Xi

I teach 4th grade. I was having my students highlight the CAFE menu. One color for strategies they felt they had solidly, and another color for the strategies they were working on currently. One of my students asked me if I had a menu like this for math. I thought that was a brilliant idea and wondered if anyone had already created something like that. Has anyone?

11.13.2014

8m

15

4.4k

9
7y

There is not a CAFE for math, and making one is not in the plans for now, according to the Sisters. Math is so much more complicated than reading. They recommending using NCTM standards and Common Core as your guide.

7y
Christina Mitman

Thank you. I agree, it does seem like that would be much more complicated. Useful, but complicated. I am using the Common Core as my guide. Thanks

6y
Michelle Jenkins

I’ve been using my county’s curriculum/state standards as the guide to the games I choose to put up on the Math Daily 3 board. As it turns out, many of these games represent a math strategy so the students are still practicing math skills and strategies. For example, in first grade, I showed the students how to play the game, “Doubles” and this game allows students to practice the doubles strategy when they are adding or subtracting. I’ve been using the board and Math Daily 3 this year and it’s really been working great - and my students truly enjoy this math learning time!

6y
Christine Vickers

I saw a YouTube video where a teacher took the Math Standards and created a menu for the daily 3 called MAGIC. The categories she used for I and C did not fist with my standards so I adapted it a bit. M=Measurement, A=Algebraic Reasoning, G=Geometry, I=Interpret Data, C=Compute and Estimate. All of my Oklahoma State Standards fit into one of those categories.

6y

Do you have the link you can post here for us to see?

6y

I use MATH
Math by Self
Alphabet Math and Math Writing
Teacher Group
Partner math
I have primary colored tubs: the groups know which tubs they use for each day based on color- ie. Math by self may choose anything in a blue tub. Partner math may choose any thing in a red tub. etc. The students groups are heterogeneous and the students not in the teacher group do 2 rounds (15 minutes each) on a rotation. I pull homogeneous groups based on pretests or specific reteaching of our skills based report card. I teach a strategy, a new game, or read a math book at our meeting between rounds.

6y

Looks like a great management system you’ve put together! Thanks for sharing.

6y
Christine Vickers

3y
Penny Shultz

Can you share the link for the Daily 3 CAFE (I teach 4th grade)?
Thank you!

3y
Penny Shultz

Can you share the link for the Daily 3 CAFE (I teach 4th grade)?
Thank you!

6y
Malynda Green

I created a cafe like board for math for my second graders. I played around on pinterest a lot and found a few but they were more management based and not strategy based. I wanted something that would complement my cafe board and voices board (for writing). For math I use “compute” (compute, organize, model, find a pattern, understand what’s being asked, terms, and explain). After each whole group lesson I have my kids identify important vocab we used to put under terms and what strategies we used and what headings they should go under. It worked well for my second graders, but I’d like to find a shorter (but still math related) word to use!

3y

I'm copying an earlier comment that was way down the list, which your probably didn't see :).  Per the creators: "There is not a CAFE for math, and making one is not in the plans for now.   Math is so much more complicated than reading."

They recommend using NCTM standards and Common Core as your guide.

3y
Jody Jarding

I have used this before:

M - math facts (use technology apps to practice fluency)

A - at your seat (math by self)

T - teacher's choice (small groups based on needs)

H - hands on (math with partner)

This was before Math Daily 3 so I didn't have a writing part, but you could add writing into "at your seat or hands on".  I'm just looking at it now and you could change M to math writing and the T to technology.  Then there are 4 choices and the teacher calls out who they need to see in group just like in Daily 5.

3y

Thanks for sharing!

8m

I know I am late to the topic, but I am using the acronym CAFE for maths as well with my year 8 (grade 6-7 in America I think) class. I think it works fairly well. The comprehension strategy is unconstrained  (Developing understanding of number and shape properties) continually grows as students learn more about how numbers can be manipulated, thinking fractions, decimals, positive and negative integers, exponents etc etc. I think Explain and Reason can also be classed as unconstrained as students are also constantly seeing new patterns and making comparisons between known and unknown strategies as they go through maths. I think this is foundation for algebraic thinking as well as thinking about other strand things like measurement - thinking about the direct and indirect comparisons between formal and informal units - estimating etc. Authentic problem solving and Fluency look at techniques students have been developing in numeracy since they started becoming mathematics learners. Fluency is things like understanding foward and backwards counting strategies - so this would be revisited when introducing things like decimals and negative integers etc, but students know and can depend on fluent strategies. Authentic problem solving allows students to use arrays or other visual techniques and practice the strategies they already know to solve a range of unfamiliar problems. It is constrained because students will only add on to these strategies as they become confident enough in them to use them easily without learning support so they may need revisited from time to time but are likely to become part of the students' mathematical repertoire.

Comprehension (I understand number and shape properties)

Authentic Problem Solving (I use models and familiar strategies to solve unfamiliar problems)

Fluency (I use Prior Knowledge)

Explain and Reason (I find patterns and make direct and indirect comparisons when solving problems)

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