Chunking in a math classroom when introducing new content is key because…

-It breaks down the material into digestible bites for ALL levels of learners

-It shows teachers where students are struggling

-It allows for “check for understanding” break points

-It keeps student’s attention longer

Let’s take a closer look at how I chunk when teaching in my algebra room.

First, I always start with previous knowledge which we have learned in the current year, and relate it to the new topic. This gives students a confidence boost  going into the lesson. (Trust me there are always previous connectors)

Then I dive into showing the new concept. I show them how to complete one example with their pencils down. This allows them to fully watch and listen without trying to take notes at the same time. Next, they pick up their pencils and complete one with me as I am calling on students and drilling the WHY! Peer teaching is up next. This helps students speak the language while allowing me to hear who is struggling and needs more examples.

Following peer teaching is a quick partner activity. I try to stick with a paper matching activity when possible. Once they finish the matchup they split off into another activity. Normally, I give them a couple to choose from. These tend to be activities that allow for independence, such as self-checking technology activities, scavenger hunts or puzzles. This allows me to assist those who need more examples.

Depending on how in depth the concept is depends on how many times I cycle through this routine!

‍

Here is one of my go to activities during practice time. It provides instant feedback and no prep!

‍

‍