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Executive Functioning & Math

► For students in grades K to 4, build daily routines that build calendar concepts, place value concepts, and use the calendar to build number concepts

► For older students, use the calendar as a spring board for higher math concepts and manipulations, to build greater stamina for more complex math language

H. Bamberger, 11-5-12, Summit Syposium

Executive Function & Math: K-4

► What is today’s date?

► What will tomorrow’s date be?

► What will the date be a week from tomorrow?

► How many days have we been in school?

► How would you show this number using tally marks, a tens frame, base ten materials?

► Is today’s date an even or odd number

► If today is the 33rd day of school, how many more days until the 100th day of school?

H. Bamberger, 11-5-12, Summit Symposium

Executive Function & Math: Older students

Using a calendar grid, ask:

► We have been in school for 45 days, what are the factors of 45?

► Is 45 even or odd?

► Is 45 prime or composite?

► How would you show 45¢ using coins?

► What number is 10 more, 10 less, 100 more than 45?

► Would 45 cubes fill this container?

► If 45 were the number of hours, how many days would this be?

H. Bamberger, 11/5/12, Summit Symposium

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Executive Function & Math: Even older students

► Is 45 a square number?

► How could you prove this?

► What would the square root of 45 be (about)?

► How could you model this?

► What would ½ of 45 be? ¼?

► What are all of the rectangular arrays that 45 squares could be arranged in?

► What is 40 less than 45?

► What is 50 less than 45?

H. Bamberger, 11/5/12, Summit Syposium

Executive Function, Math, & Memory

► Visual, auditory, kinesthetic, tactile cues and supports help student retrieve math information they have learned

► Visual organizers

Hundreds charts

Tens frames help learn ways to make 10

Number lines to teach greater/less than, number sequence, positive/negative, simple computation

► Play games!

Executive Function, Math, & Memory

► Teach facts strategically

Counting on by one, then two

Teach the doubles

Look at near doubles, or doubles plus one

Teach the tens

► Look for patterns and relationships when teaching multiplication, do not teach in order (1s, 2s, 3s)

► Begin with facts they know: tens, fives, twos, ones

► Play games!!

H. Bamberger, 11-5-12, Summit Symposium

10/9/2012

22

Name: ______________________________________ Date: ________________________

Shape Search

Directions: Search the quilt, pottery, and Native American blanket patterns for shapes. Trace or sketch each shape you find under the correct category below.

Best Work checklist Number

sentence

Picture

Label

Name: ____________________________ Date: ___________

Story Problem

Max made 8 trays of cookies with 4 cookies on each

tray. John then decided to share the cookies with the

5 students in Mrs. Randall's math class. How many

cookies did each student get?

Number sentence: ______________________________________

Draw a picture to show how you solved the problem.

Leftovers?

What do I have

to do?

+ - x ÷

How to Solve Addition and Subtraction Problems

Read problem

Best Work checklist

Neat handwriting

No reversed

numbers

Double check math

Organization

Circle or

highlight sign

+ or –

???

Look at ones

place

Can I do

this?

Yes… go

ahead and

subtract

No...I

need to

rename

Look at tens

place

Can I do

this?

Yes… go

ahead and

subtract

No...I

need to

rename

Look at

hundreds place

Can I do

this?

Yes… go

ahead and

subtract

No...I

need to

rename

How to Solve Addition and Subtraction Problems

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Strategy Example: Think Aloud

1. “What is my problem (job)?” or “What am I supposed to

do?”

2. “How can I do it?” or “What is my plan?”

3. “Am I using my plan?”

4. “How did I do?” Wallace, Jones, Levit, Summit School Training, 2009

Paul, R. Language Disorders from Infancy through Adolescence.

St. Louis: Mosby, 2001. p.483 and sources sited therein.

Read the entire problem.

Underline the question.

Circle important information.

Write a number sentence. Then, draw a picture.

Solve the problem. Don’t forget to label!

RrC 2009

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Executive Function and Academic Content Learning

►Science and Social Studies

Poor performance on tests because of passive

or minimal study skills

Poor comprehension of texts

Weak ability to link concepts without explicit instruction

Needs multi sensory instruction to retain information

Take notes

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Strategy Example: Tell What I Know

Topic: Solar System

What I need to learn: How do the parts of the solar system

move?

What I knew before reading: Earth goes around the sun,

earth turns to make day/night, other planets are in solar system

What I know now: Moon goes around the earth, axis, Mars is

near earth

What I don’t know yet: Why isn’t moon always full? Why is

there midnight sun in Alaska? Name all the planets.

Wallace, Jones, Levit, Summit School Training, 2009

Paul, R. Language Disorders from Infancy through Adolescence.

St. Louis: Mosby, 2001. p.483 and sources sited therein.

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