November 1

1. November 1 • Video presentations – Fractions by Amy and Brianna and Decimals by Meghan, Emily and Katie • Problem Solving Project – introduction and requirements (it would be great to bring your Hot Math articles and notes for review as well) • Preparing to implement Let’s Read Math lessons on Nov 7 and Nov 9 and • Practice with Inspire through creating a Flipchart for your lesson plan for the Let’s Read Math workshops

2. Building on the HOT MATHPROBLEM SOLVING PROGRAM Hot Math is based on explicit instruction to help students recognize novel problems as belonging to a problem type for which they have learned a solution method.

3. The teacher begins by discussing the underlying meaning of the problem and having students role-play the problem. • Next, the teacher shows a problem that has already been solved and explains how and why the solution strategy works. • Students then team up in pairs to apply those strategies to solve problems that fit that same type, while explaining their work to each other. • At the end of the class, students independently take on a new problem of the same type and score their own work against a rubric. • Even if they don’t get the problem totally correct, they receive credit for using good strategies. • As the lessons move forward, students keep track of their own progress, with the goal of trying to get “hot” at math.

4. Structure of Hot Math Problem Solving Instruction • Specific Problem Types and Teaching for Transfer • Lesson Structure – key problem features of problems and strategies • Self Regulation through Goal Setting and Self-Monitoring

5. Components of First Unit from Hot Math The first 3-week unit is dedicated to basic problem-solving information: • making sure answers make sense, • lining up numbers from text correctly to perform math operations, and • labeling work with words and mathematics signs.

6. Problem-Based Units: HOT Math Procedures: • Sessions 1-4: Teaching the problem strategy, checking their work, and graphing their progress • Sessions 5-6, Teaching for transfer

7. Enhance with Technology • Creating flipcharts to teach students to identify problem type and then use a problem solving strategy to figure out the solution to the problems. There should be a flipchart for each session. • Six Sessions – Two Per week, Nov 15, 29 and Dec 6

8. Session Breakdown • Sessions 1-3 • Teaching and practicing using problem solving strategy to solve practice problems • Introducing and practicing self-monitoring procedures • Sessions 4-5 • Students work in small groups to pose their own problems and then demonstrate how to use of the problem solving strategy to solve the problem. Students might write a script and create a storyboard or they might create a PowerPoint presentation or flipchart to pose their problem and then to share their solution • Session 6 • Students present their problems to one another, solve one another’s problems, and watch the problem solution video or flipchart

9. Self-Regulation and Self-Monitoring Tools • score the final, independent problem of each sessionusing an answer key • graph these daily scores on their personal thermometer chart or other tool you design • inspect their charts and set a goal • score their homework • report to theclass examples • keep track on a class graph