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# Math PLC Notes 12-13-13

1. Strategies that are working well. a. Gentry Part-Part Whole Map b. Buck connecting to things in the outside world. c. Trejo gallery walk with math problems that students have created. d. Littrell using lots of manipulatives e. Harris front loading during tutorials; teach what were going to do the next day. f. Jurries working in groups. g. Torres small groups, one on one instruction 2. What do your grade level and ELL kids need? a. Modeling b. Solving word problems independently c. Vocabulary (both student and teacher use) d. Student created gallery walks/word problems e. Multiplication f. Multiple step word problems g. Getting rid of extra information h. Retaining information from one grade level to the next. i. Spiraling the instruction from beginning of the year. j. Mental Math k. Consistency within the same lesson. Part + Part = Whole but then the curriculum changes to doing Whole = Part + Part. l. Visuals math posters, anchor charts

3. As a teacher I need? a. Color Ink b. Manipulatives c. New TEK training (maybe through the new edition) d. Remaking and Remodeling the Math Classroom (Region 10) e. Ideas for Math Stations (Debbie Dillar) f. Time to collaborate and create

## Math PLC Notes 12-13-13

4. I would like to see _____ changed. a. More time for math. b. Having grade level students first thing in the day. 5. Celebrations a. Mr. West is working great with his students, making huge progress. Giving teachers feedback on how the students are doing in his group. He gives students treasures to keep. b. In Mrs. Littrells class everyone in Mrs. Robinsons group and Mr. Wests group are actually in the STAR math test versus just being in the STAR math practice. c. Mrs. Osborn has started doing a small group during power hour and has been giving feedback to Lametha about her students.

## Top Needs: 1. Consistent vocabulary 2. Problem Solving 3. Spiraling

Vertical Math Action Plan: Vocabulary: a. Being consistent with the vocabulary a. http://schools.nyc.gov/documents/elementarymath/Sped/sped_files/addressing_needs
/Math_Word_Wall.pdf

b. Posting the words based on the unit. c. Personal math vocabulary dictionary. b. TASKS a. Word Wall start with current unit and words that have not been mastered from previous units. b. Consistently using vocabulary c. Incorporating vocabulary stations: matching vocab words with definitions (Justi, Rachel and Lametha), I have who has?, math

## Math PLC Notes 12-13-13

stations on the ipad, vocabulary bingo. Each person by the next PLC will bring a math game centered on vocabulary to share. Bring one for each member of the team. Problem Solving/Word Problems (multi-step) a. Modeling b. UPSE Model January, 1 per day; by next meeting bring one problem and how your students completed the problem (student examples). 5+4=9 Understand the problem Planning the problem
(how are you going to solve it; addition, subtraction, etc) (part,part whole, model drawing, etc).