The practice standards are listed in each Georgia Math tasks that students should be working towards. In my lesson plans I list the practice standards along with the math standards. Then I use the poster that we got that list the practice standards in child friendly language. Example when I have used them is when the children are working in groups I remind them about #1 making sense of problems and preserving through them. I do like how in the book Brian Stone had them discuss what it would look and sound like to preserve before they started the task. Would like to try incorporating that into the lessons.
As Angela has stated the Standards for Mathematical Practice are listed in each of the Georgia Math tasks. I don't include them in my lesson plans, but they are in front of me as I teach- I will admit that I don't do it on EVERY lesson and that is something I need to get better at. I think that if I made a poster for my classroom, they would be even more intentionally taught and help the students focus on their learning. It would also help me to refer to them as I am teaching - coaching students. I loved the kid friendly language that Brian Stone used for the MP3 on page 53. Good ideas for my poster!
As stated above these are listed in our Georgia math, I also don't include them in my lesson plans but they are in my Georgia plans, which I have out when I am teaching. Just like the hattie which I have on my board, I think that I need to have this more visible so that it reminds me to talk about it. I do think that involving the students in discussion so they have a deeper understanding of what they mean would be beneficial. I do have the standards I am teaching in the I can statements in the front of my room so this is something that it wouldn't be difficult to add to my teaching. I would like it in the more kid friendly like on page 53. When they can understand it it means more to them.
The standards for each lesson are listed and I go through those with each lesson. I state our goals each day and what we are going to learn. I do use the practice standards that are on page 53. I like the clarity of them. I will continue to incorporate those into my lessons. We do so many of those in upper level math classes frequently. Modeling with math, persevere in solving problems and critique the reasoning of others are so essential all the time in my classes.
Last year when I was teaching math interventions I tried to teach the mathematical practices. I had a bulletin board in my room that had student friendly posters of the mathematical practices. I would have the students solve a problem and then also tell me what mathematical practices they used while solving the problem.
I have the practice standards posted in the room on a poster and refer to them when teaching, but wouldn't say I refer to the poster directly. I should work on referring directly to the poster so students can remember them themselves by seeing them without just me verbally saying them. I do state our goal for each lesson and commonly refer to practice standards 1, 3, 4, 5, 6 (in book) but need to work on referring to ALL. I will work on making it more purposeful and not just something I say. I do like the book mentions, state the mathematical practice in friendlier terms for fourth graders so they understand as well. I think like Karry mentioned, a good goal for me, would be to have the students so familiar with the practice standards that they could tell me what mathematical practice they used when working on a problem.
I definitely NEED to post these somewhere for my own benefit. I reference my standards often, but after reading this chapter, makes me realize that if i can't make a real world connection to that standard, the kids are just not going to care. (and really why would they) Learning intentions should be more than just a statement. I need to work at creating statements that i can use at the beginning of a unit and lesson that gives the message that what we are doing in class is useful and will be beneficial to them in the future.
Practice Standards – Yes, I use the Math Practice Standards in math interventions. Standard 1 – Make sense of problems and persevere in solving them. This ties in quite nicely with Mojo’s meeting with Miss Clara discussing the neurons making pathways in our brain in order to learn something. If we are not able to do something, our neurons have not made that pathway yet. Which means we need to practice more.
Standard 2 – I can think about numbers in many ways. We use this when we tie things we have done to things we need to do. For example: -using our knowledge of 10 frames to the Making Tens strategies -using representations of problems to the use of algorithms -using the balance scale to the balance of a number sentence with the ‘=’ being the fulcrum
Standard 3 – I can explain my thinking and try to understand others. We use this when the student becomes the teacher and doing math activities on the board.
Standard 7 – I can use what I know to solve new problems. We have always used the idea: Use what you know to figure out what you don’t know. Sometimes students need to be led through this idea of what do I know that will help me.
Standard 8 – I can discover and use short cuts. We use this when we discuss efficiency.
Because of my position as a special education teacher, I do not employ all of these practices with all of my lessons. Because my focus is on individual education goals, the typical lesson focuses on surface level learning. The population that I serve have historically struggled with basic surface level learning, hence the reason that they have been diagnosed with a learning disability. We do focus quite a bit on number 4 modeling with mathematics, number 5 using appropriate tools strategically, and number 6 attend to precision.
Kevin, maybe 1 or more of the people in this blog could help. When/if there are any ESC district-wide or even building mtgs about math, are you invited?
Because of my position as a special education teacher, I do not employ all of these practices with all of my lessons. Because my focus is on individual education goals, the typical lesson focuses on surface level learning. The population that I serve have historically struggled with basic surface level learning, hence the reason that they have been diagnosed with a learning disability. We do focus quite a bit on number 4 modeling with mathematics, number 5 using appropriate tools strategically, and number 6 attend to precision.
Last year when I was teaching math I had a designated bulletin board for student friendly mathematical practices posters. We referred to them daily after we discussed the standards that we were working on on that particular day. I also created a condensed version of the practices for students to put in the first few pages of their journals. The journals were used daily in class and well as out of class work. They became a familiar thing in math class.
The Math Practices Standards- I keep thinking on how I could tweak them (here and there) and they would fit history, English, or Spanish classes. The MPS (?) have been my biggest aha so far in the book.
I have a bulletin board in my room with a student friendly for each of the mathematical practices. They are easily accessible. We can read and reread them, discussing them as needed. The more familiar they become, the less we talk about them, and the more readily they use them as they solve their math problems. (Many of the students still want to "give up" too easily.)
As stated in earlier posts in this blog, the Standards of Mathematical Practice are listed in each Georgia Math lesson. Since the reading this book my teaching partner and I have been putting them in our lesson plans. Now I need to take the next step and verbally state them during the lesson. I have the poster we were given a few years ago on my front board and will occasionally refer to a standard, usually Standard 1, when it comes up in a lesson. This is something I can improve upon.
Our conversation really helped me visualize how easily these can be incorporated into any subject. I need to write them into my plans like you do so that when I tell the kids I don't get confused looks like I'm speaking in Martian.
I have them posted in the front of my room and do not refer to them as often as I probably should. Georgia Math does have them in each lesson so I just need to be more intentional in including them in my lesson. I can see that it is something we should do.
I use a version of the standards listed on page 53. I worked with my coach to change the language to make it more kid friendly and wrote them as “I can” statements. I use these as a visible reminder for myself and the students of exactly what we are working towards. • I can think about the math problem in my head first • I can make a plan called a strategy, to solve a problem and discuss with others. • I can try many times to understand and solve a math problem. • I can use math symbols and numbers to solve the problems. • I can use math tools, pictures, drawings and objects to solve a problem. • I can check to see if my strategy and calculations are correct. • I can use what I already know about math to solve problems.
The practice standards are listed in the Georgia Units. I don't really do anything with them. I also have a poster in my classroom of the practice standards that is written in student terms rather than in the general terms. Again, I don't really use them like I should.
I use a version of the practice standards listed on page 53. As a lower level special education teacher, I do not use all of these standards and do not use the exact language that the standards are written in. I use more of the “I Can” language along with explicit language and examples that go with our objectives for the lesson. I have these statements posted in my room as a reminder for myself and I also refer to them during my lesson.
The Standards of Mathematical Practice were always on display and discussed in my classroom at the middle school. I do not have them on display in the high school classroom, but I have referenced them. I have not done a good job citing them regularly this year at the HS like I did at the MS.
The Mathematical Practice Standards are listed in our Georgia math lessons. I do have to say that I don't always do a very good job at talking with the students about them. I also have "I can.." statements for the standards that I also use. I think the things we talk about during our CGI math time do follow the Mathematical Practice Standards . When attacking a problem they must make sense of the problem and keep trying to solve it. They use appropriate tools for the problem, and draw models to show their thinking. They have to use numbers when making their models which makes them attend to precision and they are given the opportunity during sharing to listen to and critique the work of others. I need to do a better job during the CGI process to point out these standards as we are doing them.
I have the student's math rubric and describe what we are doing today. I sometimes I forget also ask students to think why would I need to know this or where would I use this. I also have a poster of Practice Standard which I will have to admit I had it on my bulletin board, and haven't talked about it this year. That will be my intro to my math lessons then Today we will .....Also Reading this book has watching the videos has inspired me to be a better teacher.
As people have stated above the standards are at the beginning of our Georgia math in the book. I do not have these in my lesson plan. I do have however have the poster hanging in front of my classroom for me to refer to to help remind the students about the different practices to will take for them to do their best at math.
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ReplyDeleteThe practice standards are listed in each Georgia Math tasks that students should be working towards. In my lesson plans I list the practice standards along with the math standards. Then I use the poster that we got that list the practice standards in child friendly language. Example when I have used them is when the children are working in groups I remind them about #1 making sense of problems and preserving through them. I do like how in the book Brian Stone had them discuss what it would look and sound like to preserve before they started the task. Would like to try incorporating that into the lessons.
ReplyDeleteAs Angela has stated the Standards for Mathematical Practice are listed in each of the Georgia Math tasks. I don't include them in my lesson plans, but they are in front of me as I teach- I will admit that I don't do it on EVERY lesson and that is something I need to get better at. I think that if I made a poster for my classroom, they would be even more intentionally taught and help the students focus on their learning. It would also help me to refer to them as I am teaching - coaching students. I loved the kid friendly language that Brian Stone used for the MP3 on page 53. Good ideas for my poster!
ReplyDeleteAs stated above these are listed in our Georgia math, I also don't include them in my lesson plans but they are in my Georgia plans, which I have out when I am teaching. Just like the hattie which I have on my board, I think that I need to have this more visible so that it reminds me to talk about it. I do think that involving the students in discussion so they have a deeper understanding of what they mean would be beneficial. I do have the standards I am teaching in the I can statements in the front of my room so this is something that it wouldn't be difficult to add to my teaching. I would like it in the more kid friendly like on page 53. When they can understand it it means more to them.
ReplyDeleteThe standards for each lesson are listed and I go through those with each lesson. I state our goals each day and what we are going to learn. I do use the practice standards that are on page 53. I like the clarity of them. I will continue to incorporate those into my lessons. We do so many of those in upper level math classes frequently. Modeling with math, persevere in solving problems and critique the reasoning of others are so essential all the time in my classes.
ReplyDeleteLast year when I was teaching math interventions I tried to teach the mathematical practices. I had a bulletin board in my room that had student friendly posters of the mathematical practices. I would have the students solve a problem and then also tell me what mathematical practices they used while solving the problem.
ReplyDeleteI have the practice standards posted in the room on a poster and refer to them when teaching, but wouldn't say I refer to the poster directly. I should work on referring directly to the poster so students can remember them themselves by seeing them without just me verbally saying them. I do state our goal for each lesson and commonly refer to practice standards 1, 3, 4, 5, 6 (in book) but need to work on referring to ALL. I will work on making it more purposeful and not just something I say. I do like the book mentions, state the mathematical practice in friendlier terms for fourth graders so they understand as well. I think like Karry mentioned, a good goal for me, would be to have the students so familiar with the practice standards that they could tell me what mathematical practice they used when working on a problem.
ReplyDeleteI think as we review our Math units, we need to be intentional and figure out to incorporate these.
DeleteI definitely NEED to post these somewhere for my own benefit. I reference my standards often, but after reading this chapter, makes me realize that if i can't make a real world connection to that standard, the kids are just not going to care. (and really why would they) Learning intentions should be more than just a statement. I need to work at creating statements that i can use at the beginning of a unit and lesson that gives the message that what we are doing in class is useful and will be beneficial to them in the future.
ReplyDeletePractice Standards – Yes, I use the Math Practice Standards in math interventions.
ReplyDeleteStandard 1 – Make sense of problems and persevere in solving them.
This ties in quite nicely with Mojo’s meeting with Miss Clara discussing the neurons making pathways in our brain in order to learn something. If we are not able to do something, our neurons have not made that pathway yet. Which means we need to practice more.
Standard 2 – I can think about numbers in many ways.
We use this when we tie things we have done to things we need to do. For example:
-using our knowledge of 10 frames to the Making Tens strategies
-using representations of problems to the use of algorithms
-using the balance scale to the balance of a number sentence with the ‘=’ being the fulcrum
Standard 3 – I can explain my thinking and try to understand others.
We use this when the student becomes the teacher and doing math activities on the board.
Standard 7 – I can use what I know to solve new problems.
We have always used the idea: Use what you know to figure out what you don’t know. Sometimes students need to be led through this idea of what do I know that will help me.
Standard 8 – I can discover and use short cuts.
We use this when we discuss efficiency.
Because of my position as a special education teacher, I do not employ all of these practices with all of my lessons. Because my focus is on individual education goals, the typical lesson focuses on surface level learning. The population that I serve have historically struggled with basic surface level learning, hence the reason that they have been diagnosed with a learning disability. We do focus quite a bit on number 4 modeling with mathematics, number 5 using appropriate tools strategically, and number 6 attend to precision.
ReplyDeleteKevin, maybe 1 or more of the people in this blog could help. When/if there are any ESC district-wide or even building mtgs about math, are you invited?
DeleteBecause of my position as a special education teacher, I do not employ all of these practices with all of my lessons. Because my focus is on individual education goals, the typical lesson focuses on surface level learning. The population that I serve have historically struggled with basic surface level learning, hence the reason that they have been diagnosed with a learning disability. We do focus quite a bit on number 4 modeling with mathematics, number 5 using appropriate tools strategically, and number 6 attend to precision.
ReplyDeleteLast year when I was teaching math I had a designated bulletin board for student friendly mathematical practices posters. We referred to them daily after we discussed the standards that we were working on on that particular day. I also created a condensed version of the practices for students to put in the first few pages of their journals. The journals were used daily in class and well as out of class work. They became a familiar thing in math class.
ReplyDeleteThe Math Practices Standards- I keep thinking on how I could tweak them (here and there) and they would fit history, English, or Spanish classes. The MPS (?) have been my biggest aha so far in the book.
DeleteI have a bulletin board in my room with a student friendly for each of the mathematical practices. They are easily accessible. We can read and reread them, discussing them as needed. The more familiar they become, the less we talk about them, and the more readily they use them as they solve their math problems. (Many of the students still want to "give up" too easily.)
ReplyDeleteAs stated in earlier posts in this blog, the Standards of Mathematical Practice are listed in each Georgia Math lesson. Since the reading this book my teaching partner and I have been putting them in our lesson plans. Now I need to take the next step and verbally state them during the lesson. I have the poster we were given a few years ago on my front board and will occasionally refer to a standard, usually Standard 1, when it comes up in a lesson. This is something I can improve upon.
ReplyDeleteOur conversation really helped me visualize how easily these can be incorporated into any subject. I need to write them into my plans like you do so that when I tell the kids I don't get confused looks like I'm speaking in Martian.
DeleteI have them posted in the front of my room and do not refer to them as often as I probably should. Georgia Math does have them in each lesson so I just need to be more intentional in including them in my lesson. I can see that it is something we should do.
ReplyDeleteI use a version of the standards listed on page 53. I worked with my coach to change the language to make it more kid friendly and wrote them as “I can” statements. I use these as a visible reminder for myself and the students of exactly what we are working towards.
ReplyDelete• I can think about the math problem in my head first
• I can make a plan called a strategy, to solve a problem and discuss with others.
• I can try many times to understand and solve a math problem.
• I can use math symbols and numbers to solve the problems.
• I can use math tools, pictures, drawings and objects to solve a problem.
• I can check to see if my strategy and calculations are correct.
• I can use what I already know about math to solve problems.
The practice standards are listed in the Georgia Units. I don't really do anything with them. I also have a poster in my classroom of the practice standards that is written in student terms rather than in the general terms. Again, I don't really use them like I should.
ReplyDeleteI use a version of the practice standards listed on page 53. As a lower level special education teacher, I do not use all of these standards and do not use the exact language that the standards are written in. I use more of the “I Can” language along with explicit language and examples that go with our objectives for the lesson. I have these statements posted in my room as a reminder for myself and I also refer to them during my lesson.
ReplyDeleteThe Standards of Mathematical Practice were always on display and discussed in my classroom at the middle school. I do not have them on display in the high school classroom, but I have referenced them. I have not done a good job citing them regularly this year at the HS like I did at the MS.
ReplyDeleteThe Mathematical Practice Standards are listed in our Georgia math lessons. I do have to say that I don't always do a very good job at talking with the students about them. I also have "I can.." statements for the standards that I also use. I think the things we talk about during our CGI math time do follow the Mathematical Practice Standards . When attacking a problem they must make sense of the problem and keep trying to solve it. They use appropriate tools for the problem, and draw models to show their thinking. They have to use numbers when making their models which makes them attend to precision and they are given the opportunity during sharing to listen to and critique the work of others. I need to do a better job during the CGI process to point out these standards as we are doing them.
ReplyDeleteI have the student's math rubric and describe what we are doing today. I sometimes I forget also ask students to think why would I need to know this or where would I use this. I also have a poster of Practice Standard which I will have to admit I had it on my bulletin board, and haven't talked about it this year. That will be my intro to my math lessons then Today we will .....Also Reading this book has watching the videos has inspired me to be a better teacher.
ReplyDeleteAs people have stated above the standards are at the beginning of our Georgia math in the book. I do not have these in my lesson plan. I do have however have the poster hanging in front of my classroom for me to refer to to help remind the students about the different practices to will take for them to do their best at math.
ReplyDelete