Book at a Glance Praise Page Acknowledgments Publisher's Acknowledgments Letter to K-2 Teachers Letter to Elementary Principals Letter to Mathematics Coaches Letter to Preservice College and University Instructors How to Use This Book Part I: You Are the Architect of Your Classroom Chapter 1: Surveying Your Site: Knowing Your Students Why Is It So Important to Know Your Students? What Do Access and Equity Really Mean? What Is Prior Knowledge in Mathematics? What Do Culturally and Linguistically Diverse Students Need? What Do Students Living in Poverty Need? What Are Learning Needs? What Are the Common Themes? Chapter 2: Your K-2 Blueprint: Planning Mathematics Lessons for Coherence, Rigor, and Purpose What Is Coherence? What Is Rigor? What Is the Purpose of a Lesson? What Is Conceptual Understanding? What Is Procedural Fluency? What Is Transfer? How Can You Ensure that You Plan Lessons for Coherence, Rigor, and Purpose? Lesson-Planning Template Part II: Drafting Your K-2 Blueprint Chapter 3: Laying Your Foundation: It Starts with Big Ideas, Essential Questions, and Standards What Are State Standards for Mathematics? What Are Essential Questions? What Are Process Standards? Building Unit Coherence Kindergarten Snapshot: Big Ideas, Essential Questions, and Standards First Grade Snapshot: Big Ideas, Essential Questions, and Standards Second Grade Snapshot: Big Ideas, Essential Questions, and Standards Under Construction Chapter 4: Reinforcing Your Plan: Learning Intentions and Success Criteria What Are Learning Intentions? What Are Mathematics Learning Intentions? What Are Language and Social Learning Intentions? How Do You Communicate Learning Intentions with Students? What Are Success Criteria? How Do Learning Intentions Connect to the Success Criteria? When Should Learning Intentions and Success Criteria Be Shared with Students? Building Unit Coherence Kindergarten Snapshot: Learning Intentions and Success Criteria First Grade Snapshot: Learning Intentions and Success Criteria Decision-Making Snapshot Second Grade Snapshot: Learning Intentions and Success Criteria Under Construction Chapter 5: Deciding on Purpose: Why Are You Building This Lesson? What Is the Role of a Conceptual Understanding Lesson? What Is Procedural Fluency, and How Does It Build from a Conceptual Understanding Lesson? How Do You Know if You Need a Conceptual Understanding or Procedural Fluency Lesson? How Do You Create a Transfer Lesson? Building Unit Coherence Kindergarten Snapshot: Lesson Purpose First Grade Snapshot: Lesson Purpose Second Grade Snapshot: Lesson Purpose Under Construction Chapter 6: Choosing Tasks: The Heart of a Lesson Why Are Tasks Important? What Is a Worthwhile Task? How Do You Adapt Tasks? What Are Some Sources for Worthwhile Tasks? Building Unit Coherence Kindergarten Snapshot: Task Selection First Grade Snapshot: Task Selection Second Grade Snapshot: Task Selection Under Construction Chapter 7: Choosing Materials: Representations, Manipulatives, and Other Resources. What Is the Role of Representations in Mathematics Lessons? What Is a Manipulative? How Are Manipulatives Used? What Are Other Resources? Building Unit Coherence Kindergarten Snapshot: Material Selection First Grade Snapshot: Material Selection Second Grade Snapshot: Material Selection Second Under Construction Chapter 8: Cementing the Cracks: Anticipating Student Thinking What Are Misconceptions, and Where Do They Come From? How Can You Plan to Minimize Misconceptions? Building Unit Coherence Kindergarten Snapshot: Student Thinking First Grade Snapshot: Student Thinking Second Grade Snapshot: Student Thinking Under Construction Chapter 9: Framing the Lesson: Formats What Are Some Different Lesson Formats? 4-Part Lesson Plan Game Format Small-Group Instruction Pairs Building Unit Coherence Kindergarten Snapshot: Lesson Format First Grade Snapshot: Lesson Formats Second Grade Snapshot: Lesson Formats Under Construction Chapter 10: Evaluating Impact: Formative Assessment What Is Formative Assessment? What Are Specific Formative Assessment Techniques? Observation Interview Show Me Hinge Questions Exit Tasks Building Unit Coherence Kindergarten Snapshot: Formative Assessment First Grade Snapshot: Formative Assessment Second Grade Snapshot: Formative Assessment Under Construction Part III: Pulling All the Pieces Together Chapter 11: Planning to Launch the Lesson What Is a Lesson Launch? How Can You Launch a Problem-Solving Lesson? See, Think, and Wonder Lesson Launch Notice and Wonder (R) Lesson Launch Numberless Word Problem Lesson Launch What Kinds of Lesson Launches Focus on Mathematics Concepts? One of These Things Is Not Like the Others What Are Number Routine Lesson Launches? Counting Jar Number Paths and Number Lines Number Talks What Do You Anticipate Students Will Do? Building Unit Coherence Kindergarten Snapshot: Launch the Lesson First Grade Snapshot: Launch the Lesson Second Grade Snapshot: Launch the Lesson Under Construction Chapter 12: Planning to Facilitate the Lesson What Is Mathematical Communication? How Do You Facilitate Meaningful Mathematical Discourse? How Do You Plan for and Pose Purposeful Questions? How Do You Facilitate Productive Struggle? How Do You Make Sure You Engage Students in the Process Standards as You Facilitate the Lesson Building Unit Coherence Kindergarten Snapshot: Facilitate the Lesson First Grade Snapshot: Facilitate the Lesson Second Grade Snapshot: Facilitate the Lesson Snapshot Under Construction Chapter 13: Planning to Close the Lesson Why Do You Need Closure in a Lesson? What Are Some Different Closure Activities? Building Unit Coherence Snapshots Under Construction Chapter 14: Surveying Your Results: Lesson Reflection Why Is It Important to Reflect upon Lessons? What Kind of Reflection Cycle Supports Teacher Growth? Epilogue Resources: Appendix A: Lesson-Planning Template Appendix B: Further Reading/Resources Appendix C: Glossary References About the Authors
Plan K-2 math lessons that are purposeful, rigorous, and coherent, and discover your blueprint for building an exceptional foundation in math for your students.
Beth McCord Kobett, EdD, is Professor of Education and Associate Dean at Stevenson University, where she leads, teaches and supports early childhood, elementary, and middle preservice teachers in mathematics education. She is a former classroom teacher, elementary mathematics specialist, adjunct professor, and university supervisor. Beth also served as the Director of the First Year Seminar program at Stevenson University. She recently completed a three-year term as an elected Board Member for the National Council of Teachers of Mathematics and was the former president of the Association of Maryland Mathematics Teacher Educators (AMMTE). Beth leads professional learning efforts in mathematics education both regionally and nationally. Beth is a recipient of the Mathematics Educator of the Year Award from the Maryland Council of Teachers of Mathematics (MCTM) and the Johns Hopkins University Distinguished Alumni Award. Beth also received Stevenson University's Rose Dawson Award for Excellence in Teaching as both an adjunct and full-time faculty member. Beth believes in fostering a strengths-based community with her students and strives to make her learning space inviting, facilitate lessons that spark curiosity and innovation, and cultivate positive productive struggle. Ruth Harbin Miles coaches rural, suburban, and inner-city school mathematics teachers. Her professional experiences include coordinating the K-12 Mathematics Teaching and Learning Program for the Olathe, Kansas, Public Schools for more than 25 years; teaching mathematics methods courses at Virginia's Mary Baldwin College; and serving on the Board of Directors for the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematic, and both the Virginia Council of Teachers of Mathematics and the Kansas Association of Teachers of Mathematics. Ruth is a co-author of five Corwin books including A Guide to Mathematics Coaching, A Guide to Mathematics Leadership, Visible Thinking in the K-8 Mathematics Classroom, The Common Core Mathematics Standards, and Realizing Rigor in the Mathematics Classroom. As co-owner of Happy Mountain Learning, Ruth specializes in developing teachers' content knowledge and strategies for engaging students to achieve high standards in mathematics. After teaching mathematics in grades K-8 for 20 years, Lois served as the middle school mathematics specialist for the Virginia Department of Education. Here she worked on curriculum and teacher professional learning. She served the Virginia Council of Teachers of Mathematics and was a board member for the local Jefferson Council of Teachers of Mathematics. After receiving her doctorate in curriculum and instruction at The University of Virginia, she began serving as adjunct faculty to Mary Baldwin College and is in her 15th year working with pre-service teachers. Currently Lois is an International Fellow with the Charles A. Dana Center working with classroom teachers in the Department of Defense Schools helping them implement their College and Career Readiness Standards. Among her recognitions are a Fulbright Teacher Exchange and Virginia Middle School Mathematics Teacher of the Year.