to determine if he/she is correct. !" Choral Responses: The class calls out the steps to a problem. Ex: 1256 2: The teacher leads the class through the process with guiding questions: How many times does 2 go into 1? What is zero times 2? What do I do now? What is 1 minus 0? !"u Cloze Notes: Give the students problems with steps missing. They have to fill in the missing steps as you teach. !" Color Coding Work: Students can color code each step in their notes and during guided practice so they can associate a certain color with a step. !" Partner Problem Solving: One person is the note reader/checker and the other is the problem solver. The problem solver attempts to solve the problem without help. If he/she gets stuck he/she can tag in their partner who will read the next step and explain it. The reader can also stop the problem solver if he/she is missing a step/doing something incorrectly. They switch roles after each problem. !"S Think Pair Share: Give the students a problem and have them solve it individually. They then pair up with someone to check/discuss their work. The two share their responses with the class. It is important that they do not just share the answer but rather the discussion. Often that is more telling of their true understanding. !"@ Numbered Heads: Give each student in a group a number. Give the group a problem to solve. When the problems are solved call on a group and randomly choose a number. The student with that number has to share the groups thinking. Replace the number each time. It is okay if 2 is called 15 times during the class. !" Silent Dynamite: This is also called silent ball. The students sit on their desks silently. You start by asking a question and tossing (don t forget to model this!) a ball to a student. The student responds to the question. If he/she is correct then he/she asks a question and tosses the ball to someone else. If he/she is incorrect he/she sits down and is out. (You should have something for them to do at this point in case they stop listening to the responses.) !" Worksheet Basketball: Students finish a section of a worksheet and bring it to you for checking. (The newer the material the shorter the sections.) If they get a 100% they can take a shot at a basket for an extra prize. !"e Rap it Out: Create raps with your students that explain various math concepts and practice them. !" Are you smarter than& : This is fun to play against willing teachers/admin. It is modeled after Are you smarter than a 5th grader? !"}$" DPI activities: They have tons of stuff on the website for each grade level. All activities are aligned to NC standard course of study. http://community.learnnc.org/dpi/math/archives/instructional_resources/G Sentence Strip Steps: Plan which questions you will ask the students during class. Put the steps needed to solve all problems on sentence strips and pass them out randomly to the class. As you go over the problems the students need to put the correct steps on the board. This keeps everyone paying attention and engaged. !" Four Corners: Label each corner with a letter A D. Give the students multiple choice questions and a time limit within which they need to solve a problem. The students solve the problem and then go to the corner which is labeled with the answer they think is correct. !"Independentb Visual Imaging: Students search for pictures that would model a particular problem/concept. !" Accordion Collage: Students fill the spaces with pictures, vocabulary, or word problems. Students can fill in as the unit progresses and use it as a study guide at the end. !" Scavenger Hunt: Hang questions with answers around the room and allow the students to solve problems to find the next card. !" Runners: Students sit in rows with paper, pencil or calculator. The first student is given a card with as many questions as students in their row. < (Try to have equal rows.) The first student completes problem #1 and passes the card backwards. Kid 2 does question 2 and so on. The last student walks the card to you and you check the answers. If any questions are incorrect send them back to their row for help. They can work together at this point. !" Relay Races: Students stand in a row at the board. The first student completes the first step of a problem and the second student the second step and so on until the problem is solved. The quickest team gets a point. Start again with a new problem. Note: Not all students will get to participate in each problem so group them according to ability. When struggling learners come to the board you can be prepared with easier problems. !"a Dominoes: Each domino has a problem and an answer. The students solve the problem and find the answer. The answer is put end to end with its corresponding problem. This process continues until they have completed all problems. This is easy to grade: If the first one and last one are correct it is quite probable that all of them are correct. !"k Spinners/Dice: Students spin spinners or roll dice to create numbers and complete a given operation. !" Instruction Booklet/Review Booklet: Students write the process to solve various types of problems. The students can add directions/problems. This is handy when students are absent because they can read these to get caught up. !*" RAFT: Writing Assignment: Role, Audience, Format and Topic Ex: You are a coefficient (R) and need to write a letter (F) to a constant, who is complaining of being lonely without a variable (A), defining how important the role of the constant is (T). !"? Tic Tac Toe: Give the students a 9 by 9 table. Each cell in the table has a different problem (or multiple problems if you would like.) The students then choose which problems they will complete. The only qualification is that the problems must form a tic tac toe. (You could also do this with connect four.) !" Review Basketball: Break the students into two groups. Give the students a problem and have them race to complete it. The first team to finish the problem correctly gets a point and can take a shot at the basket. (You can use anything soft for a basketball and a garbage can for a basket.) The team gets extra points for making the basket. You can institute different point lines (2, 3, 5 etc.) The team with the most points at the end wins. What they win is up to you! !"y Appointments: Give each student a clock with the numbers 3, 6, 9, and 12 labeled. Have them make appointments for those times with other students in class. Give each student problems to complete. Tell them which appointment you want them to go to first (3 o clock, 6 o clock& ). You can have them change appointments after a couple of problems for a little variety. !" Dice/Pencil Competition: The students work with a partner. Together they have one worksheet, one pencil and one die. One person starts working on the sheet while the other rolls the die. When the person rolling gets a 1 or 6, the two switch roles. At the end they can count up how many questions each one was able to finish correctly. The one with the most correct problems wins some pride! !"+ Snowball Fight: As a warmup have the students write problems on little slips of paper. You designate how many problems to write or have them write as many as they can in given amount of time. The students should crumple those papers into snowballs. Give them 2 minutes to throw the snowballs back and forth across the room. (You need to set parameters and model behavior!) At the end of two minutes have them gather a few problems and solve them. You can have them put their work on posters and share with the class or simply hand them in. !" Musical Chairs: No one gets out in this version. Tape a problem to each desk. Have the students walk about the room until the music stops. They then sit in a seat and solve the problem. The only rule is that the students can not sit in any seat more than once. !"#9" Musical Chairs: Set the desks up in two sections: the inside which has the students who are still in the game and the outside which is for students who are out. The students walk around the room until the music stops. They then choose their seat. (There should be fewer chairs than students.) Everyone completes the same problem. The students on the outside choose a student on the inside. If the student on the inside gets the question incorrect and the student on the outside gets it correct they switch places. If the student on the inside gets it correct then he/she stays in. Continue to take chairs away as you play the game. !"0!8" Puzzle it up!: Give the students a 9 by 9 table. The students write problems and answers on the sides of the squares. The problem should touch the answer. When they finish they cut them up and give it to another student to put back together. Or you can make the puzzles& !"E Group Activating Process (GAP): Split the students into groups of 2, 3, or 4. Create rounds (4 multiple choice problems each) and an answer sheet to go with it. (A table with spaces for students to record the answers to the four questions per round.) When a group finishes round one questions they bring you their paper to check. If all of the answers are correct, give the group 2 points. If at least one is incorrect, mark it and send them back to their groups to fix. If on the second try they get all four questions correct, give the group 1 point. If there are still some incorrect, send them back to their group for fixing. The third and fourth time they get no points. As soon as a group has all four answers correct they progress to the next round. The winning team gets a sense of pride (or a prize if you must.) !&"W Skits: Give the students a problem which he/she needs to work into a skit. The students are challenged to think of a real life situation that would require them to solve the problem. They must solve the problem in the skit. Ex Each student in the group wants to purchase something and they have to add together their money to find out if they have enough. OR Two girls are saving money to go on spring break. They ha< ve to babysit to earn money. They charge a $10 flat fee and then $2 an hour on top of that. They can use an equation to figure out how many hours they need to babysit. !"p#t" I have& Where is& /I have& Who has& : The students sit in a circle with an answer and a problem. Choose someone to start. He/she says, "I have 1/2& Who has the decimal equivalent?" The student with 0.5 says, I have 5 tenths& Who has the percent for 3/4? You can use this with any content. A variation of this is to give a student a copy of all of the pieces and have them glue the pieces together to make a chain. This version is similar to dominoes. !(" Children s Book: Have the students take a concept and write/illustrate a children s book. Ex Sir Circumference and Dragon of Pi !"(Additional Strategies and Activity Ideascombination of: using a think a loud and manipulatives to show students the concept of division; students will also participate in think pair shares to help solve division word problems'Go back to putting TEKS into categoriesTeachDeprioritizeReteachJ*See the next page for the difference between whole class and small group*Review
Definition/Standards your students have already mastered. This is content you need to teach again with a complete lesson or very strong mini lesson. Can be whole group or small group reteaching depending on mastery.Which standards fit here?SStandards that have not been covered at all. They have not been taught or assessed.Anything above your goal of 80%Standards between 65%80%BLogically grouped units with standards broken down into objectivesStandards that you have not yet taught. They should already live in your long term plan, but it s important when adjusting to be very clear about what you have left to coverStandards that don t need a complete lesson. Review helps students bring previously studied material back to front of mind and help students identify any gaps in their understanding. nGenerally any standard below 65%. Make sure to note whether everyone s mastery is low or just certain students
How it s doneqLow priority they could play math games, review homework to continue practicing the skills they know how to do.LNS 1.9 Identify fractions, mixed numbers, positive decimals on a number line>NS 3.2 Multiplication and Division algorithm and check resultsLGUnit 1Unit 2Unit 3Last, FirstAdrian PetersonBernard BerrianJared AllenEJ HendersonChris Carter
Ryan LongwellChester TaylorPat WilliamsKevin Williams Ryan CookJasper Brinkley_
Reteaching: Whole Group v. Small Group
As mentioned above, when a standard s mastery is lower than 65% it needs to be retaught. However, some standard should be retaught whole class and some standards should be done in small group. In order to determine which structure to use, let s spend some time looking at the standards that landed below 65%.
'0NS 1.3 Round whole numbers through the millions
 Review Game Ms. B s standards  SAMPLE" AF 1.2 Interpret expressions with paren. (not taught yet)
" AF 1.3 Use parentheses with more than two terms and operations (not taught yet)
" AF 1.5 Understand equation is prescription for a second numbers (not taught yet)
" MG 2.1 Draw points of linear relationship (not taught yet)
" MG 2.2 length of horizontal line seg. (not taught yet)
" MG 2.3 length of vertical line seg. (not taught yet)
" NS 1.1 Read and write whole numbers (89.1%)
" NS 1.2 Order and compare whole numbers and decimals (81.8%)
" NS 3.1 Standard algorithm addition and subtraction (93.5%)
" NS 3.4 Division of multidigit numbers (87.3%)
Whole Class
" NS 1.3 Round whole numbers through the millions (50.9%)
" NS 3.2 Multiplication and Division algorithm and check results (53.5%)
Small Group
" NS 1.9 Identify fractions, mixed numbers, positive decimals on a number line (64.4%)
" NS 1.8 Use concepts of negative numbers (75%)
" NS 3.3 Multiplication of multidigit numbers (76.1%)
" NS 4.2 Prime Numbers (75.8%)
[Step 1B: Make decisions around what should be retaught in small groups vs. the entire classvMany Options:
 Warmup/Do Now
 Review Games
 Centers
 Spiraled homework assignments
 Review packets
 Mad minutes
Full daily objectives broken down from the standard. Make sure to use your assessment information to identify their particular gaps.
Options: during class or tutoring
 Minilesson
 Full block lesson
* full lesson cycle is followed in both of these types of lessons the biggest difference is timing if a TEK was low and requires reteach but it is a quick fix I might just do a minilesson over a full blockClass:Learning Goals (high mastery): Students:vWhat are at least 3 student/class actions & understandings you notice that are leading the above students to progress?Actions
1.
2.
3.Understandings
1.
2.
3.Progress Gap%Description of what I am/am not doingProgressGap Knowledge, Skill or Mindset gap?TDescribe what the underlying factor is& (this will help in coming up with a solution)Teacher Underlying Factors:Teacher Actions:Student Actions/Understandings:`Step 2: Reflect on why these gaps exists so that the problem does not persist in your reteachingBNTo address this factor, I will:CBecause I addressed the factor, I ll be different in class because:<`Because student habits/understandings will change, student achievement will improve in this way:I ll do this by _______________________ date.This will happen by ___________________ date. SOLUTIONSbBecause I changed my actions, students habits & understandings will change in class, specifically:aDateTEK
Student NamesStrategyType of AssessmentSample
Strategy Bankcooperative groupsthinkpairsharefrayer modelCurrent Mastery on this TEKoneonone tutoring
peer tutoringkwl chartthink aloudother:TimeNew Assessment Score 3:305:30
manipulativesResource(s)6.2C use multiplication and division of whole numbers to solve problems including situations involving equivalent ratios and rates; 3. Vi Legraphic organizerscombination of:Kamiko Workbook pgs 345 question exit ticketmasteredNotes/Next StepsXDanger of reteaching without reflecting on student misunderstandings and teacher actionsPitfall #1: You doggedly reteach the objective the following day/s without first uncovering student misunderstandings and adjusting your lesson planning and execution accordingly.
Result: This typically leads to wasted days, and frustrated students, and limited improvement in mastery.
Pitfall #2: You reactively implement an ambitious plan for differentiation and/or increased extracurricular remediation without first maximizing your proficiency in wholegroup instruction during official class time.
Result: This typically leads to decreased teacher focus on the fundamental elements of lesson planning and execution, expanded work hours, larger tutorial groups, and limited improvement in mastery.
+Warmup Graffiti Wall: Hang paper around the room and write a topic in the center of the paper. Have students circulate in groups and record information about the topic use different color markers for each group to track student responses. !" Circle map: Students are given a sticky note on which to record a piece of information, answer or problem. They stick it on a circle map when they are finished and share their response with the class. !" Sort: Students are given information to sort into groups. You can allow them to create categories or provide them yourself. !"_ Two or Three question worksheet: Use this when you want to formally assess/take a grade. !&"O Journaling: What do you think would be the best way to solve& ? Explain& !"a Choice Board: Give the students a choice of what to do. Ex Solve one of these problems. !"*Created/compiled by Jessie Cordova Hou '05.Created/compiled by Jessie Cordova Houston '05Step 3: Get specific with your small group/tutoring plans (full lesson and minilesson plans can go directly on your weekly lesson plans but do not forget to dedicate planning time to this as well)9:
_* From If At First You Don t Succeed, Try, Try Again: Using Data to Adjust Your Long Term Plan ~ Step 1A: Analyze data and group into these categories
Questions to consider:
Which of these standards are the easiest to cover first? The building blocks&
Which of these standards are the most difficult? The big ones& .
For specific students:
Standards that they didn t get and MUST know& . Which need to be covered first?
Which of these standards are the most difficult?6^* From If At First You Don t Succeed, Try, Try Again: Using Data to Adjust Your Long Term PlantName a class, 23 learning goals, and 23 representative students that are showing PROGRESS towards the Annual Goal.pName a class, 23 learning goals, and 23 representative students that are showing GAPS towards the Annual Goal.2. Jose
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NS 1.3 Round whole numbers through the millions
In this standard, all of the students scored a 40 or 60 out of a total of100 points. There are clearly numerous understandings at play and the content should be retaught to the entire class.
NS 3.2 Multiplication and Division algorithm and check results
All but one student scored below a 80 out of 100. The majority of the class struggled with this standard. It should be broken down into objectives and taught to the entire class.
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