Tag Archives: rubrics

Knowing the Standards

It’s probably a pretty obvious statement, but knowing what’s expected of you helps you make sure you do that expected thing, right?  Sure, of course.  So why don’t I spend more time chewing on rubrics with my students?  Why do they sometimes feel like the expectation for the end of the unit is a surprise to them? Well, the simple answer is that we should spend more time looking at rubrics.  Together.  Often.  Before, during and after learning happens.  And it’s my goal (but not my resolution!) to make that happen more this semester.

So fast forward to last week and the beginning of our focus on summarizing and main idea in Readers’ Workshop.  We started by checking out the rubric together.  I gave kiddos a copy of the rubric to chew on in pairs.  Along with the expectations, I also asked some questions, and had them look for certain things in the standards that would help them make sure they were doing what was expected.  Together we read, discussed and highlighted.  Our board (and their papers) looked like this when we were finished:

Screen Shot 2014-01-21 at 11.27.12 AM

I think it was important work that happened here.  I kept asking the what and why questions as we chatted.  I had them repeat the verbs.  We talked about the fact that these are understandings they need to demonstrate more than once.  And we focused on the reason behind why you need to know how to do this: to help you better comprehend your text, not because your teacher says you should.

Now we talk about this almost every day.  Before we begin anything reading, we review the words in this rubric.  We use the words.  We reflect on whether we’re identifying, distinguishing, supporting, referring and demonstrating.  And this image will hang in our room to help us remember what to do–and for a visual person like me, that’s an important step.  So many times things are out of sight, out of mind.  This way they will not be.

And so after this work in reading, we did the same thing in math with the beginning of our decimal unit.  And during that conversation I had another (saddening) aha moment.  As I handed each kiddo at my table the rubric book that is usually reserved for parents and teachers, I wondered why I didn’t give one to each STUDENT to have.  To read.  To digest. To reference and keep at the front of their minds (and binders!).  Why had it never occurred to me–in all of these years of teaching–that my STUDENTS are probably the ones that most need that book??  They are the ones, after all, that are responsible for making those things happen, right?  Man.  Humbling thought right there.

Moving forward I pledge to do more to make my students aware of their learning.  Don’t get me wrong–we talk about these things and I believe I am making them aware of our goals, but there is much I can do to make it more visible for them, so that they can take more of an initiative in their own learning.  Nothing here should be a mystery, and the outcome should not be a surprise.  And I’m vowing to take steps to unveil some of these things for my kiddos.  I only wish I would have done it a long time ago…

What do you do in your classroom to make your students aware of standards and expectations?  How do you involve them in the process?  What “aha”s have you had regarding these things? I’d love to hear from you!

Rethinking Multiplication Strategies

First of all, I know.  It’s been forever.  Man, I’ve been saying that a lot lately.  All I can do is apologize, though, and ask that you’ll kindly keep reading.   Life is nuts these days. 🙂

So…we are just about at the end of a study of multiplication and this year I’m asking my friends to think in a different way about the word efficient when it comes to multiplying.

Based on our district rubrics, which have recently been rewritten based on work related to Common Core and an updated curriculum, the standard for 5th grade has changed.  Instead of just being able to use the traditional algorithm, students are expected to be able to fluently use a variety of strategies.  But get this: the strategy they choose to use should be based on the numbers in the problem, rather than personal preference or the strategy they know best.  WHAT??!! I seriously have some friends whose heads might explode.

But it’s not really their fault, I guess, because for years the algorithm was the goal.  And once they learned how to use it, that’s what they stuck with and used every time.  For years, we (or they) saw the other strategies as lower-level–ones used by friends who didn’t yet “get” how the algorithm worked.

District Math Rubric for Multiplication

District Math Rubric for Multiplication

Now we’re thinking more about how mathematicians should be able to be flexible with their thinking, to use place value correctly and to explain their reasoning based on what they know about numbers.  This doesn’t mean that the algorithm isn’t something kids should know how to do, but that it’s not the only thing they should know how to do.  I mean think about it in the real world: there are times when you have to be able to do math in your head, in an efficient way–without paper.  The algorithm doesn’t really fit into that model.

So what does this look like in our room?

First of all, here’s an anchor chart that now hangs in our room (made based on our knowledge of how to solve multiplication problems):

Classroom anchor chart for multiplication strategies

Classroom anchor chart for multiplication strategies

While I don’t have any pictures of the math warm-ups we’re doing right now, this is where many of our opportunities come to try out this thinking.  The problem today, for example looked like this:

Math Warm-Up for October 14

Math Warm-Up for October 14

There are obviously (based on the chart) multiple ways to do this problem.  But based on the numbers (which were chosen on purpose), the strategy that makes the most sense is to either use splitting or a close 10 to solve the problem.  That way, you can solve 75 X 20 and 75 X 3 and then add them together, which can easily be done in your head–without paper.  If you chose to use the algorithm (which most would do–even most adults!) you’d have to do 5 X 3, then 70 X 3, 5 X 2 and then 70 X 2 and add it all together–many more steps than the other strategy.

So while this is still a little tricky for some friends, it will get easier with time.   We just need some more practice. 🙂

What strategy would you have used to solve 75 X 23?  Do you know more than one strategy to multiply?  Is the traditional algorithm your “go to” strategy?  I know my 5th grade mathematicians would love to hear your answers!