The document outlines best practices for creating an effective daily "Do Now" routine in the classroom. It recommends that the Do Now should include 6 computation problems at low-medium rigor during the first week of a unit and 3 computation problems plus 3 word problems from standardized tests during the second week. Teachers should collect informal data on student mistakes through discussion techniques and use that data to identify standards that need reteaching or spiraling in future Do Now activities. The session will have teachers create sample Do Nows for Monday through Wednesday following these guidelines.

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Math PD
Alignment Series
Creating an Effective Do Now
Session Outcomes
› Understand the Components of an effective Do Now
› Implement the Do Now Immediately
› Identify Strategies for Informally Collecting Data
› Understand the value of collecting data
› Use Informal Data to Drive Spiraling
› Create a Do Now for this Wednesday- Friday
We will be able to……
Setting Purpose
1. How do you use your Do Now in your classroom?
2. What are the expectations during the Do Now?
3. How frequently are you giving a Do Now?
4. What are student reactions/ownership during the
Do Now Review?
5. How long do you usually spend on your Do Now?
Sticky-Note Jot
Best Practices
Standards Reassessment Rigor
Skill-based Test-based Lesson-Based
*Students should be able
to use skills taught in class
to solve the problems
*Students should be
seeing the language
from ANET and PARCC
items
*Some Do Now blocks can
be 15 minutes and others
can be 30 minutes
*Teachers can identify 2-3
most commonly made
mistakes in order to
determine student gaps
*Standards are used in
order to spiral previously
taught content
*It can be used as a tool
to see which previously
taught standards need
to be reassessed
*The rigor of your lesson
(amount of time students
need to practice) will
determine the rigor and
time spent on the Do Now
*12 min-student
*18 min-teacher/class

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Misconceptions
Fluency Hook INM/ Preview
Do Now should
not mimic
Fluency
Do Now should
not be a lesson
hook
Do Now should
not be a quick
preview for skills
needed for
“today’s lesson”
*Unless add., sub., mult.,
or div. fluency is a part of
your standards, students
should not be doing
fluency-like questions
*Students should not be
doing repetitive
problems that are “fun”
but related to the
current lesson or future
lessons
*Students should not be
working towards a current
standard. Example, we are
teaching fraction
equivalency today. I will
not use identifying fraction
pictures as my Do Now
Week 1 of Unit Example
• 6 computation
problems
• One word problem,
medium-low rigor
• Targeted fluency
standards
Week 2 of Unit Example
• 3 computation
problems
• 3 word problems
that have been
assessed on ANET
or a bi-weekly
assessment
• Targeted fluency
standards with
more difficult
computation
Non-Exemplar
Fluency Lesson Preview
3.MD.1 — Tell and Write Time and Solve
Addition and Subtraction Time Problems
A set of problems that are not directly connected
to any particular standard or does not assess it in
a way that is reproducible for a rigorous
assessment.

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Video
› What does it look like in the classroom?
Tangible Strategies
Hands Up!
Raise your hand f You Had
“A”….. “B”…….etc.
(Teacher tracks the # of students who
had each answer choice. This helps
identify where the mistake is happening)
Lights Out!
Teacher says “lights out” and all
students put their heads down.
(Students who chose A, please raise
your hand, students who chose B,
please raise your hand…etc.)
Team Debates
For more rigorous questions, that may be
“yes.. Her reasoning is correct because or
“no…her reasoning is incorrect because”
Students will split into teams based on their
answer- debate their question
Note Card/White Board
Students will write down their answer on
the cards. I already have my kids use
A,B,C,D, notecards for these activities.
ANET-1 Data
My Do Now- Following Week

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Informal Classroom Data
9
students
7 students
Tips to Seeing Success in Your Do Now
› Consistency
› Use a Do Now each day (except assessment days)
› Use the same procedure each day
› Use the same 3 standards for the entire week (M-F)
› Problem Set
› 6 computation problems during week 1 of your bi-weekly unit
› 3 comp. and 3 word problems during week 2 of your bi-weekly unit
› Keep track of commonly missed questions
› Use your informal Data to help you identify which standards need to
continue being assessed in the Do NOW
Let’s Create our Do Now for Monday-Wednesday
› Monday and Tuesday
› 6 computation problems
› Low-Medium Rigor
› 1 question per standard
› Wednesday
› 3 computation problems
› 3 ANET-1 word problems
› Try to use 3 standards to focus on, 1 comp 1 word
Work Time
30 Minutes