On the first page you learned about why it is important to develop "math talk" and teach creatively to get kids to think deeper and reason.
Go ahead and click back now to grab those teaching ideas.
Now here's two more great ideas for developing math vocabulary.
The 6 Rs of Daily Oral Math
This is a short math starter
to use at the beginning of each lesson. There is no book that can write
this out for a teacher  it has to be done according to what is being
taught, what has been previously taught in the math lessons, and the direction lessons have taken.
Too often these types of math activities drag on and become the entire lesson  don't let that happen.
Keep them short and tightly focused. Setting a timer for one minute each time really helps.
Here are six "Rs" of developing daily oral math skills (one minute for each one):
Rehearse: Practice existing skills (calculations, using ten frames, etc.)
Recall: Names, properties, types of measurement, math vocabulary
Refresh: A return to recently taught lessons where children had difficulty (it has been taught but not yet mastered)
Refine: Extend mastered knowledge into a new area (applying a skill to new learning)
Read: Read and interpret/discuss a word problem, graph, puzzle, diagram, etc.
Reason: Predict, hypothesize and draw conclusions when the answer isn't obvious or available
At first it seems overwhelming, but it isn't. Soon it will become second nature. At first it can be done twice per week and gradually build up to daily use. The only "Rs" that need a bit of preparation really are the last three.
Often the teacher's manual has great ideas and charts/diagrams that you can use on the fly.
4. Talk the Test
Group students of like abilities and let them take a math test orally. Here's how to do it:
Choose 45 of the most important questions (the same number of questions as there are students). This is the hardest part for many teachers, but if you want a great discussion then you have to give fewer questions that are higher quality.
Allow the students to talk through all the questions within their groups. Then tell them they are to record their answers along with their reasoning for how they came up with it (use your classroom iPads, computers  anything that has voice recording capabilities).
Each student has to say an answer and discuss the process the group went through to arrive at it. That is why there needs to be the same number of students as there are questions.
