Math Choice Board Menu (PT 2)

Wednesday, June 10, 2015
Last time, we spoke briefly about choice boards -- mainly the benefits and reasoning why we chose to implement it. I really want to dive into the set-up and organization of it for this post.

Let's face it, choice board menus take a lot of prep time.

When I sat down and co-planned with my co-teacher, we listed the activities that allowed students to be innovative and involved higher level thinking. Since we grade based on a standards based grading rubric, the grading issue was half way done! It's used for sixth, seventh, and eighth. We decided to put the rubrics on each of the direction pages as a subtle reminder of our expectation.
Afterwards, we planned based on student abilities. Each task highlights the strengths of students based on multiple modalities - linguistic, visual and audio in order to conceptualize, analyze and apply meaning. Each task required the student to solve math problems based on the concept that the signed up for when meeting with a teacher. Here's a peek at the final choice board menu that includes all the tasks, directions, and points earned per task.


We called our choice board menu "Boot Camp Menu" because it was a cumulative assignment.
Paper is such a hot commodity at our school. We decided against giving each student a set of directions and used a clothesline instead. That way, students could easily go up and read it or borrow it off the clothesline and copy down the instructions.


Boot Camp Menu and folders
I designed a system of folders that housed additional instruction sheets, math concept sign ups, and materials (that fit inside). The folders were numbered based on the order of the task (left to right). The colors don't represent anything. Personally, I just can't handle plain manilla folders.

Here's how we implemented it:
  1. Students were given the choice board menu and the entire task was introduced (whole class).
  2. Students had 5 minutes to determine what they wanted, in addition to secondary choices.
  3. Students were called, by random, to sign up for tasks and math concepts.
    • Math concepts were first come, first serve. For example, students who chose task one (i.e. write a song/poem/rap) would choose what math concept (i.e. fractions, multiplying) to focus on. 

You can purchase my choice board menu on my TpT store!

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