I’ve been slowly thinking through how to approach Do Now’s this year. In the past I’ve used this time to work on number sense skills and algebra review as these are areas of weakness for my students and it helps us prepare for the state test in the spring. I still think this is important, but I also want to build in elements that are interesting and that will get students talking about math. So my objectives are to build number sense, observe patterns and discover math in the world around them, spiral review skills, and promote curiosity. With all this in mind, I also need to have a routine to keep me rotating through these objectives and to provide a method to the madness.
- Math Maintenance on Mondays, Tuesdays, and Thursdays. This is a spiral review strategy from Kathryn at ‘i is a number’. I can tweak what I’ve used in the past to this more organized and deliberate method. (Thanks Kathryn!)
- We have a shortened schedule every Wednesday, which not only results in less instruction time, but also more rambunctious students. Therefore I need a Do Now that is engaging and thought-provoking. I’m going to project a photograph or video of math in the real world. I have a lot of these in relation to architecture from being a Fund for Teachers Fellow a few years back, so that will be a good place to start. I’ll use the ‘I Notice, I Wonder’ and Headline strategies, which encourage students to look closely, make observations, and promote curiosity.
- On Friday, I will incorporate Estimation 180 to build number sense skills and get students talking.
Monday through Thursday will be completed on this handout. On Friday, they will estimate in their notebook so they can track their progress week to week. I included an explanation of how I grade Do Now’s on the bottom of the handout as a reminder.
- Attendance – you are in your seat and started when the bell rings (1 pt)
- Effort – you work hard until the Do Now buzzer rings. (1 pt)
- Excused absence: complete missing problems for homework (1.5 pts.)
The Do Now is worth 2 points per day. There is occasional push-back about the attendance point, which they discover is non-negotiable. I don’t mind being tough on this because it gets students to my class on time. If they’re late there is no argument, just my best ‘I’m disappointed’ look and a point deduction.