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The Mathematics Lesson-Planning Handbook, Grades 3-5
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The Mathematics Lesson-Planning Handbook, Grades 3-5
Your Blueprint for Building Cohesive Lessons

NCTM Stock Number is 15701.



August 2018 | 248 pages | Corwin

“This book brings together the best of Visible Learning and the teaching of mathematics. The chapters on learning intentions, success criteria, misconceptions, formative evaluation, and knowing thy impact are stunning. Rich in exemplars, grounded in research about practice, and with the right balance about the surface and deep learning in math, it's a great go-to book for all who teach mathematics.”

—John Hattie, Laureate Professor, Deputy Dean of MGSE, Director of the Melbourne Education Research Institute, Melbourne Graduate School of Education

YOU are the architect in the mathematics classroom.

When it comes to mathematics lessons, do you sometimes feel overly beholden to the required texts from which you teach? Do you wish you could break the mold, but feel like you get conflicting guidance on the "right” things to do? How often do you find yourself in the last-minute online scramble for a great task activity that will capture your students' interest and align to your state standards?

In The Mathematics Lesson-Planning Handbook, Grades 3–5: Your Blueprint for Building Cohesive Lessons, you’ll learn the streamlined decision-making processes that will help you plan the focused, research-based, standards-aligned lessons your students need. This daily reference offers practical guidance for when and how to pull together mathematics routines, resources, and effective teaching techniques into a coherent and manageable set of lesson plans. This resource will

  • Lead teachers through a process of lesson planning based on various learning objectives
  • Set the stage for lesson planning using relatable vignettes
  • Offer sample lesson plans for Grades 3–5
  • Create opportunities to reflect on each component of a mathematics lesson
  • Suggest next steps for building a unit from the lessons
  • Provide teachers the space and tools to create their own lesson plans going forward

Based on years of classroom experience from seasoned mathematics educators, this book brings together the just-in-time resources and practical advice you need to make lesson planning simple, practical, and doable. From laying a solid foundation to choosing the right materials, you’ll feel confident structuring lessons that lead to high student achievement.

 
Book at a Glance  
Praise Page  
Acknowledgements  
Publisher's Acknowledgements  
Letter to 3-5 Teachers  
Letter to Elementary Principals  
Letter to Mathematics Coaches  
Letter to Preservice College and University Instructors  
How to Use This Book  
 
Part I: You Are the Architect of Your Classroom
 
Chapter 1: Surveying Your Site: Knowing Your Students
Why Is It So Important to Know Your Students?  
What Do Access and Equity Really Mean?  
How Do Identity and Agency Influence Lesson Planning?  
What Is Prior Knowledge in Mathematics?  
What Do Culturally and Linguistically Diverse Students Need?  
What Do Students Living in Poverty Need?  
What Are Learning Needs?  
What Are the Common Themes?  
 
Chapter 2: Your 3-5 Blueprint: Planning Mathematics Lessons for Coherence, Rigor, and Purpose
What is Coherence?  
What is Rigor?  
What Is the Purpose of a Lesson?  
How Can You Ensure that You Plan Lessons for Coherence, Rigor, and Purpose?  
Lesson-Planning Template  
 
Part II: Drafting Your 3-5 Blueprint
 
Chapter 3: Laying Your Foundation: It Starts with Big Ideas, Essential Questions, and Standards
What Are State Standards for Mathematics?  
What Are Essential Questions?  
What Are Process Standards?  
Building Unit Coherence  
Third Grade Snapshot: Big Ideas, Essential Questions, and Standards  
Fourth Grade Snapshot: Big Ideas, Essential Questions, and Standards  
Fifth Grade Snapshot: Big Ideas, Essential Questions, and Standards  
Under Construction  
 
Chapter 4: Reinforcing Your Plan: Learning Intentions and Success Criteria
What Are Learning Intentions?  
What Are Mathematics Learning Intentions?  
What Are Language and Social Learning Intentions?  
How Do You Communicate Learning Intentions with Students?  
What Are Success Criteria?  
How Do Learning Intentions Connect to the Success Criteria?  
When Should Learning Intentions and Success Criteria Be Shared with Students?  
Building Unit Coherence  
Third Grade Snapshot: Learning Intentions and Success Criteria  
Fourth Grade Snapshot: Learning Intentions and Success Criteria Decision-Making Snapshot  
Fifth Grade Snapshot: Learning Intentions and Success Criteria  
Under Construction  
 
Chapter 5: Deciding on Purpose: Why Are You Building This Lesson?
What Is the Role of a Conceptual Understanding Lesson?  
What Is Procedural Fluency, and How Does It Build from a Conceptual Understanding Lesson?  
How Do You Know if You Need a Conceptual Understanding or Procedural Fluency Lesson?  
How Do You Create a Transfer Lesson?  
Building Unit Coherence  
Third Grade Snapshot: Lesson Purpose  
Fourth Grade Snapshot: Lesson Purpose  
Fifth Grade Snapshot: Lesson Purpose  
Under Construction  
 
Chapter 6: Choosing Tasks: The Heart of a Lesson
Why Are Tasks Important?  
What Is a Worthwhile Task?  
How Do You Adapt Tasks?  
What Are Some Sources for Worthwhile Tasks?  
Building Unit Coherence  
Third Grade Snapshot: Task Selection  
Fourth Grade Snapshot: Task Selection  
Fifth Grade Snapshot: Task Selection  
Under Construction  
 
Chapter 7: Choosing Materials: Representations, Manipulatives, and Other Resources.
What Is the Role of Representations in Mathematics Lessons?  
What Is a Manipulative?  
How Are Manipulatives Used?  
What Are Other Resources?  
Building Unit Coherence  
Third Grade Snapshot: Material Selection  
Fourth Grade Snapshot: Material Selection  
Fifth Grade Snapshot: Material Selection  
Under Construction  
 
Chapter 8: Cementing the Cracks: Anticipating Student Thinking
What Are Misconceptions, and Where Do They Come From?  
How Can You Plan to Minimize Misconceptions?  
Building Unit Coherence  
Third Grade Snapshot: Student Thinking  
Fourth Grade Snapshot: Student Thinking  
Fifth Grade Snapshot: Student Thinking  
Under Construction  
 
Chapter 9: Framing the Lesson: Formats
What Are Some Different Lesson Formats?  
Building Unit Coherence  
Third Grade Snapshot: Lesson Format  
Fourth Grade Snapshot: Lesson Format  
Fifth Grade Snapshot: Lesson Format  
Under Construction  
 
Chapter 10: Evaluating Impact: Formative Assessment
What Is Formative Assessment?  
What Are Specific Formative Assessment Techniques?  
Building Unit Coherence  
Third Grade Snapshot: Formative Assessment  
Fourth Grade Snapshot: Formative Assessment  
Fifth Grade Snapshot: Formative Assessment  
Under Construction  
 
Part III: Pulling All the Pieces Together
 
Chapter 11: Planning to Launch the Lesson
What Is a Lesson Launch?  
How Can You Launch a Problem-Solving Lesson?  
What Kinds of Lesson Launches Focus on Mathematics Concepts?  
What Are Number Routine Lesson Launches?  
What Do You Anticipate Students Will Do?  
Building Unit Coherence  
Third Grade Snapshot: Launch the Lesson  
Fourth Grade Snapshot: Launch the Lesson  
Fifth Grade Snapshot: Launch the Lesson  
Under Construction  
 
Chapter 12: Planning to Facilitate the Lesson
What Is Mathematical Communication?  
How Do You Facilitate Meaningful Mathematical Discourse?  
How Do You Plan for and Pose Purposeful Questions?  
How Do You Facilitate Productive Struggle?  
How Do You Make Sure You Engage Students in the Process Standards as You Facilitate the Lesson  
Building Unit Coherence  
Third Grade Snapshot: Facilitate the Lesson  
Fourth Grade Snapshot: Facilitate the Lesson  
Fifth Grade Snapshot: Facilitate the Lesson  
Snapshot  
Under Construction  
 
Chapter 13: Planning to Close the Lesson
Why Do You Need Closure in a Lesson?  
What Are Some Different Closure Activities?  
Building Unit Coherence  
Third Grade Snapshot: Close the Lesson  
Fourth Grade Snapshot: Close the Lesson  
Fifth Grade Snapshot: Close the Lesson  
Under Construction  
 
Chapter 14: Surveying Your Results: Lesson Reflection
Why Is It Important to Reflect upon Lessons?  
What Kind of Reflection Cycle Supports Teacher Growth?  
 
Epilogue
Appendix A: Lesson-Planning Template  
Appendix B: Complete Lessons for Third, Fourth, and Fifth Grade  
Appendix C: Further Reading/Resources  
Appendix D: Glossary  
References  
About the Authors  

“This book brings together the best of Visible Learning and the teaching of mathematics. The chapters on
learning intentions, success criteria, misconceptions, formative evaluation, and knowing thy impact are
stunning. Rich in exemplars, grounded in research about practice, and with the right balance about the
surface and deep learning in math, it’s a great go-to book for all who teach mathematics.”

John Hattie
Melbourne Graduate School of Education

“This handbook supports teachers in moving from pacing to planning instruction by providing the tools
needed to ensure that mathematics lessons work for every student. More important, it will engage teachers
in the critical process of continual improvement. It is a must-have for teachers, leaders, and mathematics
educators alike!”

Matt Larson
National Council of Teachers of Mathematics

“Often teachers entering the classroom have had little opportunity for extensive lesson planning in their
preparation programs. Throughout the book, definitions and explanations are clear so that readers share a
common understanding of the language. As a teacher reads, the vignettes encourage the reader to reflect on
similar situations in their own classrooms. The well-written questions included in the text will help guide
teachers to personal insights that ultimately lead to increased student learning.”

Connie S. Schrock
Emporia State University

“We all know that good instruction is well-planned instruction. We also know that effective lesson planning is
a complicated decision-making process. This incredibly practical book—filled with delightful vignettes and
clarifying examples—provides powerful ideas and structures for simplifying the complexities of planning great
3–5 mathematics lessons. This book is a wonderful resource for teachers, coaches, administrators, and teacher
educators.”

Steve Leinwand
American Institutes for Research

“Finally! The Mathematics Lesson-Planning Handbook provides that necessary blueprint for serious analysis
of the planning process. Planning to teach mathematics is serious business, and this book goes way beyond
thinking about the mathematics standard/objective for the next day’s lesson, or jotting notes for a planning book.
The handbook will truly engage teachers and communities of learning in a carefully choreographed grade-level
designated thread of mathematics tasks, which will serve as anchors for developing understanding and use of
each aspect of the planning process. This book is a treasure, and will be read, reread, and referenced daily!”

Francis (Skip) Fennell
McDaniel College

“The Mathematics Lesson-Planning Handbook is a comprehensive and practical guide for coaches and teachers
of mathematics in Grades 3–5. It provides the background that teachers need before they even begin to write
a lesson plan! It then incorporates the research on what teachers need to think about as they begin to lay out
a plan for instruction that will meet the needs of all 3–5 students and moves on to effective facilitation. This
guide provides a roadmap to planning effective lessons that will provide the essential foundation to ensure that
all primary-level students begin their mathematics journey with high-quality teaching and learning. This book
is a must for every 3–5 teacher, coach, or school’s professional library!”

Linda M. Gojak
National Council of Teachers of Mathematics

“One of the hallmarks of accomplished elementary teachers of mathematics is the guidance they provide to
help students own how to learn. In The Mathematics Lesson-Planning Handbook: Your Blueprint for Building
Cohesive Lessons, authors Kobett, Harbin Miles, and Williams provide a clear, engaging, and masterful
roadmap for helping each and every teacher own the lessons they design and use each and every day. The
authors reveal the purposes, the success criteria, and the nature of the mathematical tasks and materials to be
chosen. They describe in detail the student engagement necessary to design daily mathematics lessons that
will significantly impact student learning. Reading, listening to, and using their wisdom and advice will result
in an empowering impact on each and every teacher and teacher leader of elementary mathematics.”

Timothy Kanold

“This is what we’ve been waiting for: a go-to resource for planning and facilitating mathematics lessons in
elementary school! Teachers must consider the needs of their students, relevant mathematical content, and
appropriate pedagogy when designing and implementing effective learning opportunities. Through authentic
vignettes and examples, connections to relevant research, and guiding reflection questions, this Handbook
guides readers through the process from beginning to end.”

Susie Katt
Lincoln Public Schools

“Planning is so much more than identifying materials, making copies, or filling out a form. Many of us
were not trained to identify purpose, think about our students, look for quality instructional tasks, consider
representations, or anticipate what our students will do. Finally, this handbook is here! We have our blueprint.
This tool is a must-have for anyone new to teaching mathematics or anyone else who supports those who teach
mathematics.”

John SanGiovanni
Howards County Public School System, MD

“This book is a must-read for anyone who wants to challenge themselves to reexamine their math instruction.
The interesting examples and challenging reflection questions make this book perfect for individual or group
reading.”

Janel Frazier
Montgomery County Public School System, Upper Marlboro, MD

Sample Materials & Chapters

At A Glance

Letters

How To Use This Book

Chapter 3


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