 Video presentations – Fractions by Amy and Brianna and Decimals by Meghan, Emily and Katie  Problem Solving Project – introduction and requirements (it would be great to bring your Hot Math articles and notes for review as well)  Preparing to implement Let’s Read Math lessons on Nov 7 and Nov 9 and  Practice with Inspire through creating a Flipchart for your lesson plan for the Let’s Read Math workshops

Hot Math is based on explicit instruction to help students recognize novel problems as belonging to a problem type for which they have learned a solution method.

 The teacher begins by discussing the underlying meaning of the problem and having students role- play the problem.  Next, the teacher shows a problem that has already been solved and explains how and why the solution strategy works.  Students then team up in pairs to apply those strategies to solve problems that fit that same type, while explaining their work to each other.  At the end of the class, students independently take on a new problem of the same type and score their own work against a rubric.  Even if they don’t get the problem totally correct, they receive credit for using good strategies.  As the lessons move forward, students keep track of their own progress, with the goal of trying to get “hot” at math.

 Specific Problem Types and Teaching for Transfer  Lesson Structure – key problem features of problems and strategies  Self Regulation through Goal Setting and Self-Monitoring

The first 3-week unit is dedicated to basic problem-solving information:  making sure answers make sense,  lining up numbers from text correctly to perform math operations, and  labeling work with words and mathematics signs.

HOT Math Procedures:  Sessions 1-4: Teaching the problem strategy, checking their work, and graphing their progress  Sessions 5-6, Teaching for transfer

 Creating flipcharts to teach students to identify problem type and then use a problem solving strategy to figure out the solution to the problems. There should be a flipchart for each session.  Six Sessions – Two Per week, Nov 15, 29 and Dec 6

 Sessions 1-3 ◦ Teaching and practicing using problem solving strategy to solve practice problems ◦ Introducing and practicing self-monitoring procedures  Sessions 4-5 ◦ Students work in small groups to pose their own problems and then demonstrate how to use of the problem solving strategy to solve the problem. Students might write a script and create a storyboard or they might create a PowerPoint presentation or flipchart to pose their problem and then to share their solution  Session 6 ◦ Students present their problems to one another, solve one another’s problems, and watch the problem solution video or flipchart

 score the final, independent problem of each session using an answer key  graph these daily scores on their personal thermometer chart or other tool you design  inspect their charts and set a goal  score their homework  report to the class examples  keep track on a class graph