Curriculum: Illustrative Mathematics (by the same authors of Engage NY)

    90 minute math block:

    What’s happening

    Time allotted (these may vary depending on the lesson)

    Direct Instruction

    20 minutes


    20 minutes

    Discussion/Lesson review

    15 minutes

    Exit Ticket

    5 minutes


    Spiral Review stations (30 minutes) and small group instruction

    Direct Instruction: during this time the teacher will teach the new concepts and students will work through engaging activities to build understanding of the lesson

    Practice: during this time students will work independently, in partners, or in groups to solve problems based on the lesson taught during direct instruction. The teacher will pull small groups to work with students and will walk the room asking open ended questions to get a better sense of understanding. Any student who finishes the practice session early will have the choice to work on a spiral review activity or an in depth math problem

    Discussion/Lesson review: Students will share out their work with the class and we will discuss how they got their answers, offer any suggestions, or correct any misconceptions they may have at the time

    Exit Ticket: ALWAYS independent to show the teacher what was learned for the day to help identify any students that may need extra support

    Homework: will not be given on a regular basis, but if we are working on something in class and I need to get it finished I will ask that it be brought home for completion

    My Math Philosophy: Math learning happens best when students can collaborate and work together. Asking questions and helping each other is key for their success. I have them work in groups or partnerships for a lot of their practice work. Math shouldn’t be silent and there are many ways to get to the same answer. We like to share different ideas with each other to help them build their math “tool kit”. A lot of times I won’t tell them if they are right or wrong, but rather have them prove to me that they’re right or why they think they’re wrong. I like them to look at the math and see where their errors or thinking are. Explaining the math process to others means you have mastered the skill.

    Graded assignments: A score of 70% or greater reflects that you have learned the material. In many cases if the student scores below a 70% on a test or quiz I will allow them to retake to improve their score. Our goal is learning and mastery and sometimes you just don’t get it the first time.

    Place Value Chart:
    Rounding Decimals Poem:

     Math Talk (discourse we use in our classroom discussions)