Hey everybody, it's Cheri Dotterer from Tier One Interventions Today.
Jonily is gonna uncover some new material.
She didn't even tell me what this time, so take it away,
Jonily and let's get started.
Mission accomplished.
We are gonna unpack exactly what that means in our first segment
here of our live session today.
That's what I'm using my assessment for my midterm.
And then I design my next few seasons to dig to mastery so we get much more depth,
which is going to ensure that my kids that have already mastered, get the deeper
versions of it and my kids that haven't mastered get the mastery of the minimum.
So in the next part of the year, this is how it's structured.
Season three is one of my favorites and I already have it planned.
Season three is my absolute favorite.
Even more favorite than season one.
First 15 days, guys, this is the an i I can't wait.
'cause after my midterm, next week we have our two week winter
break, and then we come back and it's the beginning of January and
season three is all of January.
And there is a name, a special name for it, and it's called Math in a Month.
And I have a season three created for every grade level math in a month.
So January.
So what do we have left?
I wanna do this proportionally.
January, February, March, April, may.
Okay, there's five months.
Good.
We're in fifths again.
Oh, this is working out nicely.
I didn't even plan it this way.
I'm so good.
I'm so smart you guys.
Okay, so I'm gonna do fifths again.
So I'm gonna share the middle.
Now, when I share the middle, this time over here, I realized I needed to
share the middle a little bit bigger.
See, this is number sense.
This is why we use this strategy to improve number sense.
So I need to share the middle over here.
This time a little bit bigger than I shared it over here.
But see, you learn by doing that over and over again.
That's what interactions over time means.
It means, that's why we do all of the stuff here.
And then we do most of the stuff again here.
And then we do the same stuff here and the same stuff here, and the same stuff here.
That's why we do the same things over and over, because we develop more of a
mastery each time we're exposed to it.
And I just gave that model here with, oh, I did that and I needed
to share the middle a little bigger.
So I'm gonna do that here.
And then that's one of the parts.
This has to be two parts, and this has to be two parts.
See how they're more equally spaced?
You learn from experience.
We don't give that to kids.
Regular, typical, traditional textbooks do not build the complexity as you go.
They go onto a new topic,
they're so bad.
But what I love about textbooks, because I, I have a textbook that we've adopted
a textbook curriculum and there's a lot of great things in it, and I pull from it
all the time because I don't wanna have to create, I'm, I'm teaching algebra one.
I don't wanna have to create like, every single quadratic equation I give to kids.
Like I don't have the mental capacity for that, that would exhaust me.
I don't wanna have to create all those problems.
So that's one of the ways that I use my textbook and it's a lifesaver.
So if I know I need quadratics that, um, are gonna have, like, so if
I'm, I'm planning my second semester now, so this is one of the things
that I've used my textbook for.
I need all of the quadratics that have no solution, no roots, meaning the
para is not gonna cross the X axis.
I want all of those equation examples.
I ain't smart enough to create them.
Okay?
But the textbook is, so then I go to my textbook and I pull all of those
examples and I want some of them in each of these first three fifths here.
See, that's how I use my textbook.
But I've defined essentials because some of my essentials, and this is essential
for second grade, I've taught this to my second graders in my district two.
And then I, I have really hounded this with algebra one
radicals and square roots.
This is a major essential that needs to happen at every grade level.
Radicals, square roots, they're the same thing.
A radical is a square root.
A square root is a radical.
So I'm telling you, one of the essentials that I have drilled with my Algebra one
kids, which is radicals, using radicals, simplifying radicals, actually is what I
use most of all to improve number sense with my high school kids that have never
like gotten a good sense of number yet.
The other thing that I use are diamond problems, but I talked
about that on another episode.
Radicals and square roots.
The reason that these are so essential is because there are certain numbers
in the radical that I can take out.
Those are called perfect squares.
There are certain perfect square numbers that I want kids to know by memory, just
like single digit multiplication facts.
There are also certain square numbers that are not perfect
squares, but they are square numbers.
Kids that don't have number sense are not able to view radicals and
square roots in the same kids.
They don't.
They don't have the same experiences and exposures.
So with that number sense, lacking, they can't take radicals at the
Algebra one level as far as they can.
They potentially could have, but if I start square roots in second grade, now I
don't just teach a unit on square roots.
So you all listening to this live know what I'm about to say?
The way that I expose square roots in grade two is we do the pizza problem.
A pizza company makes square pizzas.
What are all of the possible numbers of unit pieces?
One by one unit pieces.
That could be in a pizza, that would be a square pizza that that company could sell.
Oh, we could sell a pizza with 16 pieces.
That's a four by four.
16 is a perfect square.
Guess what kids, there's this thing in math I, this is why I said to my second
graders, there's this thing in math.
Don't tell.
Don't tell your principal I'm teaching you this.
I should not be teaching you this.
Second graders love that.
I can't do this with my high school kids.
They're like, shut up, but second graders, eat this stuff up.
I'll lean in and I'll be like, I'm gonna show you something mathematically
right now, but don't tell anybody I taught you this, and I don't even want
you to remember this, but there is a thing in math called square root.
It's a weird symbol.
You wanna see it?
And they're like, yeah, okay.
I mean, you can't do that with high school kids,
but with my second graders, they're like, yeah, we won't tell anyone.
And then I also have to say, now remember, there are secrets that people are
asking you to keep that are dangerous.
And that's not what I'm talking about here.
This is in danger.
You know what I mean?
You have to kind of put that into, so why can't you do
that with your high schoolers?
Why can't you tell 'em there's a secret about math?
Why Mike?
The novel model even more radical.
Well, and this is funny, Cheri, because actually Cheri, in
my math class, I do do that.
What I meant to say was you don't get the same reaction from high school
students that you do from second graders.
It's funny, Cheri, I do that with my kids by this point in the year.
It doesn't even phase them anymore.
At first they were like, oh my God.
And now they're like, that's Miss Z for you.
So Cheri, great point.
Great point.
You're awesome.
It's, that's funny.
That's funny.
So anyway, at the second grade I said, I'm gonna show you, I'm gonna show you.
And I'm talking like, you know, so I show them the square root symbol
and I say, the square, what do you think the square root to 16 is?
And they're like, eight.
I'm like, it's not, what do, what else do you think?
What?
So we have this whole tell me about, you know, we're relating it to square pizzas.
So then I show them, well wait a minute, we had that square
pizza that had 16 pieces.
What stage number was that?
What were the dimensions?
And they're like, oh, it was stage four.
It's got dimensions four by four.
'cause my, my.
Second graders know dimensions of rectangles and squares, and they
know stage number and quick dot and growing patterns, and we've
done that in the first 15 days.
So now they're like, but wait a minute.
The stage number is four and it's a four by four.
I'm like, then that's exactly what the square root of 16 is.
The square root of 16 is four, and what that means is in our pizza
problem, you have 16 pieces of pizza.
What are the dimensions?
What is the stage number?
The square root says root.
The square root means find the solution for the dimensions
of a pizza that has 16 pieces.
That's what a root means.
A root means, it's kind of like the root word in English.
Language arts, engli English, language arts.
Okay, so the root, the square root is what is the root of the square?
I have a square that has an area or array number of 16.
The root is four, the square root is four.
The radical 16, the simplified version of radical 16 is four.
And I tell kids that second grade.
Then I'm like, let's try another one.
Lemme try another one.
They're like, yeah, okay.
So then I'm like square root of 150.
I'm like, perfect.
Let's draw this pizza.
Go.
Then I'll give them graph paper and some of 'em will start putting like
four pieces of graph paper together, because they're gonna try to, they're
gonna draw 50 by 50, and I let them do not steal their struggle.
You need to let them use tape and glue and put all these pieces
together, and then you'll have like two kids over there and they're gonna
be like, why are they taping on?
I'm like, shh.
Just let them do it, because then I'll be like, whisper to me why?
And they'll be like, it's a 10 by 10.
I can fit it.
I'm like, don't tell, don't tell, don't tell.
See, you have to have those kids go through the whole process
to make the learning memorable.
Those kids in fourth grade, fifth grade, sixth grade, seventh grade, eighth grade,
when we do square root of a hundred, they're gonna be less likely to tell me
that the square root of a hundred is 50.
After me letting them suffer through this process of trying to create a 50 by 50,
because with my high school kids this year, guess what my algebra one
kid said, more than half my class said squared of a hundred is 50.
So I did with my Algebra one high school students this year,
that same exercise that I do with second graders, I was like, great.
Draw 50 by 50.
Now I had less kids in my Algebra one taping graph paper together, but I still
had other kids like on the down low.
I'm like, don't say don't.
And I would give my other kids, um, other square roots to do while they, while
other kids were taping paper together and not even noticing that is a 10 by 10.
Like I had to have my high schoolers go through this.
But what I'm telling you is with the novel model, it's best if second grade goes
through this and then they go through it again in third grade and then they
go through it again in fourth grade.
Because even though some of the kids that did the taping together and doing
the 50 by 50 and second grade, even if you do it every year in fifth grade,
some of those same kids are gonna insist that they have to tape the paper
together and you're gonna let them, but they're actually not gonna go as
far because they're gonna start to remember their previous experiences.
This is what builds fact fluency.
So then in grade two, when they're taping this together and I'll actually have kids
draw 50 by 50 and then I'll use it first.
I'll be like, look, alright, so square root of a hundred, how many pieces
of pizza should we have in this?
They're like a hundred.
I'm like, good.
Let's count and make sure we have a hundred total pieces.
They start counting and they look at me and they're like,
fudge, this has a lot more than a hundred.
I'm like, yes, but I get so excited and I'm like, I'm gonna
use your model for other lessons.
I'm gonna teach this year because we're gonna be able to figure out
what Square root makes this 50 by 50.
Okay, we're not gonna do it today, but I'm gonna keep this and you all
are brilliant and you have done all of the work for me for another lesson.
You see how I'm facilitating this energy?
But the point is, what I say in essential chunks, if we get real down in the
nitty gritty square roots radicals are absolutely essential for kids
to be seeing as early as first and second grade with pizza problem chunk.
So season three, remember this is my favorite.
I'm gonna make it, I'm gonna make season three in red as a
heart because it's my favorite.
So season three is one fifth of uh, semester two.
It is in the month of January.
It's got a special name, it's called Math in a Month.
And I already actually.
Have had my January planned because I planned my first 15 days in my January
simultaneously because I use my first 15 day slides to then create my January.
And I've already done this for my Algebra one class.
And I've done it in a way that my other Algebra one teachers at my school, they're
first year teachers, I want them to have a successful January math in a month.
Jonily, I wanna close out Tier One Interventions podcast, and that is, if you
are listening to this podcast and you are
thinking, how do I get involved, you wanna head over to your show
notes and click on the link.
We are offering you to come to a session like this where you get all two
and a half hours at one shot for $47.
You can then join another session for another $47.
Or you can buy the whole year for $497 plus you have to buy the.
When if you're going to go buy the whole year, you're gonna
have to buy level one as well.
But the coaching and these conversations that we're having are $497.
That sounds to me like a really good deal for to, to really think the
way you're thinking about not just mathematics, but occupational therapist
delivery, speech therapy, delivery, special ed delivery, and how we're
helping these kids rethink, reregulate, relearn and think about life as whole.
Bye bye.
Lovely.
All.