I hear all the time… “My math block is already packed.” or “I’m using high ceiling, low floor tasks, but I’m not sure how to fit it into my math block.”
The answer to these question is actually quiet simple, but not widely known. I structure every single lesson in my math block (and beyond) like this. Once I saw how this worked in math I started teaching this way for reading and writing, science, and social studies. I started doing this with SEL curriculum… literally I teach everything like this.
Math Block Planning on a Post It Notes
It is seriously that simple. Truly, I am not trying to hype it up too much, but here are the 4 simple steps.
- Lauch
- Grapple/ observe & conference
- Debrief discussion
- Revisions (optional)
I bet if you do writer’s workshop that you already do a similar structure. So, you probably already have some familiarity with this model. However, it is often not applied in math for various reasons.
Math Block Part 1: Launch
The goal here is to conceptualize the problem organically… not with key words and underlining. But instead, to read the problem and really think about what it is asking. I use a few moves that really help with this.
- read the problem multiple times
- ask a comprehension question that helps students think about how they will solve. It helps them estimate the size of their answer. Asking this question really helps students take that first step to get started solving.
- the goal of launching the task is to ensure students are ready to tackle the problem, but also to transfer these skills into independent work. I want students to automatically re-read the problem and estimate the answer while faced with a complex problem.
Math Block Part 2: Grapple Time (Productive Struggle)
This is the time your students will productively struggle with a worthy math task.
Be sure to front load this part with some community building. Talk about what “grapple” time will sound like, and what it will feel like during and after.
Set a purpose for grappling. My favorite one is… “You are a problem solver. In fact everyone is a problem solver from the moment they are born. You have EVERYTHING YOU NEED to solve this problem inside you. You can find a solution. We will work together to make your strategies of getting to a solution more efficient and effective, but you have what you need.”
So, once students are on board to grapple I set some ground rules. Math norms and routines are what make this possible and successful in the classroom.
Conferencing & Observations (Also part 2 of your math block)
This is the time I OBSERVE. I suggest you don’t confirm or deny their ideas or try to push students thinking too much. Your goal during this time should be to find out what they are thinking and understand their perspective. Simply ask, “Tell me what you’re up to?” This open ended question is SO helpful because it is not judgemental, it implies nothing that they should or shouldn’t be doing. Then, I take LOTS of notes. Notes about what they can do and explain, misconceptions, what they can do but can’t explain… strategy patterns, models used.
Math Block Part 3: Debrief Discussions
Never Skip the Debrief!!
The discussions is where you want to spend MOST of your time. The first two sections will take about 12 minutes with transitions maybe 15 minutes.
Now is the time to sit in a circle and really get into figuring out the methods students used to solve. Students might share their strategies and you write them up on a chart or put their paper under a document camera. You’ll charge students with figuring out their friends thinking. You’ll ask students to notice and wonder. Then, pull out all the stops to really get a discourse going. Use turn and talks, revoking and repeating to help students drive toward a conjecture. If you need more ideas on how to get the discussion going be sure you grab the Guide to Engaging Math Discussions!
The beauty is, they are on a learning progression…. And they don’t just learn everything over night. We would never expect a student to go from not reading to reading in one day, so don’t expect that for your math students. Instead, each day show examples of high quality work and discuss what makes it great and innovative and creative. Why that model was efficient or effective.
Math Block Part 4: Revisions
Okay, so after we’ve had some time to debrief- share, discussion, question, and unpack it’s time to revisit our work. I find that this is a really great way to have my students apply what they discovered in the discussion. I give them a few minutes to go back to their work to revise.
Let’s Review
- Launch- set students up to successfully solve without teaching them anything.
- Grapple- let students productively struggle while you observe.
- Discussion- this is the meat of the lesson.
- Revisions – give students an opportunity to apply what they learned from their peers in the discussion.
However, maybe you’re still scratching your head like… yeah Mona, but what about the rest of your math time?
FREE Math Discussion Guide. 👇🏽
The Rest of Your Math Block
VERY briefly… because really this deserves it’s own whole blog post… here is what I do with the rest of the math block
Math Warm up 6-10 minutes with completion & debrief
Problem of the Day/ Math Task 30 minutes (This is what I described above)
Application, skill practice, fluency, math games, small groups 20 minutes
Other Resources You Might Like…
Choosing math tasks is an important part of making this simple structure work. Check out this blog post for 3 tips!
Engaging all students in math discussions –> Here
Problem of the Day is one way I use these 4 steps!!! Read the blog post here.
