Planning For Mathematics (NEW)

Planning for mathematics has many parts. The lesson planning templates provided below are recommended but not required. The template aligns with the concepts of Understanding by Design in that we plan with the end in mind. The template also helps teachers think about what students might do during the mathematics lesson and plan for questions to react to student thinking and guide the discussion. The electronic version can be copied into your Google account and completed there.

Daily Planning Organizer Links to an external site. (electronic version)

Daily Planning Organizer Links to an external site. (print version)

This template focuses on the planning of the mathematics. It is not the traditional "teacher-centered" form. Instead, it asks for us to think about intended outcomes, assessment of those outcomes, task selection, and anticipation of student understanding. It also asks for teachers to select both a routine and a structure for the class that day. The upper righthand section of the template prompts for "teacher moves." Those actions are general academic strategies or approaches for introducing, managing, or engaging students in the task or discussion. Some moves are listed below. Not all are intended to be recorded. Teachers should highlight the big ideas that need to be kept in mind. The moves include:

Teacher Moves:

How will I

• Give directions or introduce the task?
• Scaffold student support?
• Monitor student thinking during the task?
• Work or visit with small groups during the task?
• Facilitate discussion?
• Record or chart ideas?
• Sequence student work?

Talk Moves:

How will I use

• Think, Pair, Share?
• Turn and Talk?
• Use wait time?
• Whole group or small-group discussion?
• Partner talk?
• Revoicing (“So you’re saying that it’s an odd number”)?
• Student revoicing (students revoicing ideas of classmates)?
• Prompt for further participation or discussion. (“Would someone like to add on?”)

Selecting a Number Routine

Number routines are brief opportunities for students to engage in and discuss mathematics so that they can develop number sense, fluency, and reasoning. They are centered on the idea of a little bit of high-quality practice over the course of a year is highly beneficial. These routines take advantage of students' peak attention and interest during the first few minutes of class. They are used in place of going over homework or traditional bellringers or warm-ups. In fact, neither are appropriate, worthwhile or recommended for the start of the mathematics class. 

Keep in mind that number routines:

• are intended to be a quick activity to develop number sense, fluency, and reasoning. 
• should take about 10 minutes. 
• should leverage think-pair-share and other cooperative strategies.
• are intended to engage students in mental mathematics, reasoning, and discussion. Use of paper/pencil should be limited. 
• should be modified to meet the needs of your students.
• should feature carefully selected topics.
• should spotlight different strategies or solutions but are not intended for every student to share out or for every solution to be explored.

Identify the Learning Task

High-quality learning tasks have a significant impact on student learning. A low-quality task cannot be masked with a greater quantity of problems. In other words, 40 problems on a worksheet do not come close to the quality needed for deep learning of mathematics concepts. Additionally, learning tasks - regardless of rigor - must be aligned to the mathematics standards being taught.

Using the timeline

The instructional timeline identifies the standard(s) and learning targets to focus on during the week. Use the links to access instructional resources aligned to the standard. 

Using the learning target

The learning targets outline what a student should be able to do relative to the standard. The learning targets decompose the standard into various learning chunks or ideas. Tasks should be selected to align with and achieve the intended learning target. Keep in mind that a specific learning target is likely to take more than one instructional day/task.

Selecting the task

Standards are linked to the quarterly timeline. The best place to start for task selection is with the preferred tasks and resources. These tasks align with the learning targets. Due to the nature of mathematics (and teaching and learning in general) tasks are likely to align with more than one learning target. Preferred tasks can be modified in a variety of ways. Additional resources are just that. They are quality print and online resources. The centers and independent tab on a standard page identify resources for students to use in small group centers after independent work is completed, or as independent practice. 

High Quality Tasks Tool Download High Quality Tasks Tool

• Align with relevant mathematics content standards.
• Connect previous knowledge with new learning.
• Encourage the use of representations.
• Provide opportunities for students to develop and demonstrate the mathematical practices.
• Promote reasoning and problem solving.
• Allow multiple entry points (All students can begin the task. Task can be extended.)
• Allows for multiple solution approaches and strategies.
• Engages students in explaining the meaning of the result.
• Includes relevant and interesting context.

Determining the Structure of the Mathematics Class

These models outline options for structuring a kindergarten mathematics class. Your mathematics class is not required to use the same model throughout the year. The model for each day should be selected intentionally to support the needs of your students and the goals of the lesson. Rotations may be modified based on student needs. (The 60 minute Mathematics block is only for Kindergarten.) Kindergarten also has the option to use a 3 group model.

What is the purpose of the lesson?

The purpose of the lessons and the desired outcome should drive structure of the mathematics class. Regardless of structure each lesson should begin with a number routine and end with closure. 

Whole-Group, Collaborative Lessons

Whole-group, collaborative lesson structures are appropriate for any high-quality task. They are clearly the best option for 3-Act Tasks and similar activities. Tasks from the preferred resources tab are appropriate for this structure. This structure offers the most time for engaging, exploring, and discussing mathematics. These lessons typically feature three segments, including

• Pose a problem or prompt
• Engage pairs or triads in the problem (pausing the whole group for discussion as needed)
• Debrief the task with the whole group discussion strategies and solutions

Small-Group Differentiated Lessons

Small-group lesson structures are appropriate for considerably differentiated lessons. During small group instruction, student groups should not experience the exact same task. It should be differentiated. Small-group lessons are good for extending or reteaching a concept. They should not be used merely for better classroom management. High-quality tasks require time and small-groups can jeopardize this. There should be no more than two-groups during the small-group lesson structure. 

How is it differentiated?

Small-group or rotation-based lessons are perfect for differentiating a concept. Mathematics can be differentiated with the number of or type of representations used. It can be differentiated by the complexity of a task or the complexity of the numbers in the task. Collaborative discussions with co-teachers and coaches can help develop ideas for differentiating small-group instruction. 

Planning for the Task

Planning for a task is different than selecting materials for copying and preparing. There a few steps that we may not be familiar with. These steps are critical for being well-prepared for a rich mathematics class. Keep in mind that none of these steps should take more than a few moments but can have far-reaching implications on the orchestration and intentionality of a lesson.

Do the Task

Take a few moments to complete the task ourselves. This helps us consider how we would prefer the task to be solved. It also gives us an idea about possible missteps or even shortcuts that students might take.

How Might They Solve It?

After doing the task, we have a sense of what they might do to solve the problem or complete the task. Anticipating what they might do helps us consider what questions to ask, what strategies might be highlighted, and what representations might be used. 

What Might They Misunderstand?

Learning mathematics is grounded in making mistakes and proving that misconceptions are just that. Doing the task helps us anticipate what students might do. It also helps us consider what misconceptions they might have and how they might be countered. Misconceptions and errors are not a bad thing. They can be leveraged to develop a deep understanding of the mathematics. 

What Misconceptions Might I Have?

We all have perspectives of mathematics. It's possible that as adults we have incomplete thoughts about concepts or possible misconceptions. This usually results in a focus on procedure so that the misconception or misunderstanding doesn't arise. This is completely natural. It's important to check in with MSTs and colleagues to confirm ideas about upcoming standards. This is just part of the importance of collaborative planning.

Circle Back To

What in the task will I use to circle back to other ideas? What connections will I make to other ideas that students have already learned? Like any other content, mathematics is not an isolated collection of ideas. Each task and activity is an opportunity to make connections. Students who make connections have a deeper understanding that they can apply and transfer more easily.

What is Collaborative Planning in Elementary Mathematics (HCPSS)?

Collaborative planning can be done with or without a Math Support Teacher (MST).  Participants discuss upcoming math standards and make purposeful selections of instructional material.