We all have heard of the Mathematical Practice Standards...but do we really know how to integrate them into our classrooms. These standards are not to be taught as an individual lesson, but strategically woven into activities to build students mathematical understanding.

Let's take Standard 7: Look for and make use of structure. This standard encourages students to develop the ability to use variuous strategies, visual representations, patterns, and connections to solve problems. It challenges students to use what they already know about math to solve the problem.

Teachers play a vital role in cultivating the skills of looking for and making use of structure in students. Here are some strategies that can be used in the classroom:

1. Provide opportunities for students to reflect on the strategies they used to solve problems and identify the structural elements that influenced their choices.

2. Encourage visual representations, such as graphs, diagrams, or models, that can help students visualize and analyze the structural elements of a problem. 

3. Incorporate manipulatives, such as blocks, counters, or geometic shapes to support students in physically manipulating and exploring mathematical structures. 

4. Encourage students to actively search for patterns within mathematical problems.

5. Collaborative activities promote the math conversations and sharing of ideas among students. Students can compare strategies and explain their reasoning to help solve math problems. 

Check out the Math Grades 3-5 Deconstructed Focus Standards Quick Notes to see what strategies you can use for math content standards. 

Data is the so important to analyzed and used to help drive your instruction in your classroom. Data is also used to help build relationships with students and create a positive classroom culture.

Standardized testing data can be helpful, but the data you collect throughout the year is much more valuable. The data you collect in your class each day will help influence the how, who, what, when, where, and why of your teaching. Data is like a road map. You have a final destination, and your journey to get there includes a few pitstops. These pitstops are your formative and summative assessments. The assessments will help you determine which direction you take, move ahead, take a detour, or even a u-turn.

Here are a few ways I collect student data and how I use it in my class:

I like to use programs such as Mastery Connect, Quizizz, and Kahoot that gives immediate feedback. As a math teacher, I also require students to show all work, this is an essential data piece. The programs will tell you their mastery, but the work they show will help you understand the why. This is the piece that tells the real story.

Each question is analyzed and I make a list of students who answered that question incorrectly. I look at the work they showed and write down what mistakes they made. For most students it is a simple computation error.

Students are then organized into groups based on the support they require. I support students in the following ways:

• Video Tutorials - Virtual Nerd, Khan Academy, EdPuzzle

• Small Group Instruction

• Peer Tutoring

• Student Conference

• Practice Examples using programs such as 99 Math, Quizizz, or Kahoot

The support provided is based on the intended outcome I a looking for and or the intensity of the support required.

All students continue to practice the concepts with our weekly spiral reviews and in our daily warm-ups. I use these as data collection also.

I use my cruising clipboard to make anecdotal notes on what students need support on. This also gives me an opportunity to pull small groups as needed.

Conversations with students also helps influence my instruction. This is why building relationships with students are very important. You want them to trust you enough to share when they are struggling outside of academics. Sometimes students are unsuccessful because of sleep, home issues, friendship drama, and so much. You students should be able trust you enough to share their concerns that impacts their academics.

In order to have the opportunity to collect data, make sure students understand it's importance. Share the how, what, where, when, who, and why of the data you are collecting. Involve your students in the process. And always remember before you implement things like this in your classroom, develop a plan, model, and practice it.

I set expectations for all parts of my students' day. I include this in my classroom management plans so I can model what I need and want for students. For help with creating a management plan, check out my book Unleashing the Magic. 

Structure and order must be in place before you begin your journey of data collection. Data collection can feel overwhelming without a system in place. Data should be both   intentional and purposeful. Start with the end in mind and move towards your final destination including your pitstops, detours, and u-turns as a part of your road maps.

Check out my TikTk videos for more instructional tips, advise, and strategies you can use in your classroom.

As we start our last quarter of the school year, I find myself wanting to include fun into my test reviews. Don't fret, I am sharing them with you!

1. The Show Down - Display a question on your TV, with document camera, Promethean Board, etc. Do a Countdown have students put answer in Socrative.

2. Task Cards - Allow students to work in pairs and practice using task cards.

3. Use Kahoot!, Blooket, or Quizizz to get students to practice.

4. Trashketball - Split the class into two or three teams. Display a question on your TV, with document camera, Promethean Board, etc. All teams answer a question. If they get it correct, they all get a point and a chance to try to make an extra point by making a basket.

5. Bingo - You can use the template to create your own: Math Bingo Template

6. Jeopardy - I love using Jeopardy Lab!

7. Gallery Walk - Split the class into teams. Post test questions around the room. Round 1, have each group walk around and answer the questions. Round 2 give each group a question to answer on the poster. Be intentional and assign questions to teams who have the question correct. Re-hang and Round 3 have groups walk around to check their answers.

8. Board games can be used, such as Checkers, Trouble, or Connect 4. Students take turn answering question. If they get it correct, they can play/move.

9. Jenga can also be used the same way you play the board games.

10. Allow students to make their own mini anchor charts in folders to use as a review. (I have TikTok on this one!)

11. Play a Game Show! Get buzzers from the Dollar Tree.

12. Lottery - Give students tickets for every correct answer, and have a raffle for a few small prizes. I have also did a hundreds board and had student write their name on the board under a number. I used a random number generator to select students. (I have a TikTok on this one also!

More on the way...Stay Tune!

Your classroom culture begins the moment your students walk into your classroom. Without saying a word, classrooms send messages about diversity, relationship building, communication and the roles of teachers and students. 

A big part of your classroom culture includes

• The Classroom Environment

• Relationship Building

• System, Routines, and Procedures

• Positive Reinforcements

• Social Emotional Learning

It is very important that you cultivate the culture you want for your classroom. If you don't, you may end up with a classroom culture that doesn’t support your goals, and your students’ needs. It’s your classroom culture that will help with your classroom management. It is the parts stated above that will help you and your students through the school year.

Distractions are the biggest issues in many classrooms. Distractions are anything that interrupts learning. From blurting out to getting out of seats during inappropriate times. Distractions are contagious! When it happens, usually others will follow.

Once you’ve identified the distractions now it’s time to put a plan in place to model what it looks like, maybe what it doesn’t look like, how to provide warnings (individual and class), or incentives, and logical consequences. 

Let’s take Voice Levels

In my class I have posters to help remind students of our voice levels. 

We have 0 - Silence, 1 - A Whisper , 2…..

Model for students what each one sounds like. 

Let them practice. 

Play a game…Teacher vs Students

Call out a Level and if they get it correct they get a point. If someone messes it up, you get a point. Play a couple of rounds. Give prize if class wins, they have to do something if you win. Make it fun! 

After modeling and practicing. 

Explain to students what warnings they should look for as reminder. Here’s a few ideas…

• Call and Responses

• Light System

• Reminder 

• Bouncy Balls, Calm Counter, Too Noisy Lite

If you want to build your class community, you can provide incentives if the class doesn’t get any voice level warnings and award the class at a designated time. 

What happens when students don’t comply….give a consequence. Read more about consequences...on the blog page. 

A consequence is defined as a result or effect of an action or condition. We usually assigned a consequence to a student when he/she isn’t following expectations. 

Consequences can be positive or negative. Usually positive consequences will reinforce a behavior or expectation you want to see. Negative consequences typically make a behavior or expectation less likely to happen. 

Both types of consequences can be used in your classroom.  The key is to use less negative consequences and more positive consequences. 

It’s also important to make sure you are given negative consequences that relates to the expectation not being followed. They should be reasonable and logical.

When giving consequences remember:

• Don’t forget your teacher demeanor. Be calm,  yet firm.

• Give a warning to give the student time to fix the behavior. Unless the behavior warrants an immediate negative consequence.

• Follow through! If you say you’re going to do it…do it.

• Be fair and consistent.

• Explain the consequence and reason why it’s given.

No matter the consequences, make sure you explain to the student why it is given. This final step will help reinforce positive behaviors and minimize negative behaviors.

As we begin to think about returning to school after the holidays, remember it is a transition for both students and teachers. Many students didn't have a structured day during the break, so reteaching expectations is the key to resetting after a break. Resets can also be done, just when students need a reminder or an opportunity to work on behaviors.

Welcoming Students Back

Before students return, send them a message to communicate what they should expect when they return to school. This message can include expectations, upcoming projects, content, etc. Get students excited about the return to school.

Before Students Return

A few days leading up to the return, think about the expectations that you would like to work on with your students. Prioritize which expectations should be addressed first. If you can, combine a few expectations into your daily routine, this can help with the issue of time. 

Once you have your list, write out what each of these expectations will look/sound like, what it shouldn't look/sound like, and logical consequences or warnings for each. 

Here's an example:

Entering the Classroom and Voice Levels

What it Looks Like:

Walking in at a Level 0 

Looking at the TV monitor for needed supplies.

Get all supplies you need before sitting down.

Begin Do Now/Warm-up Immediately.

Explain to students they have until the timer goes off to begin their Do Now/Warm-up or a consequence will be given. 

Logical Consequences:

1st Redo Expectation

2nd Since time have been wasted...student will do whatever activity missed during specials/lunch etc. 

Do not give extra time to complete whatever activity THEY missed due to now following the expectations.

First Day Back

Explain to students that during the break you had time to reflect on a few things that needs to be done to make sure they are ready for completing the school year successfully. Take one expectation at at time to teach it, model it, and practice it. When practicing, it is important in this step you address when it's not being done correctly. Practice a few times, then allow students time to show what they know! When they are doing it...if they are not following expectations...it is important you address it immediately. Make them redo it, and/or give a consequence. 

While doing your reset, remember not to rush it. Investing time in teaching, modeling, and practicing the expectation now, will save time later. Your reset may only take a few minutes, or it may take a day or two. Be firm and consistent during your reset. It is important that your teacher demeanor is giving the "I mean business" vibes. 

Be consistent. Sometimes I review these expectations and what I am looking for daily. I rather spend a 30 seconds reminding students of what I am looking for. 

TIP

If you want your students to get it correct the first time...Give an incentive. If you have multiple classes, you can say that you are timing the process and the class who does it the best, in the least amount of time will get a prize/treat.

Let me know in the comments if you are planning to do a reset and what is your number one expectation you will be working on. 

Need a list for classroom management? Check out the Classroom Management Workbook!