The document outlines the foundations for effective mathematics instruction. It provides examples of what teachers should do, including: 1) planning purposeful lessons with whole and small group models, 2) conducting number sense routines to promote discussion, and 3) selecting high-quality tasks that require problem-solving and representing concepts. Teachers should also facilitate lesson closure to help students connect what they learned.
The document outlines the foundations for effective mathematics instruction. It provides examples of what teachers should do, including: 1) planning purposeful lessons with whole and small group models, 2) conducting number sense routines to promote discussion, and 3) selecting high-quality tasks that require problem-solving and representing concepts. Teachers should also facilitate lesson closure to help students connect what they learned.
The document outlines the foundations for effective mathematics instruction. It provides examples of what teachers should do, including: 1) planning purposeful lessons with whole and small group models, 2) conducting number sense routines to promote discussion, and 3) selecting high-quality tasks that require problem-solving and representing concepts. Teachers should also facilitate lesson closure to help students connect what they learned.
*Every practice and/or bullet may not be present during a lesson.
Foundations for Mathematics Instruction
The teacher:
Planned for a purposeful class structure is in Conducted a number sense/reasoning routine.
place. A routine (or Number Talk) has happened. There is a whole group model with students Students participated and discussed their working collaboratively. reasoning. There is a small group model with evidence Teacher asked varied questions to promote of differentiation. discussion. The pacing of instruction in groups is appropriate.
Selected a high-quality mathematics task. Engaged students in worthwhile mathematics
tasks/activities. Task is aligned to goal/standard. Task required high-cognitive demand. Students worked with and discussed the Tasks has multiple solution paths. task. Students represented concepts and Facilitated closure of the lesson. problems with models or drawings. Procedures or calculations are clearly connected to the problem and purpose. Students processed and connected what Paper copies are used as recording sheets they learned. rather than traditional worksheets.
Comments:
Elementary Mathematics Office • Howard County Public School System