quality instruction to the core
TRANSCRIPT
Jill DinizQuality Instruction to the Core
Male Mallard ducks at park lagoon in Springfield, Illinois U.S.A.; 15 February 2013, 08:59:34; Amos Oliver Doyle; https://commons.wikimedia.org/wiki/File:OddManOut.jpg
The promise…
• Leverage the shifts• Change math teaching• High quality instruction – what it takes
For which shift is, “How to do it well?” least obvious or biggest struggle?
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6
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THREE HIGH-YIELD MODELS
Cross-Grade Coherence & Conceptual Understanding
High-yield model1. Fuels understanding across multiple grades2. Transitions well concrete pictorial 3. Relates to traditional algorithm/approach
What would you do?
The number bond – grades K-1
The number bond – grade 2
13 + 9 = 20 + 2 = 22
7 2
13 – 9 = 3 + 1 = 4
3 10
The number bond – grade 3
The number bond – grades 3-4
The number bond – grade 4
The number bond – grade 5
80−2 34
The number bond
Grade 3 Curricular Example
Place value models
Non-proportional Models for Place Value
Proportional Models for Place Value
Of course, conceptual understanding starts here
The limits of proportional models
Place value disks
Place value disks – grades 2-5
Amy has 5 times as many cards as Jack. All together they have 36 cards. How many cards does each player have?
Tape diagramsAmy has 5 times as many cards as Jack. All together they have 36 cards. How many cards does each player have?
Jack
Amy36
6 units is 361 unit is 6
Jack has 6 cardsAmy has 5x6 cardsAmy has 30 cards
Tape diagrams
RESOURCES & GUIDELINESSupporting Focus & Coherence
Resources & Guidelines achivethecore.orgPlanning & ReflectionMathematics Focus by Grade LevelPublisher’s CriteriaAlignment Rubrics
edReports.org
Textbook Navigator/Journal Michigan State University
BEST PRACTICES & RESOURCES Supporting Fluency
Fluency in the standards• “Fluently” suggests automaticity• “… practice core functions so they have access to
more complex concepts and procedures.”• Not limited to the seven K-6 “fluency” standards
Best practices• Low floor, high ceiling• Deliberately moves from simple to complex• To time or not to time?• Immediacy of feedback• Immediacy of improvement opportunity• 3-5 times per week, 10-15 min
Formats for fluency practice• Choral counting• White board exchanges• Pattern sheets; “Sprints” • Puzzle challenges
What are all the different ways to make 87 cents out of coins?
Plan with purpose• Grade-level fluency • Remediation• Reminder / preparatory for lesson(s) ahead
Resources• How to build a sprint
http://www.teacherbilldavidson.com/sprints/
• Eureka Math Basic Curriculum Files @ greatminds.org
SUGGESTIONSSupporting Application
Supporting application• Real world contexts vs. real world problems• The role of back-ground knowledge• The role of passion• Daily application problem at G1-5• The ultimate test:
– Write a word problem that requires computing: ____________
34 ÷
16
Do I need to teach all the methods?A progression of strategies and tools
Counting, adding, multiplying• Count all
• Count on
• Skip count / unit count + count on
• Make 10 + count on
Counting, adding, multiplying• Decompose to make 10 +
count on
• Unit count using place value and assoc. property
• Decompose and distribute using place value
• Flexibly, strategically, efficiently
3×50=3×5 𝑡𝑒𝑛𝑠=15 𝑡𝑒𝑛𝑠=150
2 apples + 5 apples = 7 apples
2 + 5 = 7
