The Mathematics Lesson-Planning Handbook, Grades K-2
Your Blueprint for Building Cohesive Lessons
Beth McCord Kobett
- Stevenson University
Ruth Harbin Miles
- Mary Baldwin College, VA
Lois A. Williams
- Owner, C&I Mathematics Consulting
Purchase
eBook
ISBN:
9781506387826
Available from
January 0001
Spiral
ISBN:
9781506387819
Available from
January 0001
Description
“This book brings together the best of Visible Learning and the teaching of mathematics. The chapters on learning intentions, success criteria, misconceptions, formative evaluation, and knowing thy impact are stunning. Rich in exemplars, grounded in research about practice, and with the right balance about the surface and deep learning in math, it's a great go-to book for all who teach mathematics.”
—John Hattie, Laureate Professor, Deputy Dean of MGSE, Director of the Melbourne Education Research Institute, Melbourne Graduate School of Education
Your blueprint planning K-2 math lessons for maximum impact and understanding
Not sure of tomorrow morning’s lesson plan? Or maybe you feel it isn’t tailored enough your students’ needs. What do you do? For that and more, help is here. The Mathematics Lesson-Planning Handbook, Grades K-2: Your Blueprint for Building Cohesive Lessons guides teachers step-by-step through the decision-making process of planning K-2 math lessons that are purposeful, rigorous, and coherent. Instructional experts Beth McCord Kobett, Ruth Harbin Miles, and Lois A. Williams streamline and deepen the lesson-planning process showing teachers how to access students' complex needs, clarify learning intentions, and select tasks that will best lead to student understanding of mathematical concepts and skills. Along the way, teachers create an individualized blueprint for planning K-2 math lessons for maximum student learning.
The lesson-planning process guides teachers to:
- Identify the mathematical content, language, and social learning intentions for a lesson or unit, and connect goals to success criteria
- Determine the purpose of a math lesson you’re planning by distinguishing between conceptual understanding, procedural fluency, and transfer
- Select worthwhile tasks and materials that make the best use of representations, manipulatives, and other instructional tools and resources
- Choose the format of your lesson using reasoning and number routines, games, whole-class discussion, and pairs, or small-group work
- Anticipate student misconceptions and evaluate understanding using a variety of formative assessment techniques
- Decide how you’ll launch your lesson, facilitate questioning, encourage productive struggle, and close your lesson
Included is a lesson-planning template and examples from kindergarten, first-, and second-grade classrooms. Chapter by chapter, the decision-making strategies empower teachers to plan math lessons strategically, to teach with intention and confidence, and to build an exceptional foundation in math for all students.
Contents
Book at a Glance
Book at a Glance
Praise Page
Praise Page
Acknowledgments
Acknowledgments
Publisher’s Acknowledgments
Publisher’s Acknowledgments
Letter to K–2 Teachers
Letter to K–2 Teachers
Letter to Elementary Principals
Letter to Elementary Principals
Letter to Mathematics Coaches
Letter to Mathematics Coaches
Letter to Preservice College and University Instructors
Letter to Preservice College and University Instructors
How to Use This Book
How to Use This Book
Part I: You Are the Architect of Your Classroom
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
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® 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
Epilogue
Resources:
Resources:
Appendix A: Lesson-Planning Template
Appendix A: Lesson-Planning Template
Appendix B: Further Reading/Resources
Appendix B: Further Reading/Resources
Appendix C: Glossary
Appendix C: Glossary
References
References
About the Authors
About the Authors
Resources
Companion Website
https://resources.corwin.com/mathlessonplanning/k-2Additional materials
Description
“This book brings together the best of Visible Learning and the teaching of mathematics. The chapters on learning intentions, success criteria, misconceptions, formative evaluation, and knowing thy impact are stunning. Rich in exemplars, grounded in research about practice, and with the right balance about the surface and deep learning in math, it's a great go-to book for all who teach mathematics.”
—John Hattie, Laureate Professor, Deputy Dean of MGSE, Director of the Melbourne Education Research Institute, Melbourne Graduate School of Education
Your blueprint planning K-2 math lessons for maximum impact and understanding
Not sure of tomorrow morning’s lesson plan? Or maybe you feel it isn’t tailored enough your students’ needs. What do you do? For that and more, help is here. The Mathematics Lesson-Planning Handbook, Grades K-2: Your Blueprint for Building Cohesive Lessons guides teachers step-by-step through the decision-making process of planning K-2 math lessons that are purposeful, rigorous, and coherent. Instructional experts Beth McCord Kobett, Ruth Harbin Miles, and Lois A. Williams streamline and deepen the lesson-planning process showing teachers how to access students' complex needs, clarify learning intentions, and select tasks that will best lead to student understanding of mathematical concepts and skills. Along the way, teachers create an individualized blueprint for planning K-2 math lessons for maximum student learning.
The lesson-planning process guides teachers to:
- Identify the mathematical content, language, and social learning intentions for a lesson or unit, and connect goals to success criteria
- Determine the purpose of a math lesson you’re planning by distinguishing between conceptual understanding, procedural fluency, and transfer
- Select worthwhile tasks and materials that make the best use of representations, manipulatives, and other instructional tools and resources
- Choose the format of your lesson using reasoning and number routines, games, whole-class discussion, and pairs, or small-group work
- Anticipate student misconceptions and evaluate understanding using a variety of formative assessment techniques
- Decide how you’ll launch your lesson, facilitate questioning, encourage productive struggle, and close your lesson
Included is a lesson-planning template and examples from kindergarten, first-, and second-grade classrooms. Chapter by chapter, the decision-making strategies empower teachers to plan math lessons strategically, to teach with intention and confidence, and to build an exceptional foundation in math for all students.
Contents
Book at a Glance
Book at a Glance
Praise Page
Praise Page
Acknowledgments
Acknowledgments
Publisher’s Acknowledgments
Publisher’s Acknowledgments
Letter to K–2 Teachers
Letter to K–2 Teachers
Letter to Elementary Principals
Letter to Elementary Principals
Letter to Mathematics Coaches
Letter to Mathematics Coaches
Letter to Preservice College and University Instructors
Letter to Preservice College and University Instructors
How to Use This Book
How to Use This Book
Part I: You Are the Architect of Your Classroom
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
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® 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
Epilogue
Resources:
Resources:
Appendix A: Lesson-Planning Template
Appendix A: Lesson-Planning Template
Appendix B: Further Reading/Resources
Appendix B: Further Reading/Resources
Appendix C: Glossary
Appendix C: Glossary
References
References
About the Authors
About the Authors
Resources
Companion Website
https://resources.corwin.com/mathlessonplanning/k-2Additional materials
Reviews
The Mathematics Lesson-Planning Handbook, Grades K-2
Your Blueprint for Building Cohesive Lessons
February 2018 | 248 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Spiral | 01/02/2026 | 9781506387819 | $40.95 |
| Lifetime | 01/02/2026 | 9781506387826 | $37.00 |
“This book brings together the best of Visible Learning and the teaching of mathematics. The chapters on learning intentions, success criteria, misconceptions, formative evaluation, and knowing thy impact are stunning. Rich in exemplars, grounded in research about practice, and with the right balance about the surface and deep learning in math, it's a great go-to book for all who teach mathematics.”
—John Hattie, Laureate Professor, Deputy Dean of MGSE, Director of the Melbourne Education Research Institute, Melbourne Graduate School of Education
Your blueprint planning K-2 math lessons for maximum impact and understanding
Not sure of tomorrow morning’s lesson plan? Or maybe you feel it isn’t tailored enough your students’ needs. What do you do? For that and more, help is here. The Mathematics Lesson-Planning Handbook, Grades K-2: Your Blueprint for Building Cohesive Lessons guides teachers step-by-step through the decision-making process of planning K-2 math lessons that are purposeful, rigorous, and coherent. Instructional experts Beth McCord Kobett, Ruth Harbin Miles, and Lois A. Williams streamline and deepen the lesson-planning process showing teachers how to access students' complex needs, clarify learning intentions, and select tasks that will best lead to student understanding of mathematical concepts and skills. Along the way, teachers create an individualized blueprint for planning K-2 math lessons for maximum student learning.
The lesson-planning process guides teachers to:
- Identify the mathematical content, language, and social learning intentions for a lesson or unit, and connect goals to success criteria
- Determine the purpose of a math lesson you’re planning by distinguishing between conceptual understanding, procedural fluency, and transfer
- Select worthwhile tasks and materials that make the best use of representations, manipulatives, and other instructional tools and resources
- Choose the format of your lesson using reasoning and number routines, games, whole-class discussion, and pairs, or small-group work
- Anticipate student misconceptions and evaluate understanding using a variety of formative assessment techniques
- Decide how you’ll launch your lesson, facilitate questioning, encourage productive struggle, and close your lesson
Included is a lesson-planning template and examples from kindergarten, first-, and second-grade classrooms. Chapter by chapter, the decision-making strategies empower teachers to plan math lessons strategically, to teach with intention and confidence, and to build an exceptional foundation in math for all students.
Table Of Contents:
- 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® 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
Recent Product Reviews:
“This book brings together the best of Visible Learning and the teaching of mathematics. The chapters on learning intentions, success criteria, misconceptions, formative evaluation, and knowing thy impact are stunning. Rich in exemplars, grounded in research about practice, and with the right balance about the surface and deep learning in math. A great go-to book for all who teach mathematics.”
John Hattie, Laureate Professor, Deputy Dean of MGSE, Director of the Melbourne Education Research Institute, Melbourne Graduate School of Education
“This handbook supports teachers in moving from pacing to planning instruction by providing the tools needed to ensure that mathematics lessons work for every student. More important, it will engage teachers in the critical process of continual improvement. It is a must-have for teachers, leaders, and mathematics educators alike!”
Matt Larson, President, National Council of Teachers of Mathematics
“Often teachers entering the classroom have had little opportunity for extensive lesson planning in their preparation programs. Throughout the book, definitions and explanations are clear so that readers share a common understanding of the language. As a teacher reads, the vignettes encourage the reader to reflect on similar situations in their own classrooms. The well-written questions included in the text will help guide teachers to personal insights that ultimate lead to increased student learning.”
Connie S. Schrock, Emporia State University, NCSM President 2017-2019
“We all know that good instruction is well-planned instruction. We also know that effective lesson planning is a complicated decision-making process. This incredibly practical book –filled with delightful vignettes and clarifying examples–provides powerful ideas and structures for simplifying the complexities of planning great K-2 mathematics lessons. This book is a wonderful resource for teachers, coaches, administrators and teacher educators.”
Steve Leinwand, American Institutes for Research
“Finally! The Mathematics Lesson-Planning Handbook offers that necessary blueprint for serious analysis of the planning process. Planning to teach mathematics is serious business, and this book goes way beyond thinking about the mathematics standard/objective for the next day’s lesson, or jotting notes for a planning book. The Handbook will truly engage teachers and communities of learning in a carefully choreographed grade-level designated thread of mathematics tasks, which serve as anchors for developing understanding and use of each aspect of the planning process. This book is a treasure, and will be read, re-read, and referenced daily!”
Francis (Skip) Fennell, Professor of Education, Past-President, McDaniel College, National Council of Teachers of Mathematics, Association of Mathematics Teacher Educators