Common Core Whole Group Math

Since common core math has "sprung" up a few years ago, it seems that I have constantly been working on math.  I started with creating assessments, then moved to independent work, and finally have began working on whole group lessons that incorporate the common core math practices. 

My lesson plans a very simple and the whole group lesson is very simple and 10-15 minutes long.  These serve as almost a "guide" and doesn't have specific skills.

 

On the first day of the week, I try to incorporate a sort or some other activity to try to get students to figure out what we will be learning about this week. 

For easy to use whole group lessons- (especially if I have a substitute)- for most units I have a booklet for whole group.  Students also use hands on manipulatives as well. 

These booklets seem to make it easier for parents to understand that there are different ways to solve the type of problem.  I was just at a meeting last week where the facilitator put it rather clearly- "The social media articles about common core math seems to be that the teacher/ homework is focusing too much on the strategy rather than the standard." 
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On Wednesday each week we have a midpoint assessment.  I LOVE these!  It was something new that I tried this year- and they have worked GREAT! 

It has a problem at the top highlighting this current week's skill.  The students try to answer it in the first box.  Then they get in line to show me.  If it is correct I draw a smiley face on it- they put it in their mailbox and get to play math review games until rotations start.  If they don't have it correct the first time- I quickly give them a hint and they have to go back and try to figure it out in the second box.  Finally, if they don't "get it" after 2 tries either I or a partner will sit down and help them figure it out.  This has really helped to "weed out" those students who need some extra support for the skill of the week.  It also is great communication to the parents since they can see how many tries it took them to get the problem correct. 

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On Thursdays we have "math talk."  We have one card that focus' on the skill of the week and a second card which reviews a skill we have already learned.  Students work in their table groups.  I place the first card face down in the middle of the tables and students have their dry erase materials out and ready.  I tell them to turn it over- I read it and they start working.  Students are instructed to turn over and hide their answer when they are finished.  When students notify me that they are finished- I tell them to "talk."  Students then use our discussion rules and share their answers one at a time with also how they figured it out.  This is repeated with the second card.

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Finally on Fridays we have a short exit ticket to assess student mastery of the skill.  Students who didn't master the skill are placed in my "second rotation" group for the following week so we can work on the skill further. 

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Daily students are to choose which math group they need to follow for the day.  Since I have a large class- I DO NOT meet with the yellow students and instead I meet with remediation students.  However during independent work the students in the yellow group are allowed to work with a peer during their rotations.  Click here to download this poster for free.

In each unit I also have included differentiated math on my own worksheets.  These all work on the same skill but have different supports built in for students.  The "green group" worksheets often just have larger numbers to figure out. 

I have many math resources on TPT but here are the resources that are very similar to the materials listed above:
3 Addend Math Facts
Doubles Math Facts
Counting on Math Facts

Have a wonderful week!  Please let me know if you have any questions!