I'm wondering what you have students do with the sheets when they're finished. Do they keep them for review? Recycle them? Do you collect them? I love starting class this way but wonder if students could work the problems on mini-white boards for the same effect. Thanks for your thoughts!
I collect them. I collect almost everything my students do simply because it either ends up on the floor or crumpled in their backpack otherwise.
I think mini whiteboards would work well for this. I like having the puzzles, and on the back I have a template for another routine I use after the Do Now (https://fivetwelvethirteen.substack.com/p/non-curricular-routines). MWBs make it easier to see student work and reduce paper management, though they can also be easier for students to copy each other.
I don't know that I have very strong opinions on any of those decisions. I would say do what works for you and fits with the rest of your systems.
I love the approach! The temptation to burn time and address misconceptions is real. It's a tough balance. If you are ever searching for additional options for puzzles or non-core content related math I enjoy:
Estimation problems were a go to for me, and while I burned some more time in how I delivered these, it always paid off in engagement and the development of sense-making skills and fluency.
Fun! I actually use estimation in a separate routine right after the Do Now each day, I wrote about that routine here: https://fivetwelvethirteen.substack.com/p/non-curricular-routines. I love mixing in non-core content, it's a great way to start class with some positive engagement and a chance to participate for all students.
I use similar Do Nows a few times a week - I call them Past Present Future. I create these clubs in my classroom: a 50 Point Club, a 100 Point Club, a 150 Point Club, etc. where stduents earn a point each time they get a question correct. I also give an extra point each day when students collaborate with peers. Once they hit these landmarks, student sign their name on a poster.
I find for some students they increase their level of investment in the Do Nows beacuse of these clubs. Kids are curious to hear the answers and want to know if they got the questions correct.
At its best, it also helps to foster a collaborative environmentint my classroom.
How do you manage the collaboration so it's productive? For quick things like this I often have issues with students copying answers off of each other for questions they don't know.
I do a lot of work around collaboration with Math Talk at the start of the school year and model for students with a TA what this would look and sound like.
At times my most struggling students are certainly listening to peers and copying their answers. I have come to peace with this as it's quick activity, students are hearing ideas in a new way from peers, and at its best students are learning from each other and clarifying misconceptions. The points aren't connected to anything in their grades.
Maybe it's better than students just sitting and not knowing where to start? Maybe not. I found when I did solo Do Nows, I would have a group of students who did very little and tuned out the solutions. It's not a perfect model but I find the there is increased investment for some students.
Makes sense. I've had similar issues with some students just tuning everything out. My solution has been to keep the questions much simpler and repeat lots of foundational skills so more kids can access it but it's tough to find a good balance.
Thanks for this by the way -- I like the addition of the puzzle on the side for students who finish early. And I also like that you go over it together. After you have collected it? Before?
Before I've collected it. I go over the Do Now, then go over the puzzle (if it's early in that puzzle rotation, otherwise I just keep it moving) then on to the rest of class.
I do grade them. I'm inconsistent with this but my aspiration is to do it once a week for the first few weeks of the year, then gradually scale back to once every 3-4 weeks. Goal is to build habits with some extrinsic motivation early on, then gradually fade that piece.
Yup. Randomly is super important! I feel strongly about this. Everything we do in class might be graded, but I don't grade everything and what I do grade is chosen "randomly," with a skew toward things that are easiest for me to grade. More grading early to get students into good habits, and gradually grading less as the year goes on.
Amazing list of puzzle resources for a beginning teacher! Thanks everyone for sharing …. I am also wondering Dylan if possible to share your spreadsheet of skills? I think this is an amazing idea to make sure I truely understand all the skills needed by kids for each grade level. I teach across 7-12 in Australia, but it might be a good place for me to start with year 7 and then build year 8 etc for myself.
Unfortunately that spreadsheet is a complete mess. I wish I was more organized in my planning. It's full of lingo that only makes sense to me like "WE small addend" and "variation neg - neg" and mixed with notes about schedules, assessments, optional challenge assignments, and more. It's not in a place where it would be helpful to someone else. Maybe someday!
Right now I have a reminder twice a week to set aside a few minutes and look ahead at the week/weeks ahead. I think about the topics I'm going to teach down the road, and plan mini-lessons previewing some of the micro-skills students will need, and plan how to teach and assess them before we get there and students need that knowledge. I think that's the best I can give for now.
I print my paper for weekly Do Nows on a pink paper. But every once in awhile I'll print on green and it throws off my students whole week, lol.
I agree with everything you've said here. Having a low-entry task to start each period is essential!
And the routine is important -- underscored by your example. Students like when things are predictable.
Ha!
I'm wondering what you have students do with the sheets when they're finished. Do they keep them for review? Recycle them? Do you collect them? I love starting class this way but wonder if students could work the problems on mini-white boards for the same effect. Thanks for your thoughts!
I collect them. I collect almost everything my students do simply because it either ends up on the floor or crumpled in their backpack otherwise.
I think mini whiteboards would work well for this. I like having the puzzles, and on the back I have a template for another routine I use after the Do Now (https://fivetwelvethirteen.substack.com/p/non-curricular-routines). MWBs make it easier to see student work and reduce paper management, though they can also be easier for students to copy each other.
I don't know that I have very strong opinions on any of those decisions. I would say do what works for you and fits with the rest of your systems.
I have students do their exit slips on the back of their warm-up. Then I can see what they did on both tasks.
Great idea!
I love the approach! The temptation to burn time and address misconceptions is real. It's a tough balance. If you are ever searching for additional options for puzzles or non-core content related math I enjoy:
Yohaku puzzles: https://www.yohaku.ca/
Estimation Problems: https://whenmathhappens.com/estimation/ and http://dailyoverviewmath.weebly.com/estimation-challenges.html
Estimation problems were a go to for me, and while I burned some more time in how I delivered these, it always paid off in engagement and the development of sense-making skills and fluency.
Fun! I actually use estimation in a separate routine right after the Do Now each day, I wrote about that routine here: https://fivetwelvethirteen.substack.com/p/non-curricular-routines. I love mixing in non-core content, it's a great way to start class with some positive engagement and a chance to participate for all students.
I do a similar task with strategic intent: "These equations, tasks, ideas will be relevant for today's work."
Nice - I like making that link explicit so students know it's not just random questions but something they should remember for the lesson.
I use similar Do Nows a few times a week - I call them Past Present Future. I create these clubs in my classroom: a 50 Point Club, a 100 Point Club, a 150 Point Club, etc. where stduents earn a point each time they get a question correct. I also give an extra point each day when students collaborate with peers. Once they hit these landmarks, student sign their name on a poster.
I find for some students they increase their level of investment in the Do Nows beacuse of these clubs. Kids are curious to hear the answers and want to know if they got the questions correct.
At its best, it also helps to foster a collaborative environmentint my classroom.
How do you manage the collaboration so it's productive? For quick things like this I often have issues with students copying answers off of each other for questions they don't know.
I agree that this can be an issue.
I do a lot of work around collaboration with Math Talk at the start of the school year and model for students with a TA what this would look and sound like.
At times my most struggling students are certainly listening to peers and copying their answers. I have come to peace with this as it's quick activity, students are hearing ideas in a new way from peers, and at its best students are learning from each other and clarifying misconceptions. The points aren't connected to anything in their grades.
Maybe it's better than students just sitting and not knowing where to start? Maybe not. I found when I did solo Do Nows, I would have a group of students who did very little and tuned out the solutions. It's not a perfect model but I find the there is increased investment for some students.
Makes sense. I've had similar issues with some students just tuning everything out. My solution has been to keep the questions much simpler and repeat lots of foundational skills so more kids can access it but it's tough to find a good balance.
Thanks for this by the way -- I like the addition of the puzzle on the side for students who finish early. And I also like that you go over it together. After you have collected it? Before?
Before I've collected it. I go over the Do Now, then go over the puzzle (if it's early in that puzzle rotation, otherwise I just keep it moving) then on to the rest of class.
Do you grade the do-nows and if so, how often? I usually have an aspiration to, but I most often prioritize other things.
I do grade them. I'm inconsistent with this but my aspiration is to do it once a week for the first few weeks of the year, then gradually scale back to once every 3-4 weeks. Goal is to build habits with some extrinsic motivation early on, then gradually fade that piece.
Grading a do now (randomly I assume to keep them guessing?) once every 3-4 weeks sounds manageable -- thanks for the reply!
Yup. Randomly is super important! I feel strongly about this. Everything we do in class might be graded, but I don't grade everything and what I do grade is chosen "randomly," with a skew toward things that are easiest for me to grade. More grading early to get students into good habits, and gradually grading less as the year goes on.
Right there with you on this. Thanks for the reply and affirmation.
Amazing list of puzzle resources for a beginning teacher! Thanks everyone for sharing …. I am also wondering Dylan if possible to share your spreadsheet of skills? I think this is an amazing idea to make sure I truely understand all the skills needed by kids for each grade level. I teach across 7-12 in Australia, but it might be a good place for me to start with year 7 and then build year 8 etc for myself.
Unfortunately that spreadsheet is a complete mess. I wish I was more organized in my planning. It's full of lingo that only makes sense to me like "WE small addend" and "variation neg - neg" and mixed with notes about schedules, assessments, optional challenge assignments, and more. It's not in a place where it would be helpful to someone else. Maybe someday!
Right now I have a reminder twice a week to set aside a few minutes and look ahead at the week/weeks ahead. I think about the topics I'm going to teach down the road, and plan mini-lessons previewing some of the micro-skills students will need, and plan how to teach and assess them before we get there and students need that knowledge. I think that's the best I can give for now.
One of my favorite places to get puzzles if you are looking for more!
https://krazydad.com/
Ooh I had seen that but forgotten about it. Need to add it to my list for gathering puzzles!