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MM 1 Midterm

TermDefinition
Purpose of the three-phase lesson format To support equitable teaching and mathematical proficiency for all learners.
Before Lesson Phase Goals Activate prior knowledge, ensure the problem is understood, and establish clear expectations.
Ensuring the Problem is Understood (Before Phase) Ensure students know what the task entails without explaining how to solve it.
Letting Go (During Phase) Stepping back to encourage productive struggle, allowing mistakes, and using probing questions instead of giving answers.
Active Listening Without Evaluation (After Phase) Making student thinking visible to peers without the teacher serving as the sole evaluator of correctness.
Three Reads Protocol A language-focused routine where students read a problem three times with different lenses to understand it without being told how to solve it.
Which One Doesn't Belong (WODB) A 2x2 grid of items where each element has a valid reason why it does not belong, encouraging diverse justifications.
Worked Examples Solved, partially solved, or incorrect tasks used to bring to light alternative strategies, common errors, or new content.
Three-Act Math A full-lesson mathematical modeling task spanning three acts: engaging visual/hook, identifying variables/solution path, and reveal/discussion.
Learning Centers Stations or concrete locations used during the lesson's during phase where students focus on different ways to make sense of a concept.
Low floor and high ceiling A task design where everyone can engage at the start and the problem extends to challenge anyone.
Reversibility questions Turning a closed problem around by providing the answer and asking students to find the equation.
Formative Assessment Measuring student understanding and assists teachers in finding where instruction needs retaught (projects, worksheets, exit tickets, etc)
Summative Assessment Evaluates overall progress after instruction (end of unit test, standardized test, etc)
Activating Prior Knowledge (Before Phase) Remind students of previous learning and connect to personal experience regarding the mathematical goal.
Establishing Clear Expectations (Before Phase) Inform students how they will work and what products they must prepare for the after phase.
During Lesson Phase The bulk of a problem-based lesson where students explore the task alone, with partners, or in small groups.
Flexible Grouping Varying the size and makeup of small groups purposefully; avoids ability grouping to support equitable teaching.
After Lesson Phase Facilitating meaningful mathematical discourse where students share, justify, challenge, and compare solutions.
Mathematical Routines Short experiences (10-15 minutes) with a specific structure designed to strengthen student fluency, reasoning, and sense-making.
Number Talks A brief (5-15 minute) mental math routine focused on developing procedural efficiency, flexibility, and accuracy through reasoning.
Number Strings A sequence of carefully selected problems revealed one at a time to highlight a specific strategy or big idea.
Splat! A visual routine where part of the quantities is covered up, requiring mathematical reasoning to determine what is hidden.
Estimation 180 Sequenced daily visual estimation problems designed to help students build estimation strategies and determine reasonable ranges.
Open questions Broad-based questions that invite meaningful responses from students at many developmental levels.
Differentiating tasks Altering a task to meet students' learning needs without lowering its cognitive demand.
Choice tasks (Parallel tasks) Story problems where students choose the values they want to use to increase motivation and self-direction.
Differentiating by structure Providing different levels of guidance, such as open-ended, slightly structured, or highly structured task cards.
Created by: kyndall99
 

 



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