Math for All Learners:

Specialized Instruction
Day 2

Math for All Learners

K-2
 Additive Reasoning
Part Part Whole Relationships
14

6 8
 Additive Reasoning
Joining

Separating

Comparing
 Problem Types
Missing initial

Missing change

Missing total
 A Kindergarten Trajectory
THESE ARE CATEGORIES. EACH HAS ACTIVITIES.

Counting w/one-to-one to 5, then 10

Subitizing numbers to 5, numbers to 10 w/i a
10 frame or reknrek.
Comparing numbers using 10-frame or reknrek
or bead string.
Ordering numbers using a model that supports
subitizing (10 frame)
Additive Reasoning Learning Trajectory
Starting in FIRST GRADE focus on the
HLC
Create a sequence of activities to develop
understanding of an HLC
Think of a trajectory how will one activity
or experience lead to another?
Where will you get some practice?
Reflection?
 Group Conversations
Groups of 4 or so

Share your trajectories.

Give feedback (see next slide)

 Trajectory Review
Will the trajectory result in a
demonstration of understanding?
Are there multiple entry points for
activities?
Is the student making personal meaning
of the concept? (Will it make sense to
her/him?)
 Multiplicative Reasoning
Groups of

Why?
 Multiplicative Reasoning
Multiplication Models
Grouping
Area/array
Division Models
Partitive
Quotative
Multiplicative Reasoning Learning Trajectory
Starting in THIRD GRADE focus on the
HLC
Create a sequence of activities to develop
understanding of an HLC
Think of a trajectory how will one activity
or experience lead to another?
Where will you get some practice?
Reflection?
 Group Conversations
Groups of 4 or so

Share your trajectories.

Give feedback (see next slide)

 Trajectory Review
Will the trajectory result in a
demonstration of understanding?
Are there multiple entry points for
activities?
Is the student making personal meaning
of the concept? (Will it make sense to
her/him?)
Fractions
 Which is closer to ?

4/7 5/9
 6

1/3 4

1/6 2

1/12 1
 Problem Protocol
Read the problem together.
Ask, What are we trying to find out?
Ask, What would an answer for that
look like?
Ask, Can we think of any strategies that
we might use?
A can of paint will paint 2/3 of a wall.
How many cans of paint do you need
to paint 11 walls?
How much is left over?
 x 1/3
Jen says: This means 1/3 of .
You have to divide into three
equal pieces, so each piece is .
George says: This means, How
many 1/3s are in - a little
more than 2.
Unpacking the Math Lesson
Launch

Main Lesson

Menu

Closure
 Elements of a Main Lesson
Problem

Main Lesson problems should:

Allow for conversations between students working at
different levels
help to deepen conceptual understanding of a specific
topic
allow for multiple solutions and/or strategies
 Main Lessons
Are always on grade level curriculum

Always allow support through heterogeneous grouping

The train keeps moving

Always about conceptual understanding

 Main Lessons are about
discourse
What are ways you encourage students to talk to each
other?

How can we use student thinking to drive class talk?

How can we use student thinking to drive learning?

 Self-Checking Discourse Quality
Is the emphasis on giving the right answers rather than processes and strategies?

Do the verbal interactions follow the teacher-dominated initiation-response-evaluation pattern?

Is discourse carried by the voices of a few where the others are reluctant to contribute?

Do you model and insist wait-time be used as a key component of dialogue?

Do you send non-verbal signals to students based on your perception of their ability to give a
quick or correct response?

Does your lack of comfort with content lead you to pose more close-ended questions?

Jelani Jabari, Published in AMLE Magazine, November 2014.

 Managing Menu

Gradually releasing responsibility

Centers everyone switches together
Activities add one at a time

Natural consequence accountability

Building toward individual choice

 Menu
What to put in????

Must dos (Include Problems and Skills)

Individual work from assessment
Might dos (optional)
Solving Problems in the Menu
There should be a range of problem to solve:

Juan was helping his tennis coach get ready for practice. He
and the coach set out 24 cans of tennis balls. If each can holds
3 balls, how many balls did they set out?

Guang wants to buy carpet for a room that is 14 feet wide

and 25 feet long. If carpet is $1.50/square foot, how much will
it cost her?
Skills Practice in the Menu
Games in the Menu
 Journal Prompts in the Menu
Victor and Sam are doing a math problem that says:

38 children are going on the field trip. Each car can hold 6
children. How many cars are needed?

Victor says this is a multiplication problem. Sam says

it isnt. Who do you think is right? Why do you
think so?