Ernestine Saville-Brock MNPS Math Coordinator

Ernestine.Saville-Brock@mnps.org

Pam Pedigo & Sue CollierNumeracy Coaches

Elementary Balanced Math

Problem Solving

ComputationalFluency

ConceptualUnderstanding

• Standards based• Student centered

• Implementation of math components

• Research based• Best practices

• Workable schedule• Becomes routine

Support Balanced Math• Pacing

• Resources• Themes

http://guest.portaportal.com/courseoutlines

Balanced Math Framework Elementary School

Day 15 min 40 minutes 5 minutes

1 Math Review Mental Math Concept LessonProblem solving, small groups intervention, centers, or manipulatives

Closure/math journals

2 Math Review Mental Math Concept LessonProblem solving, small groups intervention, centers, or manipulatives

Closure

3 Math Review Mental Math Concept LessonProblem solving, small groups intervention, centers, or manipulatives

Closure

4 Math Review Mental Math Concept LessonProblem solving, small groups intervention, centers, or manipulatives

Closure

5 Assessment/Math Review Quiz Math activities, centers, games, small group, intervention

6 Math Review Mental Math Concept LessonProblem solving, small groups intervention, centers, or manipulatives

Closure

7 Math Review Mental Math Concept Lessonproblem solving, small groups intervention, centers, or manipulatives

Closure

8 Math Review Mental Math Concept LessonProblem solving, small groups intervention, centers, or manipulatives

Closure

9 Math Review Mental Math Concept LessonProblem solving, small groups intervention, centers, or manipulatives

Closure

10 Assessment/Math Review Quiz Assessment

• Typically, this involves the teacher posting 4-6 varying math concepts for students to work.

• The teacher acts as a facilitator who encourages a variety of ways to solve problems and helps model efficient thinking when necessary.

• Students take turns sharing their individual strategies with the class.

• Concepts are consistently revisited throughout the year so that they are not taught in isolation and/or forgotten.

Spiral review of grade levelconcepts taught throughout the

year• Math morning work• Calendar activities• Estimation prompts

• Houghton Mifflin Transparencies• Thinklink practice probes

• Math warm-ups

Mountain Math http://www.mtmath.com/forum/mtmath.php?topic=mathKitsArithmetic Developed Daily http://www.growpub.com/cgi-bin/GRWstore.pl?user_action=detail&catalogno=AD3Week By Week Essentials

http://community.learnnc.org/dpi/math/archives/2005/06/grades_35_resou_1.php

Daily Math Review

Name_______________________________________________________________________

5 hundreds, 4 tens, 3 ones = _____

295 + 486

600 - 247

9 x 6 = ___

___ days = 2 weeks

___ min. = 1hr.

___ in. = 1 ft.

Place value Addition Subtraction Multiplication Measurement

“Math on Your Feet”

• Brief daily sessions • Opportunities to practice

mental computation • Opportunities to solve

problems in a variety of ways • Could occur during transition

times.

• One more/one less, before/after, a given number

• Counting by twos, fives, tens• Doubles• Fact families• Measurement (time, money, calendar, feet,

etc.)• Math Vocabulary/Math Word Wall• Addition &/ or Subtraction Facts• Estimation • Math Around the Room

Daily Mental Math Activities

• http://www.aea11.k12.ia.us/prodev/math/mentalmath/dailymm.html

• Students experience an inquiry-based method of understanding key concepts

• Use of concrete representation when introducing new concepts

• Embedded problem solving• Teachers implement strategies that help

students develop understanding• Utilize resources and methods beyond

the adopted textbook• Opportunities to work with small group

remediation, enrichment, etc.

Day 15 min 40 minutes 5 minutes

1 Math Review

Mental Math

Literature & Manipulative InquiryBig Book Base Ten, exploration, mats, vocabulary

Closuremath

journals

2 Math Review

Mental Math

Concept LessonBase ten number building, adding on, trading, writing numerically, eManipulatives

Closuremath

journals

3 Math Review

Mental Math

Problem Solving/Manipulative ActivitySuper Source lesson-Race For a Flat

Closuremath

journals

4 Math Review

Mental Math

Concept Lessontextbook

Closuremath

journals

5 AssessmentMath Review Quiz

Small Group InterventionActivities-centers/stations, games, problem solving

Balanced Math Framework Elementary School

• Content words• Current vocabulary• Interactive• Keep retired vocabulary

accessible (dictionary, index cards, center)

Day 15 min 40 minutes 5 minutes

1 Math Review

Mental Math

Literature & Manipulative InquiryBig Book Base Ten, exploration, mats, vocabulary

Closuremath

journals

2 Math Review

Mental Math

Concept LessonBase ten number building, adding on, trading, writing numerically, eManipulatives

Closuremath

journals

3 Math Review

Mental Math

Problem Solving/Manipulative ActivitySuper Source lesson-Race For a Flat

Closuremath

journals

4 Math Review

Mental Math

Concept Lessontextbook

Closuremath

journals

5 AssessmentMath Review Quiz

Small Group InterventionActivities-centers/stations, games, problem solving

Balanced Math Framework Elementary School

Goal: Get enough longs and units to trade for a flat worth 100

• One team rolls 2 number cubes. The players find the sum of the numbers they roll and take units to show that number.

• Then, put their units on the mat.• If team gets 10 or more, trade in for a

long. Take turns rolling, finding sums, putting units on the mats and trading for longs.

• As soon as a team has 100 or more, they trade for a flat and win that round!

• Super Source Manipulative Kit Lessons

• Navigations Series (NCTM)• Marilyn Burns Math Lessons• Marilyn Burns Math and

Literature • Math Games

Mathwire– http://www.mathwire.com

Internet4Classrooms – http://internet4classrooms.com/

Learning Stages1st Students will use their prior knowledge to construct concrete representations of math

2nd Students must represent their understanding in a

reflective &/or symbolic form

3rd One or both forms will be a visual reminder for the understanding of the higher-thinking

abstract

Representation

AbstractConcrete

Learning Stages

Representation/Pictorial

Concrete Abstract

Day 15 min 40 minutes 5 minutes

1 Math Review

Mental Math

Literature & Manipulative InquiryBig Book Base Ten, exploration, mats, vocabulary

Closuremath

journals

2 Math Review

Mental Math

Concept LessonBase ten number building, adding on, trading, writing numerically, emanipulatives

Closuremath

journals

3 Math Review

Mental Math

Problem Solving/Manipulative ActivitySuper Source lesson-Race For a Flat

Closuremath

journals

4 Math Review

Mental Math

Concept Lessontextbook

Closuremath

journals

5 AssessmentMath Review Quiz

Small Group InterventionActivities-centers/stations, games, problem solving

Balanced Math Framework Elementary School

• Math Journals• Reflect individually and with

whole-group• Record representation of key

concepts• Opportunity to use math

vocabulary/word wall in context • Pose questions• Problem solving

JournalingDraw Have children draw a model of baseten blocks for any given number,such as 93.

Write (in complete sentences)How many more do you need to get to

100?What are all the possible combinations of numbers that could be rolled on the

numbercubes to get to 100?

• Problem solving tasks are…– using a strategy or strategies

to make sense of a problem.– Based on real-life experiences

whenever possible.– Investigative experiences that

encourage concept building and skill acquisition.

A problem is defined by…

Any task or activity for which a student has no prescribed or memorized rules or methods, nor is there a perception by the student that there is a specific “correct” solution method.

Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., & Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 25 (May), 12-21.

MinilessonsTasks that do not require the entire class period—the think-pair-share strategy is usefulWorkstations and gamesCan be setup around the room without the need to distribute and collect materials to allow students to work on different tasks and conceptsProblem-solving MenuA menu is a collection of activities for a student to do. A menu can provide class work activities for several days, a week, or a longer period of time. The tasks on the menu are not hierarchical and do not conceptually build upon each other.

What are some ways to incorporate more problem

solving?

Problem Solving Resources

NCTM Illuminations websitehttp://illuminations.nctm.org/

MNPS Math Wikispacehttp://mnpsmath.wikispaces.com

Sunshine Mathhttp://mnpsmath.wikispaces.com/Problem+Solving

MNPS Portaportalhttp://www.portaportal.com/mnpsmath

Computer Center– http://www.eduplace.com/elogin/– http://www.portaportal.com/

HM Math Center Resource Book Super Source Activities (from

previous lessons) Family Math Book Take It To Your Seat Folder

Games

Balanced Math Framework Elementary School

Day 15 min 40 minutes 5 minutes

1 Math Review Mental Math Concept LessonProblem solving, small groups intervention, centers, or manipulatives

Closure/math journals

2 Math Review Mental Math Concept LessonProblem solving, small groups intervention, centers, or manipulatives

Closure

3 Math Review Mental Math Concept LessonProblem solving, small groups intervention, centers, or manipulatives

Closure

4 Math Review Mental Math Concept LessonProblem solving, small groups intervention, centers, or manipulatives

Closure

5 Assessment/Math Review Quiz Math activities, centers, games, small group, intervention

6 Math Review Mental Math Concept LessonProblem solving, small groups intervention, centers, or manipulatives

Closure

7 Math Review Mental Math Concept Lessonproblem solving, small groups intervention, centers, or manipulatives

Closure

8 Math Review Mental Math Concept LessonProblem solving, small groups intervention, centers, or manipulatives

Closure

9 Math Review Mental Math Concept LessonProblem solving, small groups intervention, centers, or manipulatives

Closure

10 Assessment/Math Review Quiz Assessment

FORMATIVE—checking on learning as students progress

SUMMATIVE—checking on learning at the end of the learning experience

Assessment

“When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative.”

(Stake, 2005)

Formative & Summative Assessment

Teacher ObservationMath Journals

Teacher Made TestsStudy Island, Compass, Accelerated

Math…Houghton Mifflin Chapter

and Unit TestsProjects

Thinklink Relay

MNPS 3rd Grade ELL teacherSusanna Owens

modeling Balanced Math

http://10.189.201.34/watch_video.php?v=244237dc39021b3

Think about the standards that wereincluded in all of the activities and

lessons In your teams, highlight the standards

which:• Were included in the activities and

lessons• ALSO, look for standards that were

“uncovered” today• Discuss and highlight other standards

that could be incorporated into specific grade levels.

• What is one significant thing you learned about Balanced Math?

• What is the first thing you think you will implement?

• What do you need next to support you as a Coach?

Elementary Balanced Math

Presented bySue Collier

Numeracy Coach Tulip Grove Elementary School

Pam PedigoNumeracy Coach/Math Specialist

Dodson Elementary SchoolErnestine Saville-Brock

MNPS Mathematics Coordinator K-12Ernestine.Saville-Brock@mnps.org

Bibliography

• Five Easy Steps to a Balanced Math Program for Primary Grades (Paperback) (K-2) by Larry Ainsworth and Jan Christinson

• Five Easy Steps to a Balanced Math Program for Upper Elementary Teachers (Paperback) (Grades 3-5)

• by Larry Ainsworth and Jan Christinson