Bull Boards: Bull Boards 5 Day.pdf

 
 
 
Bull Boards 5 Day.pdf
Student Handout
 
 
I feel like often what holds our kids back is that they view numbers in a totally different way than I do. Often, they see math as a series of steps depending on operations. I believe that a deep understanding of what the numbers and operations mean allow us to manipulate them. Here is a breakdown of how I will scaffold the skill of the week over 5 days.
  • Bull Boards 5 Day.pdf
  • Bull Boards 5 Day.pdf
  • Bull Boards 5 Day.pdf
Student Handout
 
 
I feel like often what holds our kids back is that they view numbers in a totally different way than I do. Often, they see math as a series of steps depending on operations. I believe that a deep understanding of what the numbers and operations mean allow us to manipulate them. Here is a breakdown of how I will scaffold the skill of the week over 5 days.
 
Instructional Openings

Bull Boards

Bull Boards is an instructional strategy to practice a computational or fluency skill throughout the week. The skill should be scaffolded, with simple questions building towards more rigor. I found that a main objective of this should not be to get bogged down with long problems (i.e. long division) but rather to check a thought process. For example, asking what a decimal is when rounded to the tenths, or which place value would be a hundred times bigger. The same skills cycle back throughout the year as a way to keep content fresh and allow us to connect currculum quicker.

Strategy Resources (2)
Students In Action
 
 
 
Student Handout
 
 
I feel like often what holds our kids back is that they view numbers in a totally different way than I do. Often, they see math as a series of steps depending on operations. I believe that a deep understanding of what the numbers and operations mean allow us to manipulate them. Here is a breakdown of how I will scaffold the skill of the week over 5 days.
 
Students In Action
 
 
Student Handout
 
 
I feel like often what holds our kids back is that they view numbers in a totally different way than I do. Often, they see math as a series of steps depending on operations. I believe that a deep understanding of what the numbers and operations mean allow us to manipulate them. Here is a breakdown of how I will scaffold the skill of the week over 5 days.
Daniel Utset-Guerrero
Holmes Elementary School
Miami, FL


 

About this strategy

Prep Time:
Moderate
Subject:
Math
Grade:
Fifth grade
Similar Strategies
Collaborative Student Groups
Rotations for Practice

Rotations for Practice is a way to deliver new content in small, controlled doses in a station rotation context. Unlike Workshop, where students are more fluid and learning at their own pace, Rotations for Practice is done with groups that cycle to various stages of understanding of a concept. These stations always include a collaborative product, teacher led instruction, and practice or learning on technology. 

 
Academic Culture
Class Dojo for Behavior Management

ClassDojo is a free behavior tracking system. I use it everyday to give students feedback on how they're meeting academic and behavioral expectations. As students are given postiive points or "needs work" points, a sound beeps and the entire class hears and sees that a student is being given feedback. Just as with behavior narration, students become more aware about their personal behaviors, following the expectations as they see them reiterated through behavior points. Their scores carry through with them to each class, culminating in a report at the end of the day that goes home to the students' parents. This allows parents to stay in the loop with how students are working and behaving at school. 

 
Feedback Systems
Activity Reflection

At the end of each activity, the class comes together, evaluates, and gives a percentage for how we performed during the activity. We keep in mind several factors - how we did in progressing towards mastering the objective at hand, our participation as a group, and the extent which we meet behavioral expectations overall. At the end of the class, we average our percentages, and reflect on our performance in the day. This ensures that the students understand their performance as well as work as a team to push their percentage higher.

 
 
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