Created by Janice Edgar, ABDJ. Edgar Consulting

Marvelous Math: Mistakes, Peer Collaboration, and Math

Conferences

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My Bio• Over 23 years in public education

• 10 years preschool

• 9 years rural school setting

• 2 years urban reading teacher

• 1 ½ year Instructional Coach

• 1 year Curriculum Director for English Language Arts and Social Studies

• Masters in Education with a Specialization in Curriculum and Instruction

• All but Dissertation in Leadership in Educational Administration

• Currently I work for Harmony Public Schools, the largest Charter Network in Texas and the 2nd largest in the nation. We serve more than 32,000 students with a focus on STEM education.

Creating Successful Math Students Requires

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Direct Instruction Collaboration

Student Reflection

Student Success in math depends on 3 main factors.

Direct Instruction

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• Direct Explanation-

• What the skill concept is?

• Why it I done or why it’s being learned.

• When it is used, and

• How it will be practiced or applied.

• Model or Demonstrate- Show how to use the strategy, Includes example problems

with step by step guidance

• Guided Practice – Scaffold the use of the strategy by having students work with

their math collaborator/partner.

• Apply – Use the strategy independently or in groups

• Closure- the last 5 minutes of class

Collaboration

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• Have a system that works for you• Allows students to practice the

problems together and have meaningful conversations

Math Mistakes Mathematicians Make

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A Look at Meaningful Discussion

Math Mistakes – These mistakes are operational mistakes. This is when you add, subtract, multiply, or divide incorrectly.

• I did not add, subtract, multiply, or divide correctly.

Process Mistakes – These mistakes are when you did not follow the correct steps.

• I did not follow the math rules or properties.

• I did not complete all of the steps or do them in order.

• I did not show my thinking for each step (proof).

Silly Mistakes – These mistakes include writing down the problem incorrectly, did not read and follow the direction correctly, or writing down the wrong numbers for the problem.

• I wrote the wrong numbers or math problem.

• I did not listen or follow directions correctly.

• I did not line up my digits, commas, or decimal points.

Student Reflection

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Role of Technology

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Tools for Classroom Use

Direct Instruction• https://www.coolmath4kids.c

om/manipulatives• http://illuminations.nctm.org/• https://www.khanacademy.or

g/• https://www.tenmarks.com/• http://studyjams.scholastic.co

m/studyjams/jams/math/index.htm

Collaboration• http://www.twiddla.com/• https://twitter.com/• https://www.edmodo.com/ho

me

Student Reflection• https://www.edmodo.com/ho

me• Online portfolios -

https://kidblog.org/home/, https://evernote.com/, Google Drive

My Process

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• Direct Instruction – Explicit vocabulary instruction and building background, may

have included a video/song/how to.

• Model or Demonstrate- Demonstrate how to use the strategy, and do at least three

examples with step by step guidance

• Guided Practice – Math Collaborator practice with at least 5 problems

• Apply – Use the strategy independently to do at least 5 problems and then check in

with teacher for one-on-one quick conference

• Closure- Exit ticket with one problem, students place exit ticket sticky note on

stoplight to self-assess understanding

Math Collaborator Process

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• “Work” - Students sit back to back with partner and complete his/her own work• “Ready” – When the work is finished let your math collaborator know you are ready to

discuss and check• “Discuss” – Turn and face your partner, share the answers and verify that you both have the

same solutions. If you do not have the same solutions, each math collaborator must share their process and you must work together to finalize the answer.

• “Check and Reflect” – After you have verified and discussed answers, check the answer key for correct responses.

• If correct, do the independent assignment.• If incorrect, the math collaborators check in with teacher to discuss process – then

write a quick reflection on why the answer was incorrect and what you should do to fix the error. After the reflection, collaborators will complete the problems assigned by the teacher and then meet and discuss the solution and answer with the teacher. If the students understand the process, they will move to independent work, if they do not they will work with teacher in small group.

Engaging Students in Higher Order Math

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Your Turn

The Lesson and Karaoke

Practice: 3+(5+6+9)+7 _____

5+6=9=20, 3+20+7=30

• What is the value of 6 ÷ 3 + 4 × 2 ?

• What is the value of 6 × 4 - 12 ÷ 3 – 8

• What is the value of 20 - (3 × 23 - 5)?

• What is the value of (5 + 2)2 - 9 × 3 + 23 ?

• What is the value of (33 - 9 / 3) + (4 × 3 - 32) ?

https://tinyurl.com/yd3n9t4e

Padlet

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Please visit this Padlet and provide feedback following this format:

3 Things that really stood out to you today

2 things you will definitely try in your class

1 quick piece of feedback you learned from another attendee

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