In my classroom Problem of the Day for math is an instructional routine that helps students achieve deeper learning through inquiry and exploration of mathematical ideas. Okay, so real talk– it’s a routine we use everyday so kids can THINK deeply about math. The routine is simple, but the potential is insurmountable.

Problem of the Day is based on the research of Cognitively Guided Instruction (CGI). CGI is a student-centered approach to teaching math. It is based on the assumption that children already have a lot of intuitive number sense & problem solving capabilities. This approach is responsive to students through listening closely to their thinking, asking questions, and engaging them in sharing their thinking with peers. The goal is always deeper learning through expanding their mathematical understandings. 

Well, to be honest with you it took me a while to be convinced to give Problem of the Day a try. It went against everything I had previously done in math– one problem vs. multiple practice problems, a lot of time for students to talk (even if they are wrong), not directly teaching students how to solve. However, once I finally took the leap of faith and tried Problem of the Day I almost immediately noticed a change in my students. Students were engaged, excited, and willing to participate. Math quickly became everyone’s favorite part of the day. 

In my second year of implementing Problem of the Day my students made 2 and 3 years worth of gains in their math scores on the standardized test. Nothing beats the smiles on faces of kids that just surpassed a growth goal in June they had no hope of meeting in August. Disclaimer- standardized tests are not the only way (or even the main way) I help students track their growth. Almost every year my students are so validated as they click through the test questions with confidence that they can solve any and every problem. 

The post Increase Engagement with Problem of the Day for Math appeared first on Mona Math.

Problem Solving Definition

Let’s form a common definition. My training and research comes from a book called Children’s Mathematics: Cognitively Guided Instruction. This training opened my eyes to my problem solving definition. So here it is,

Problem solving to me isn’t just an approach that works in math, it helped me develop lessons that allowed me to plan lessons where students could drive the thinking in every subject.

Problem Solving Process

The problem solving process in my classroom is by far the best part of the day – in my opinion and my students. In fact, on the days we don’t do problem solving I hear groans and moans. It’s actually quite beautiful to see their love for math.

On a typical day of problem solving most of our learning happens in a circle. Read about why I love circles here. We use circles to send the message that every single one of us is vital to the problem solving process. You see, this isn’t a routine just for each child to push themselves, but it is a way for us to work together to collectively gain understanding. This process is just as much about our community working together to develop an understanding as it is for the individual.

launching the task

We start in a circle with launching the task. I make strategic moves to help students envision the math problem as a story. We don’t zoom into key words, instead we work toward a total comprehension of what the problem is asking.

grapple time

Next we move onto independent “grapple” time. This time allows students to get up close with the task and challenge themselves to persevere for only 8 minutes. I have found this is the perfect amount of time for most tasks and for most grade levels. During this very quick amount of time I observe. I look for how students are solving, really trying to get inside their thinking. I don’t use this time to one-on-one teach or coach students.
By giving students this time to grapple we show them that they have the ability to do hard things.

share and discourse

Then, we come to the carpet for select 2-3 students to share. I select these students based on what I see students’ current level of solving. The goal is that students will learn from their peers and be nudged along the trajectory toward more advanced models and strategies. 

Steps to problem solving

My problem solving routine is a total of 25-28 minutes. We do this every day within our math block.
And yes, I also teach fluency and my curriculum addressing all math standards. Here is the time break down for each step.

Launch Task (5 minutes) 

Grapple Time (8 minutes) 

2-3 students share (5-10 minutes) 

Student led discourse driving toward deep understanding of students’ shares. (5- 10 minutes) 

As I’ve said before this is the best part of our day and worth every single minute.

If you would like even more details on how I do this, grab my eBook titled
5 Steps to a Student Centered Math Classroom: Empower Students to Love & Understand Math

Problem Solving Examples

Check out this video in my actual real life classroom. Please know this is not perfect example, but it’s a good idea of how you can empower students to have ideas and think in math without directly teaching math strategies.

Another example of what this looks and feels like in my classroom is located here. I’d love to hear your thoughts and feedback in the comments below.

Problem Solving Techniques

These teacher moves are something I will be perfecting for the rest of my life. Isn’t that exciting? I have found a teaching practice that not only helps students learn, but also helps me learn!
Leading a discussion, listening, and questioning are the key skills I’m working to be a better facilitator. 

There is a long list of skills we can teach our students. For example; how to start solving a problem, how to get over a road block in solving, how to analyze a solution of others, and so on. That’s all for another time!
Hint… look for a teacher training designed just for you/with you this summer!

Ready to Implement?

Are you ready to give this a try in your classroom? Or maybe you just want to see how all the pieces fit together? Grab the lesson plan below where I will walk you through each part of how I go about teaching my favorite math routine!

The post How Problem Solving Changed my Math Teaching appeared first on Mona Math.

Are you looking for winter math activities, but keep the rigor bar in place for your math students? Here are 3 simple winter math activities to achieve more engagement through increasing joy but maintaining rigor.

Math Hunts

Math hunts are simple, yet such a great way to help students see the math that is all around them! This is the perfect winter math activity, or really for any time of year.

Here’s how you play…

1. Look around your community, classroom, school, or living room for MATH. It could be a ruler showing fractions, a pattern, an array, or an interesting spiral. Math is all around us. This drives home the point that math is literally everywhere and oh so valuable, while having fun with students and even practicing a bit of math. 
2. Then, talk about it. Maybe take a picture or sketch it in a special notebook. Create a display in your classroom of student’s findings.

I have my students play a version of the popular morning meeting game scavenger hunt, but “Math Scavenger Hunt”. They love to find items around their house to show in their Zoom screens!

Real Life Mathematicians

Introduce your students to the people who have developed ROCKETS and even a football player mathematician. Get students excited to learn math by showing them what it looks like to make math a career. After all, we are teaching our next doctors, engineers, and innovators… let’s make sure they know what those jobs look like! 

It’s not too early to teach Black History. In fact, if you’re waiting until February to teach your Black History books and resources, don’t. I mean, yes when February comes around DEFINITELY teach Black History, but also know that you can (and should!) add diverse resources including biographies of famous Black mathematicians into your classroom materials now.

I use these one page biographies and close reading graphic organizers with my 5th & 6th grade students. However, when teaching 2nd, 3rd, or 4th these biography mini books are perfect!

But you might want to start with a lesson about what is a mathematician?! I share here how I have that conversation!

Math Warm Ups for Winter! (aka Routines)

You can use these at any point in your class, but the point is they are routine. Students know what to expect and you can drive to a specific math concept to discuss and practice. I currently use math routines with my 5th & 6th graders virtually, here is exactly how I do it.

Math Warm Ups are open ended and allow for students to grapple and explore while developing their own mathematical understanding, without direct teaching a procedure.

In 10 minutes you can greatly increase both engagement and understanding. Students feel like they are playing a game while you are strategically building in math concept practice and deepening their understanding.

I use Alike & Different with my students. They learn to compare & contrast, while considering deep mathematical concepts.

Other Ideas and Ways to Bring Joy to your Math Classroom:

5 Math Activities for Winter Season

Winter Poems!

The post 3 Winter Math Activities to + Joy! appeared first on Mona Math.

Lesson 1: What does a Mathematician Look Like?

Build a positive math mindset by dispelling misconceptions

Do you know what your students think of when you say mathematician? Do they think of themselves?
The first step to ensuring students see themselves as math people is to be sure they don’t have a misconception that all mathematicians are old dudes that look like…. this dude.

So, the best way to make sure of that and make sure they see themselves as a mathematician is to ASK THEM!

This is my most EPIC lesson to do just that. But… Why is it EPIC?
Because it is:
*Low/no prep
*Quick
*Engaging & FUN (involved drawing and talking!)

Here it is… Lesson Plan for “What does a mathematician look like?”

Grade Level: Any & All!! Adults – Kindergarten

Objective: Help students develop the understanding that they are EACH a math person & dispel misconceptions about what a mathematician is.

Materials: Graphic Organizer- Grab it here & A picture of each student printed.

Duration: 15-25 minutes (really, however much time you have you can make this work!)

Procedure:
1. Ask students to draw what they think a mathematician looks like. Encourage students to add thought bubbles, speech bubbles and clothes to express the persons whole identity. You can use the prompt, ”What does this person say/do/think?”
2. In small groups have students share about their drawing.
3. Move to a whole group share. I suggest you listen into small group discussions and choose 3-4 students to be prepared to share with the whole group. Select these students based on parts that you want to highlight. Such as, misconceptions about mathematicians- they are boys, they are fast & smart, etc.
While you facilitate this conversation you can ask questions such as “I see you have a speech bubble that says, “I’m as fast as a calculator. Do you guys think you have to be fast to be a mathematician?”
They all might say yes. In that case, you can tell them some of the greatest  mathematicians were slow thinkers. Then, you’ll need to think about ways to SHOW them these misconceptions are wrong- through tasks, biographies of mathematicians, etc. (That’s for a later lesson). Be okay with the students having misconceptions and voicing them. Keep them in your mind and start preparing a plan for addressing them!
4. After the discussion, print and attach a photo of each student.
5. Display on a bulletin board. Share with parents. Make this a big thing! Help your school see that each of us is a mathematician!!

Lesson #2: What is a Mathematician?

Build a collective definition to lay the foundation for a positive math mindset

Alright, now that you have dispelled any misconceptions on mathematicians now it’s time to think about what a mathematician IS. We need to write a new definition that we all agree on.

This leads so perfectly into forming your classroom math norms, if you haven’t done that already. If you have, great time to revisit them!

Here it is… Lesson Plan for “What is a mathematician ?”

Grade Level: Any & ALL!

Materials: Graphic Organizer to make a web. Grab it here

Objective: Help students develop the understanding definition of what a mathematician is, contextualized for their grade level.

Duration: 15-20 minutes (really, however much time you have you can make this work!)

Procedure:

1. Ask students to describe using words what a mathematician is on their web. You could contextualize this for your grade level– What is a 3^rd grade mathematician? What do they do/say/think?

2. Next, ask students to share in a small group (at their table). Listen into these conversations. Ask probing questions about why they think that or if others agree. Refer back to your conversation about “What Does a Mathematician Look Like” if needed.

3. Bring the students together as a whole group & create an anchor chart where you are working on a class version. Ask students to share something they wrote on their web. Check with the class for consensus or input and then add to the anchor chart.

4. This could be an ongoing formation of a definition- just have them keep it in their math folder. Then, each time something new comes up in math- add it!

• Solve a problem in small groups– Add “Works with others to solve problems”
•   Find a pattern in models– Add “Looks for patterns”
•   A student discovers the lights are in an array– Add “Observes carefully.”

5. Celebrate when you notice students embodying these definitions of a mathematician. 6.Use this definition to form your math norms. Don’t have any? It’s all good, now is the time to start! Well, after this lesson. I talk all about my math norms here. Or grab the ones I use here.

Ready to try it? Grab the Graphic Organizers right here for just $2

Still wondering or want to see this in action?

Reach out! I’m here for you. I’m happy to answer any and all questions, any time!

locallearnersandco@gmail.com

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