Mad Minute is a fast-paced math fact practice strategy that our class does every day as our "Do Now." My students get one minute to finish as many problems as they can, working towards getting the highest number of consecutive problems correct. As my students work on Mad Minute more and more, they improve their accuracy and speed. We also focus on improvement rather than overall score, celebrating students who get higher scores towards the end of the week.
The neighborhood where my students come from can be full of negativity. My students need to learn how to support each other and accept the mistakes that come with the natural process of learning. Synergy is a strategy that is a core element of my blended model; it defines and reinforces the behaviors that successful teams use to work together to overcome a problem. Synergy has four basic expectations: 1) Push each other's thinking; 2) Share the load; 3) Use Accountable Talk; and 4) Move with speed. I use these expectations in a quick evaluation of each group every time we do group work, and the "winning group" receives a small prize, which reinforces my academic and social expectations and incentivizes friendly competition.
CSI Time is an inquiry based strategy where students must solve a "math mystery" that introduces a concept that we will learn. They have until the end of the week to collaboratively (with their detective partner) discover the clues and work their way to the "criminall". In just 10 minutes, students have worked themselves into a frenzy to grapple with content they may not already know what to do with. This desire to problem solve pushes students during the lesson that follows to learn the skills they need to solve the mystery.
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.