Measuring Mathematical
Proficiency through
Closure Activities
WMC Conference
May 8th, 2015
Presented by Jamie Bernath
Presentation Overview
 What
is the purpose of closure?
 Explore
Daily Closure Activities
 Explore
End of Unit Closure Activities
Purpose of Closure

Closure is a tool that is two-fold. For the teacher, it is a
tool used to assess student’s knowledge (formative
assessment). For a student, it is used to formulate the
new material and make it their own (review of the
concepts).

Closure can be used to wrap up a lesson and assess what
student’s understand and where they still have questions.

Closure can also be used at the end of a unit or units to
assess student’s knowledge.
Daily Closure Ideas

Hot Potato

Exit Slip

Elevator Talk

Silent Debate

Math Talk

Carousel

Dyad

Fortune Cookie

Reciprocal Teaching

Walk and Talk
We will be doing four of them,
the rest are described in the handout
so you can use them in your classroom when
you return.
Hot Potato

Watch this short clip to see what it looks like.
Hot Potato Description

Every team has one sheet of paper and each student has a different colored
pencil.

A problem is given to the group and placed in the middle of the table.

Person 1 writes the first step of the solution process, explaining aloud, and
passes the paper on to Person 2.

Person 2 makes any corrections and adds the next step, explaining aloud, and
passes the paper on.

Process continues until the problem is completed.

Fitting Lessons: solving +/- fractions and solving algebraic expressions
Hot Potato
Turn and talk to the person next to you about…

How can student’s mathematical proficiencies be observed through this
closure activity?

When can you see yourself using this in your classroom?
Carousel

You will need one writing device per group.

I have 3 posters with a question on each. Discuss your answer as a group,
record your answer (s), then pass it to the next group.

When we are finished, we will do a gallery walk so everyone can see all the
responses.
Carousel
Turn and talk to the person next to you about…

How can student’s mathematical proficiencies be observed through this
closure activity?

When can you see yourself using this in your classroom?
Carousel Description

Write a different problem/topic/question on large poster sheets hung on the
walls or on each table.

Each team is given a different colored marker.

Each team goes to a different poster, discusses the topic and decides what to
write.

Teams rotate to all of the posters, adding to what was written by previous
teams (have a team limit).

When done, each team does a “gallery walk”.

A large group discussion/debrief can then be held.
Unit(s) Closure Activities

Magic Book

Scavenger Hunt

Graphic Organizers

Self evaluations/Reflections
Magic Book
Description:

A magic book is a fun creative way
to practice math skills.

Great closure activity to use at the
end of a unit.
Example:
Scavenger Hunt

Each team has a unique clue card and recording sheet.

With your team, go around to each situation and write down what clue would
match the situation.

Move to an available pink situation card.

Continue until time is called.
Scavenger Hunt
Turn and talk to the person next to you about…

How can student’s mathematical proficiencies be observed through this
closure activity?

When can you see yourself using this in your classroom?
Scavenger Hunt Description

A great closure activity for the end of a unit (or several units).

Challenging problems are placed around the classroom.

Students travel around the room with their group to answer the questions.

QR codes can be used to give groups clues on how to solve the problem.
In conclusion:

Do an elevator talk with the person next to you about one strategy you
learned today that you would like to implement in your classroom next week.

Thanks for coming to my presentation.

The power point will be on the WMC website.

This information and more can be found at www.cpm.org

My contact information:

Jamie Bernath

Parkview Middle School

Ashwaubenon, WI

[email protected]
More Closure Activities
Exit Slip

Students answer a question pertaining to the lesson and turn it in to you on
the way out the door.

Variations: turn in the next day or as a warm-up
Examples: 1) Why do you divide by 2 when find the area of a triangle?
2) Solve 5x + 20 for x=-3
Elevator Talk

Students have 30 seconds to explain the topic to a “stranger” (partner) as if
they know nothing about it.
Silent Debate

Students pairs: One is “pro”, the other is “con”

Each pair has one pencil and one sheet of paper.

A topic is given, the pro goes first.

The pro makes a supportive statement in writing.

The con reads the statement and then writes a comment against the topic.

The process repeats 3-4 times.
Math Talk

Have posters, with a topic on each
one.

Each person has a writing utensil.

Not talking.

People write something about the
topic.

When it’s done, it’s done.
Dyad

Each person is given equal time to talk.

The listener does not talk, it isn’t a conversation.

Confidentiality is maintained.

Maintain eye contact and good body language.
Fortune Cookie *

Choose 5-6 questions and put in an envelope.

Each team receives an envelope.

One person draws a question, and makes one statement about the topic, then
passes it on.

The next person adds their own statement or responds to the previous
statement.

When everyone has responded to the first statement, another person draws
from the envelope and repeats the process.
Reciprocal Teaching

In pairs, Person A pretends that Person B was absent and explains a concept.

Switch roles and continue.
Walk and Talk

Students are in pairs.

Teacher assigns a topic.

Students walk around the classroom (or outside) and discuss the topic.

Can also be used with a Dyad format.
Graphic Organizers

Graphic organizers can be used for
closure at the end of each unit or
lesson.

They allow students to visualize
their newly learned concepts and
make connections.
Self Evaluation/Reflections

Self Evaluations/ Reflections give
students an opportunity to reflect
upon their own learning.

Example:

Think about what you have learned
so far about rates and unit rates.
What is the difference between a
rate and a unit rate? Write a
Learning Log entry that explains
how to find a rate and a unit rate
from a table. How can you
compare rates using a graph? How
can you find a unit rate from a
graph?