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Daily Math Investigations~ Meaningful Math Routines ~
Part 2
Sandra Ball
October 2013
Entry Tasks
• Find a seat , put your stuff down.
• W alk around and see the Entry
Task ideas.
• Explore…Discover…Share…
startingwiththebeginning.wordpress.com
Why Calendar?
W hy do we do this anyway?
W hat are we hoping our students will learn?
W hat do you keep?
W hat do you let go?
What Entry tasks did
you try?
• W hat did you already have?
• W hat did you make?
Did you notice…
engagement
deep learning
connections
Re-thinking...
Entry Tasks
and
Rich Routines
Not Whole Math
Program• Daily Math Investigations are
only a part of the ‘Big Math
Picture’
• Provide opportunit ies for all
students to make choices, explore
and build mathematical
connections.
Criteria for quality
calendar tasks
Interactive
All students are DOIN G math
Good questions are asked to
promote thinking
Criteria for quality
calendar tasks
Opportunit ies for oral language
Conversations exist between
teacher and students
Frequent opportunit ies for
students to describe their thinking,
to reason
Criteria for quality
calendar tasks
Relevant
Connected to classroom context
and students’ lives
Criteria for quality
calendar tasks
Focused on important math
Connected to the PLOs
Concepts, not just procedures
Quality Daily Math Tasks
Get them engaged
Get them thinking
Get them reasoning
Entry tasks are...
invitational, play based,
exploratory
set up for students upon arrival
designed to span the strands
opportunit ies to apply
knowledge
Entry tasks AREN’T...
worksheets
rote practice
printing practice
RICH ROUTINES
Rich routines are...open-ended thinking tasks
done in larger groups
more structured, but not
boring
concepts worth revisit ing
increase in complexity as they
are explored over and over
active and engaging for all
students
Rich routines AREN’T...
rote counting aloud
context-free activit ies
one student, one
teacher interactions
All About Number -
Thinking Frames
All About Number -
Thinking Frames
6
6
legs on a human
stuffies for sleeping
friends6
20
20
printing my name
recess
chewing broccoli
20
Cuisenaire Investigations
gett ing a linear sense of
number
Cuisenaire Investigations
Cuisenaire Investigations
Cuisenaire Investigations
Exploring the Open
Number Line
1 20
1 100
Open Number Line
How would you solve this equation?
46 + 55 = or 98 – 66 =
Using the Open Number Line
46 + 55 =
98 – 66 =
Exploring the 100 Chart
Math Picture of the Day
H ow would you
count the black
birds?
Math Picture of the DayI f the bird has the value of 100, what might the value of
the other animals be?
H ow can you figure out the values of the other animals?
Math Picture of the Day
Counting Collections
Counting Collections
Counting Collections
Messing With Data
Math Actions
Math Actions
Number of the Day
6 + 2
Referent of the Day
Teeter Totter Tales
Teeter Totter Tales
Teeter Totter Tales
Teeter Totter Tales
What have you heard?
What connections have you made?
Daily Math:
Things to consider...
t iming
how long is too long?
activity level of the students
who’s doing the math?
grouping
small group, whole group
content
what important math will be explored?
H ow does it address the needs of the group?
connectedness
what connections are being highlighted?
engagement
what kinds of questions will I ask to keep
students thinking?
Daily Math: Things to consider...
W hat can I learn about my students?
W hat can I watch and listen for?
W hat is the important math?
W hat are the learning intentions?
Assessment
Start Slow…
Enjoy!
Remember…Get them engaged
Get them thinking
Get them reasoning
TBC 166972
TBC 166970
TBC 166969
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