‘This book brings together the best of Visible Learning and the teaching of mathematics. The chapters on learning intentions, success criteria, misconceptions, formative evaluation, and knowing thy impact are stunning. Rich in exemplars, grounded in research about practice, and with the right balance about the surface and deep learning in math, it′s a great go-to book for all who teach mathematics.’
—John Hattie, Laureate Professor, Deputy Dean of MGSE, Director of the Melbourne Education Research Institute, Melbourne Graduate School of Education
YOU are the architect in the mathematics classroom.
When it comes to mathematics lessons, do you sometimes feel overly beholden to the required texts from which you teach? Do you wish you could break the mold, but feel like you get conflicting guidance on the ‘right’ things to do? How often do you find yourself in the last-minute online scramble for a great task activity that will capture your students′ interest and align to your state standards?
In The Mathematics Lesson-Planning Handbook, Grades 3–5: Your Blueprint for Building Cohesive Lessons, you’ll learn the streamlined decision-making processes that will help you plan the focused, research-based, standards-aligned lessons your students need. This daily reference offers practical guidance for when and how to pull together mathematics routines, resources, and effective teaching techniques into a coherent and manageable set of lesson plans. This resource will
- Lead teachers through a process of lesson planning based on various learning objectives
- Set the stage for lesson planning using relatable vignettes
- Offer sample lesson plans for Grades 3–5
- Create opportunities to reflect on each component of a mathematics lesson
- Suggest next steps for building a unit from the lessons
- Provide teachers the space and tools to create their own lesson plans going forward
Based on years of classroom experience from seasoned mathematics educators, this book brings together the just-in-time resources and practical advice you need to make lesson planning simple, practical, and doable. From laying a solid foundation to choosing the right materials, you’ll feel confident structuring lessons that lead to high student achievement.
Inhoudsopgave
Book at a Glance
Praise Page
Acknowledgements
Publisher′s Acknowledgements
Letter to 3-5 Teachers
Letter to Elementary Principals
Letter to Mathematics Coaches
Letter to Preservice College and University Instructors
How to Use This Book
Part I: You Are the Architect of Your Classroom
Chapter 1: Surveying Your Site: Knowing Your Students
Why Is It So Important to Know Your Students?
What Do Access and Equity Really Mean?
How Do Identity and Agency Influence Lesson Planning?
What Is Prior Knowledge in Mathematics?
What Do Culturally and Linguistically Diverse Students Need?
What Do Students Living in Poverty Need?
What Are Learning Needs?
What Are the Common Themes?
Chapter 2: Your 3-5 Blueprint: Planning Mathematics Lessons for Coherence, Rigor, and Purpose
What is Coherence?
What is Rigor?
What Is the Purpose of a Lesson?
How Can You Ensure that You Plan Lessons for Coherence, Rigor, and Purpose?
Lesson-Planning Template
Part II: Drafting Your 3-5 Blueprint
Chapter 3: Laying Your Foundation: It Starts with Big Ideas, Essential Questions, and Standards
What Are State Standards for Mathematics?
What Are Essential Questions?
What Are Process Standards?
Building Unit Coherence
Third Grade Snapshot: Big Ideas, Essential Questions, and Standards
Fourth Grade Snapshot: Big Ideas, Essential Questions, and Standards
Fifth Grade Snapshot: Big Ideas, Essential Questions, and Standards
Under Construction
Chapter 4: Reinforcing Your Plan: Learning Intentions and Success Criteria
What Are Learning Intentions?
What Are Mathematics Learning Intentions?
What Are Language and Social Learning Intentions?
How Do You Communicate Learning Intentions with Students?
What Are Success Criteria?
How Do Learning Intentions Connect to the Success Criteria?
When Should Learning Intentions and Success Criteria Be Shared with Students?
Building Unit Coherence
Third Grade Snapshot: Learning Intentions and Success Criteria
Fourth Grade Snapshot: Learning Intentions and Success Criteria Decision-Making Snapshot
Fifth Grade Snapshot: Learning Intentions and Success Criteria
Under Construction
Chapter 5: Deciding on Purpose: Why Are You Building This Lesson?
What Is the Role of a Conceptual Understanding Lesson?
What Is Procedural Fluency, and How Does It Build from a Conceptual Understanding Lesson?
How Do You Know if You Need a Conceptual Understanding or Procedural Fluency Lesson?
How Do You Create a Transfer Lesson?
Building Unit Coherence
Third Grade Snapshot: Lesson Purpose
Fourth Grade Snapshot: Lesson Purpose
Fifth Grade Snapshot: Lesson Purpose
Under Construction
Chapter 6: Choosing Tasks: The Heart of a Lesson
Why Are Tasks Important?
What Is a Worthwhile Task?
How Do You Adapt Tasks?
What Are Some Sources for Worthwhile Tasks?
Building Unit Coherence
Third Grade Snapshot: Task Selection
Fourth Grade Snapshot: Task Selection
Fifth Grade Snapshot: Task Selection
Under Construction
Chapter 7: Choosing Materials: Representations, Manipulatives, and Other Resources.
What Is the Role of Representations in Mathematics Lessons?
What Is a Manipulative?
How Are Manipulatives Used?
What Are Other Resources?
Building Unit Coherence
Third Grade Snapshot: Material Selection
Fourth Grade Snapshot: Material Selection
Fifth Grade Snapshot: Material Selection
Under Construction
Chapter 8: Cementing the Cracks: Anticipating Student Thinking
What Are Misconceptions, and Where Do They Come From?
How Can You Plan to Minimize Misconceptions?
Building Unit Coherence
Third Grade Snapshot: Student Thinking
Fourth Grade Snapshot: Student Thinking
Fifth Grade Snapshot: Student Thinking
Under Construction
Chapter 9: Framing the Lesson: Formats
What Are Some Different Lesson Formats?
Building Unit Coherence
Third Grade Snapshot: Lesson Format
Fourth Grade Snapshot: Lesson Format
Fifth Grade Snapshot: Lesson Format
Under Construction
Chapter 10: Evaluating Impact: Formative Assessment
What Is Formative Assessment?
What Are Specific Formative Assessment Techniques?
Building Unit Coherence
Third Grade Snapshot: Formative Assessment
Fourth Grade Snapshot: Formative Assessment
Fifth Grade Snapshot: Formative Assessment
Under Construction
Part III: Pulling All the Pieces Together
Chapter 11: Planning to Launch the Lesson
What Is a Lesson Launch?
How Can You Launch a Problem-Solving Lesson?
What Kinds of Lesson Launches Focus on Mathematics Concepts?
What Are Number Routine Lesson Launches?
What Do You Anticipate Students Will Do?
Building Unit Coherence
Third Grade Snapshot: Launch the Lesson
Fourth Grade Snapshot: Launch the Lesson
Fifth Grade Snapshot: Launch the Lesson
Under Construction
Chapter 12: Planning to Facilitate the Lesson
What Is Mathematical Communication?
How Do You Facilitate Meaningful Mathematical Discourse?
How Do You Plan for and Pose Purposeful Questions?
How Do You Facilitate Productive Struggle?
How Do You Make Sure You Engage Students in the Process Standards as You Facilitate the Lesson
Building Unit Coherence
Third Grade Snapshot: Facilitate the Lesson
Fourth Grade Snapshot: Facilitate the Lesson
Fifth Grade Snapshot: Facilitate the Lesson
Snapshot
Under Construction
Chapter 13: Planning to Close the Lesson
Why Do You Need Closure in a Lesson?
What Are Some Different Closure Activities?
Building Unit Coherence
Third Grade Snapshot: Close the Lesson
Fourth Grade Snapshot: Close the Lesson
Fifth Grade Snapshot: Close the Lesson
Under Construction
Chapter 14: Surveying Your Results: Lesson Reflection
Why Is It Important to Reflect upon Lessons?
What Kind of Reflection Cycle Supports Teacher Growth?
Epilogue
Appendix A: Lesson-Planning Template
Appendix B: Complete Lessons for Third, Fourth, and Fifth Grade
Appendix C: Further Reading/Resources
Appendix D: Glossary
References
About the Authors
Over de auteur
After teaching mathematics in grades K-8 for 20 years, Lois served as the middle school mathematics specialist for the Virginia Department of Education. Here she worked on curriculum and teacher professional learning. She served the Virginia Council of Teachers of Mathematics and was a board member for the local Jefferson Council of Teachers of Mathematics. After receiving her doctorate in curriculum and instruction at The University of Virginia, she began serving as adjunct faculty to Mary Baldwin College and is in her 15th year working with pre-service teachers. Currently Lois is an International Fellow with the Charles A. Dana Center working with classroom teachers in the Department of Defense Schools helping them implement their College and Career Readiness Standards. Among her recognitions are a Fulbright Teacher Exchange and Virginia Middle School Mathematics Teacher of the Year.
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