Katie Costello K-5 Math Specialist

Kimberly Beane K-5 Supervisor of Math & Science

K-5 Math & Science New Teacher Institute

Welcome!

We’re excited to do math & science with you! Please

make a name tag with your first name

on it!

Try to make the bulb light. 

Draw each method you try. 

Why are !math & science

important for students?!

(Turn & Talk)!

Number Lines !make !

Number Sense!

[wwwwwwwwwwwwwwwwwwwwww]!

y u r!

• Diagnostic

• Learning Tasks

• Formative Assessment

Structure of a Math Lesson

Diagnostic

• Math Message or Warm Up 

• Student responses reveal readiness • Which skill or concept needs a<en=on? 

• Who needs support? 

Determine Individual Student Readiness

Example:  Don wants to fence in part of his yard for a dog run.  The dog run is a rectangle that measures 30 feet by 10 feet.  How much fencing should he buy?  Draw or explain. 

Learning Tasks

1 or 2 tasks develop the concept  • Hands‐on • Pairs or small groups • Teacher listens, ques=ons, redirects 

3rd task is applica=on • Usually in math journals • Teacher can target students in need  

Develop & Apply Concepts

Example:   Task 1:  Use geoboards to find perimeters with given dimensions Task 2:  Use geoboards to find different dimensions for same perimeter Task 3:  EDM journal page finding all dimensions for a given perimeter 

Formative Assessment

• Individual student responses • Grades 3‐5 oKen looks like NJASK open‐ended task • Teacher reviews student responses • Determines next whole class lesson 

• Determines supports for individuals 

Prescribes what needs to happen next

Example:  Draper Elementary received 2200 feet of playground border.   Describe 3 playgrounds that have a perimeter of 2200 feet.   Explain which would make the best playground and why. 

• Diagnostic

• Learning Tasks

• Formative Assessment

Structure of a Math Lesson