# Instruction

### The above Math Task Collection includes 3-Act Math Tasks, Desmos Activities, Thinking Prompts, and Invitations & Provocations linked to SK Outcomes, for Grades K-12.

### To enhance the instruction within your math classes, select an option below to learn more about each instructional routine or task.

Building Thinking Classrooms is a model of organizing your math classroom to make student thinking at the centre

Julie Smith has compiled digital math manipulatives on the slide shown. Each image is a link to a specific digital manipulative.

A few other manipulatives typically used in GSCS are linked below:

### Canadian Money from Mathies

### Pattern Blocks from Mathies

### Algebra Tiles from Mathigon (scroll down)

Thank you Julie! (twitter: @JGTechnieTeacher)

## GSCS Math Look-Fors: Instruction

### The process of teaching and engaging students with content.

**Determined by Curriculum:**

Instruction is designed based on curriculum outcomes

Throughout the lesson, learning targets/success criteria are clearly articulated in student-friendly language

**Differentiation:**

Teachers plan for instruction and intervention using the Student Learning Model (Quality Core, Plus, Focused, Specialized, and Intensive Needs)

**Research-based Instructional Strategies:**

*Kehtawisowin:*Sense-making is dialogic, interactive, and ongoingMath is learned through asking questions, listening, observing, and making connections

A variety of discursive instructional strategies are used (e.g., number sense routines, classroom discussion, reciprocal teaching, problem solving, self-verbalization, and self-questioning)

The teacher scaffolds student learning through whole group, small group, and independent learning

Whole group instruction: the students and teacher work collaboratively, share thinking, and consolidate ideas and strategies (e.g., MMS Explore/Investigate, open-ended tasks, Number Talks, games, direct instruction, creating anchor charts, review, and practice of concepts)

Small group instruction: the teacher works with small, flexible groups to support instructional needs and build greater independence (e.g., re-teaching, scaffolding, immediate feedback, hands on practice, differentiation based on a lesson or other math targets, and providing enrichment)

Independent learning: students work on a variety of engaging activities for purposeful practice of math concepts (e.g., assignments, MMS Activity Bank, fluency practice, hands on games, Mathletics/online practice

Access the full GSCS Math Look-Fors document here (GSCS login required).