Students are introduced to the lessons in Khan Academy. The sign-up information is below:
Use the following for Dr. Smith's Class Only!
The following gallery shows some of student's conceptual development about mathematics.
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Content Objective: Define appropriate quantities for the purpose of descriptive modeling. Student will describe multiple ways of counting the shaded squares in the checkerboard
Language Objective: Students add Math I Vocabulary to Math Journal and write a complete sentence using the words. Social Objective: Students will discuss with their peers the different ways to count the shaded colored tiles on the checkerboard design surrounding a table Student Self-Evaluation: 1. I can look at patterns to determine the next figure, number, or drawing 2. I can write a complete sentence using math vocabulary. 3. I can write and explain my reasoning concerning patterns. What Is Close Reading? #Closereading, #howtolearnmath, #sanjacintodifference Close reading is a purposeful, critical analysis of a text that focuses on significant details or patterns in order to develop a deep, precise understanding of the text’s form, craft, and meanings. It is a key requirement of the Common Core State Standards and directs the reader’s attention to the text itself. Close reading includes:
Top 20 Tier 2 Vocabulary Words for Math
While the classroom experience begins by improving students’ reasoning and sense-making skills, it does not conclude until mathematical understanding becomes procedural skill as evidenced through application. Hence, the Ready, Set, Go! homework assignments are focused on students practicing procedural skills and organizing principles to add structure to the ideas developed during the classroom experience. As in any discipline, practice is the refining element that brings fluency and agility to the skills of the participant. Together the classroom experience and the Ready, Set, Go! homework assignments present a balanced combination of procedure and understanding for the student practitioner. Ready -prepares for the future lessons Set - Checks understandning for what students have learned during the lessons. Go - Recycle back on concepts to practice. COLOSO & Close Reading Training #1 1.1 Checkerboard Borders – A Develop Understanding Task Defining quantities and interpreting expressions (N.Q.2, A.SSE.1) READY, SET, GO Homework: Sequences 1.1 (Thursday August 17, 2017) 1.2 Growing Dots – A Develop Understanding Task Representing arithmetic sequences with equations, tables, graphs, and story context (F.LE.1, F.LE.2, F.LE.5) READY, SET, GO Homework: Sequences 1.2 (Thursday August 18, 2018)
Technology can help students learn mathematics if they receive training on how to use the strategic tools to enhance their learning (NCTM, 2014).
Today students receive a briefing and overview of two applications that will be added to their chrome browser. The first application is called SplashTop Classroom which allows myself as the teacher to display the projector screen and my desktop down to 40 devices in the classroom.
The second application will facilitate mathematical discussions using the Mirroring360 application. It limits only four students to display their screens at one time and that is sufficient for the current instructional methodology planned for this cohort classroom teaching common core mathematics.
Students will take their assessments using common core based interactive and intelligent software throughout the school year. The focus this year is upon standards based grading, close reading of complex texts, COLOSO self-directed learning, formative assessments, review, intervention, and feedback.
Math Students Learn How To Close Read for Conceptual Understanding -Coming on Wednesday
Action research can contribute to finding a solution to a problem in education. In this case, your question addressing how to increase the rigor is an example worthy of exploration. Blankstein (2013) would suggest the necessity to connect to the core a concept that “Failing to have rigor in the classroom is simply not an option.” Our school district plan of action for increasing rigor was to identify the critical learner needs to make improvements in student outcomes. A review of the CA CCSS finds that literacy is part of mathematics, social science, science, and language arts. An analysis of the data confirms that a low reading score in the 3rd grade increases the chance of being a high school dropout. So our district leadership made the decision to invest in PD to focus instructional strategies to enhance the rigor on writing and critical thinking using Thinking Maps & Writing. But because the SBAC field testing requires students to read complex texts it would also be necessary for students to be able to read passages to extract the critical information to answer a question and write about it. Blackburn (2013) provides practical ideas for increasing text complexity, providing scaffolding during reading instruction, creating open-ended projects, and much more. The emphasis on increasing rigor is to push in instructional strategies such as problem-based learning, implementation of high standards, and working with special-needs students. Fisher and Frey (2014) provides specific instructional strategies to enhance learning using purpose statements and close reading strategies. References Blackburn, B. (2013). Rigor is not a four letter word. New York, NY: Routledge. Fisher, D. & Frey, Nancy. (2014). Rigorous reading: five access points for comprehending complex texts. Thousand Oaks, CA: Corwin. Today students complete their orientation of learning math correctly by conducting research about themselves (Tasks 4 and Task 5 require students to take a mindset & learning style inventory. Finally students are introduced to Khan Academy and the available resources for math help. See http://warriorcchsmath.weebly.com/orientation.html The next task is for each student to take an assessment to identify pre-requisite skills necessary for the upcoming course of instruction. Thus far students have taken a pre-evaluation survey for data analysis of the Standards of Mathematical Practices and other information to support learning decisions which finds the following information about the current math class students this year. Ideas and original statements alone certainly do not change school systems per Blankstein (2013). A motto that explicitly explains the climate and culture of the school is paramount to help implement a positive behavior instructional support within the classrooms. Connecting to the core requires a shared mission and vision statement and a belief that the action can achieve favorable results.
Reference Blankstein, A. M. (2013). Failure is not an option: 6 principles that advance student achievement in highly effective schools (3rd ed.). Thousand Oaks, CA: Corwin. Updated presentation from Day 2
The highlight part of the classroom instruction guides students to the circle puzzle and its connection to learning mathematics. Students begin orientation about learning math in Dr. Smith's classrooms today. Most students were able to get through Orientation Part 1 and also were introduced to Web Resources that will be used during this academic year. The above are web resources to be bookmarked by my students to be used throughout the school year. the following are tasks to be completed for orientation. The following tasks will be completed by Monday August 14. Orientation must be complete by all students to receive credit. Key Learning Outcomes:
Students can log into the network. Students can access the Warrior Math Website. Students can access the Orientation Page. Students have completed the Standards of Mathematical Practice Survey. Students have joined Remind.com message system. Students have joined the goguardian monitoring system. Students can create a google drive folder. Students can create a google docs file. Students can share the google folder with their teacher. Every student now has a Math Journal in google Docs. 100% of My Students became believers about learning math today? Student Diagnostic Testing Every student will undergo diagnostic testing on Monday/Tuesday next week. During Professional Learning Community (PLC) time next week the teachers will analyze the results and identify areas requiring remediation. The identified skills will be embedded into the warm-ups throughout every math class regardless of grade level throughout the school year to ensure mastery of basic skills in mathematics. |
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