The Mathematics Lesson-Planning Handbook, Grades 3-5

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.Beth McCord Kobett serves as Professor and Dean in the School of Education at Stevenson University, where she works closely with early childhood, elementary, and middle school preservice teachers. She brings experience as a classroom teacher, mathematics specialist, and university supervisor.  Beth served on the NCTM Board and served as president of Association of Maryland Mathematics Teacher Educators. Beth has authored ten mathematics education books and supports professional learning efforts nationwide. She has been honored with awards such as the MCTM Mathematics Educator of the Year and Stevenson’s Rose Dawson Award for Excellence in Teaching. Deeply committed to her students, she strives to create a supportive, strengths-based learning environment that fosters curiosity, collaboration, and meaningful growth. 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.

• Book at a GlancePraise PageAcknowledgementsPublisher′s AcknowledgementsLetter to 3-5 TeachersLetter to Elementary PrincipalsLetter to Mathematics CoachesLetter to Preservice College and University InstructorsHow to Use This BookPart I: You Are the Architect of Your ClassroomChapter 1: Surveying Your Site: Knowing Your StudentsWhy Is It So Important to Know Your Students?What Do Access and Equity Really Mean?How Do Identity and Agency Influence Lesson Planning?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 3-5 Blueprint: Planning Mathematics Lessons for Coherence, Rigor, and PurposeWhat is Coherence?What is Rigor?What Is the Purpose of a Lesson?How Can You Ensure that You Plan Lessons for Coherence, Rigor, and Purpose?Lesson-Planning TemplatePart II: Drafting Your 3-5 BlueprintChapter 3: Laying Your Foundation: It Starts with Big Ideas, Essential Questions, and StandardsWhat Are State Standards for Mathematics?What Are Essential Questions?What Are Process Standards?Building Unit CoherenceThird Grade Snapshot: Big Ideas, Essential Questions, and StandardsFourth Grade Snapshot: Big Ideas, Essential Questions, and StandardsFifth Grade Snapshot: Big Ideas, Essential Questions, and StandardsUnder ConstructionChapter 4: Reinforcing Your Plan: Learning Intentions and Success CriteriaWhat 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 CoherenceThird Grade Snapshot: Learning Intentions and Success CriteriaFourth Grade Snapshot: Learning Intentions and Success Criteria Decision-Making SnapshotFifth Grade Snapshot: Learning Intentions and Success CriteriaUnder ConstructionChapter 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 CoherenceThird Grade Snapshot: Lesson PurposeFourth Grade Snapshot: Lesson PurposeFifth Grade Snapshot: Lesson PurposeUnder ConstructionChapter 6: Choosing Tasks: The Heart of a LessonWhy Are Tasks Important?What Is a Worthwhile Task?How Do You Adapt Tasks?What Are Some Sources for Worthwhile Tasks?Building Unit CoherenceThird Grade Snapshot: Task SelectionFourth Grade Snapshot: Task SelectionFifth Grade Snapshot: Task SelectionUnder ConstructionChapter 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 CoherenceThird Grade Snapshot: Material SelectionFourth Grade Snapshot: Material SelectionFifth Grade Snapshot: Material SelectionUnder ConstructionChapter 8: Cementing the Cracks: Anticipating Student ThinkingWhat Are Misconceptions, and Where Do They Come From?How Can You Plan to Minimize Misconceptions?Building Unit CoherenceThird Grade Snapshot: Student ThinkingFourth Grade Snapshot: Student ThinkingFifth Grade Snapshot: Student ThinkingUnder ConstructionChapter 9: Framing the Lesson: FormatsWhat Are Some Different Lesson Formats?Building Unit CoherenceThird Grade Snapshot: Lesson FormatFourth Grade Snapshot: Lesson FormatFifth Grade Snapshot: Lesson FormatUnder ConstructionChapter 10: Evaluating Impact: Formative AssessmentWhat Is Formative Assessment?What Are Specific Formative Assessment Techniques?Building Unit CoherenceThird Grade Snapshot: Formative AssessmentFourth Grade Snapshot: Formative AssessmentFifth Grade Snapshot: Formative AssessmentUnder ConstructionPart III: Pulling All the Pieces TogetherChapter 11: Planning to Launch the LessonWhat Is a Lesson Launch?How Can You Launch a Problem-Solving Lesson?What Kinds of Lesson Launches Focus on Mathematics Concepts?What Are Number Routine Lesson Launches?What Do You Anticipate Students Will Do?Building Unit CoherenceThird Grade Snapshot: Launch the LessonFourth Grade Snapshot: Launch the LessonFifth Grade Snapshot: Launch the LessonUnder ConstructionChapter 12: Planning to Facilitate the LessonWhat 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 LessonBuilding Unit CoherenceThird Grade Snapshot: Facilitate the LessonFourth Grade Snapshot: Facilitate the LessonFifth Grade Snapshot: Facilitate the LessonSnapshotUnder ConstructionChapter 13: Planning to Close the LessonWhy Do You Need Closure in a Lesson?What Are Some Different Closure Activities?Building Unit CoherenceThird Grade Snapshot: Close the LessonFourth Grade Snapshot: Close the LessonFifth Grade Snapshot: Close the LessonUnder ConstructionChapter 14: Surveying Your Results: Lesson ReflectionWhy Is It Important to Reflect upon Lessons?What Kind of Reflection Cycle Supports Teacher Growth?EpilogueAppendix A: Lesson-Planning TemplateAppendix B: Complete Lessons for Third, Fourth, and Fifth GradeAppendix C: Further Reading/ResourcesAppendix D: GlossaryReferencesAbout the Authors

"This book brings together the best of Visible Learning and the teaching of mathematics. The chapters onlearning intentions, success criteria, misconceptions, formative evaluation, and knowing thy impact arestunning. Rich in exemplars, grounded in research about practice, and with the right balance about thesurface and deep learning in math, it’s a great go-to book for all who teach mathematics."