Agenda Review Key Elements of Math Review Excerpt & Discussion Quiz Development Quiz Correction, Error Analysis, & Self-Reflection Data Collection & Decision Making Differentiation Debrief Expanding the Practice

Classroom Environment Problems Used Key Ideas Error Analysis Reflections Mental Math 2

Read p from FES book As you read highlight the key pieces to remember Share with a partner 2-3 of your highlights 3

Quiz students biweekly 3 Categories 4 problems for each category practiced during daily Math Review (total of 12 problems) Students correct their own quiz during class with a colored pen using error analysis. After correcting, students write a reflection on the back of the quiz. 4

Individual students reflect in writing on their Math Review Quiz performance Students develop a plan to improve their understanding of problems missed Suggestion- have a list posted of possible strategies they could use to improve. Peer mentor Flex group Lunch Bunch After school office hours 5

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7 Teacher tallies up data keeping track of students that get all 4 problems of one topic correct. If 90% or more of the class gets all 4 problems correct for that topic, then that topic is removed and replaced with a new topic. If less than 90% of the class gets all 4 problems correct then the topic stays for the next cycle. (type of problem may need to be adjusted based on student data)

As a teacher, what would you do next?

How many students got all 4 problems correct? Convert to a percentage.. As a teacher, what would you do next?

Look at problems 5-8 What do you see as a concern with the type of problem? How could we modify this problem to get at common misconceptions?

Students who earn at least an 80% on the quiz overall can… o Solve bonus problems that extend understanding of same concepts and skills o Assist (tutor) students who scored less than 80% and request help (tutees) Students with less than 80% overall work in a flex group with the teacher the next week during Math Review work time or with a tutor. 13

Use of Tutor/Tutee as an Intervention:

Turn to a neighbor and discuss : a) What are the requirements to change a category? b) What considerations do you make if a high percentage of students don’t pass a category? c) What is one thing that resonates with you or reaffirmed your practices? d) What is one thing you would like/need clarification on? e) What is one new thing you are going to use?

Grade level has been modified to include Grades 2-12 First 4 columns stayed the same Added Exemplary- people wanted to know what the next stage would look like. 16

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