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Math PLC 1
Math PLC 1
1. Strategies that are working well. a. Gentry Part-Part Whole Map b. Buck connecting to things in the outside world. c. Trejo gallery walk with math problems that students have created. d. Littrell using lots of manipulatives e. Harris front loading during tutorials; teach what were going to do the next day. f. Jurries working in groups. g. Torres small groups, one on one instruction 2. What do your grade level and ELL kids need? a. Modeling b. Solving word problems independently c. Vocabulary (both student and teacher use) d. Student created gallery walks/word problems e. Multiplication f. Multiple step word problems g. Getting rid of extra information h. Retaining information from one grade level to the next. i. Spiraling the instruction from beginning of the year. j. Mental Math k. Consistency within the same lesson. Part + Part = Whole but then the curriculum changes to doing Whole = Part + Part. l. Visuals math posters, anchor charts
3. As a teacher I need? a. Color Ink b. Manipulatives c. New TEK training (maybe through the new edition) d. Remaking and Remodeling the Math Classroom (Region 10) e. Ideas for Math Stations (Debbie Dillar) f. Time to collaborate and create
4. I would like to see _____ changed. a. More time for math. b. Having grade level students first thing in the day. 5. Celebrations a. Mr. West is working great with his students, making huge progress. Giving teachers feedback on how the students are doing in his group. He gives students treasures to keep. b. In Mrs. Littrells class everyone in Mrs. Robinsons group and Mr. Wests group are actually in the STAR math test versus just being in the STAR math practice. c. Mrs. Osborn has started doing a small group during power hour and has been giving feedback to Lametha about her students.
Vertical Math Action Plan: Vocabulary: a. Being consistent with the vocabulary a. http://schools.nyc.gov/documents/elementarymath/Sped/sped_files/addressing_needs
/Math_Word_Wall.pdf
b. Posting the words based on the unit. c. Personal math vocabulary dictionary. b. TASKS a. Word Wall start with current unit and words that have not been mastered from previous units. b. Consistently using vocabulary c. Incorporating vocabulary stations: matching vocab words with definitions (Justi, Rachel and Lametha), I have who has?, math
Counting up, drawing a picture, manipulatives Explain your answer (Justify your answer whats tested on STAAR)
4+5=9 I added 5 more apples to the 4 apples I already had. c. Math Model Drawing Professional Development d. Incorporate math word problems into Think Tanks e. Read it! Draw It! Solve It! (Yendi Trejo) Spiraling a. In math stations in the month of January go and see one person in another grade level doing math stations. Come back with feedback, good things, questions about, etc