Goal+Setting+Through+Math+Journals

Submitted/created by: Alison Vail Dec. 09 Math “journaling” for learning multiplication facts and long division Resources: prepared questions for reflection You may encourage your students to think of several ways to respond to your queries, or you may decide to choose one question that all students answer. It is beneficial to ask students to add something personal about learning the facts as it gives a window into much of their learning. In reflecting prior to setting goals students will feel more confident in what they already know and what a goal could be to know more. Some questions to consider: Can you identify the multiplication facts you already remember? Which facts are your gremlins, or the most difficult for you? How often do you practice your facts? Do you get help? What is a good way to encourage you to learn the facts? (what motivates or what is discouraging?) How do you feel about mastering the facts you already know? Why is it important for you to know these facts/how does it help you? Goal setting : Which facts will you choose to learn, how will you practice them and what is a reasonable time to memorize them? We will measure progress through frequent quizzes. Set a goal for knowing more of your facts in a (set amount) of time. Make an action plan for learning these facts. Explain how you will use a chart to help you identify the facts you know and the ones yet to learn. This may be in a chart form, multiplication fact sheet, or highlighting in different colors with a key. (some ideas) How will you celebrate your accomplishments? Materials: student journals Time: 5-30 minutes per session Standard: Self Management Student demonstrates ability to set and achieve goals. “I can set and achieve goals that will help me to be successful.” Subject Area: Math- specifically learning multiplication facts Procedure : Setting a goal with a finite purpose often motivates students to achieve the skill intended to learn. For instance in learning the multiplication facts a student should be able to identify a goal, and an action plan that attempts to address the goal, a reasonable time frame and then to follow up on progress. While learning the multiplication facts a student should identify what facts are the challenges and make a plan to practice those until they are comfortable with them. Goals: Student will set a goal to learn specific facts and set an action plan that allows success towards the goal in a set and reasonable period of time. Student reflects on realistic ability to achieve goal and reset as is necessary. Assessment: Student achievements: Level 4 Students; • identifies facts she needs to master • sets a goal to practice and master these facts • sets an action plan • gives specific timeline • sets progress benchmarks and stays with and completes plan Level 3 • identifies facts she needs to master • sets goals and action plan • accepts help with maintenance and records Level 2 • accepts help from teacher or partner to identify facts to learn • works with teacher or partner to learn facts • is monitored by teacher to complete mastering of facts Level 1 • Teacher sets goals, plans, timeline and practice session for student to learn and master facts. Level 0 • Student is unable to learn facts even with help and guidance Choosing a method of recording is the job of teacher and student. Sometimes publishing a class record is encouraging, however for some students it may be very discouraging. Self-monitored progress and celebrations may be successful. Timing of facts tests are only one method of checking, usually quick, and often telling for the students. Encourage students to feel comfortable with their own progress and not to be in competition with others if this is discouraging while allowing peer pressure to work as a positive avenue to learning. Partnering students is often successful. Playing games is popular with students and they are often helpful to one another in the learning process.

Setting Goals for learning long division. Materials: student journals Time: 5-30 minutes per session Standard: Self Management Student demonstrates ability to set and achieve goals. “I can set and achieve goals that will help me to be successful.” Subject Area: Math- long division methods Procedure: Long division is a skill with several avenues available. A student should practice several methods and identify a method which works for him/her to practice. Setting a goal of becoming comfortable with long division problems, rules and examples is multi-faceted and requires much practice for most students. Relating division to multiplication is also required in understanding the process. Some questions to consider: • Can you give an example of having to divide up something that happens in your life? • How do you figure how to evenly divide? • What happens if you aren’t able to evenly divide? • Where do you find the long-division process a challenge? • What makes working with remainders confusing? • What methods have you found to help you understand division? • Who helps you with division? • How many practice problems should you do? How much time do you spend practicing? • What goals will you set for yourself in order to feel comfortable with your division problems? • Do you know/practice your multiplication facts? How do they help you with division? What else helps you? Students journal about understanding the concept by describing a situation created by themselves regarding dividing, and/or explain an example given by the teacher. Each of these offers the teacher an understanding of the student’s grasp on what division is, how he/she is looking at it and at what level they are comfortable. By having the student generate the example a teacher glimpses the student’s comfort level and the student feels more confident to explain him/herself whereas trying to explain a given problem allows the student to further explore the concept and method. Further goals can be set and assessed from the journals. Goals: Students will determine the best method of learning long division. She will be able to explain and use the choice with confidence after practice. Assessment: Students demonstrate understanding of division through thorough explanation of several types of division problems including when remainders are appropriate or how to use them appropriately. Level 4- Student • identifies needs, sets goals and action plans • creates practice problems showing evidence of understanding division • is able to explain multiple division problems in writing, annotated and correctly • passes performance task set by teacher

Level 3 • identifies understanding of division and needs with some aid • sets goals and action plan for practice • explains understanding of division problems in writing/annotated in journal Level 2 • explains division problems given by teacher • sets goals with assistance • sets action plan to practice with assistance • achieves goals in reasonable time identified with teacher assistance Level 1 • teacher sets goals, action plans and practice • teacher assists in setting up problems to practice and helps with steps • uses guide to practice problems • has difficulty with written explanation of division Level 0 • unable to identify division problem or solve even with help