MNPS Numeracy Coaches Ernestine Saville-Brock Math Coordinator
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Transcript of MNPS Numeracy Coaches Ernestine Saville-Brock Math Coordinator
MNPS Numeracy Coaches
Ernestine Saville-BrockMath Coordinator
Elementary Balanced Math
A Starting Point for Problem Solving
A Starting Point for Problem Solving
Many children think of mathematics as a subject that relies on their memorizing facts and practicing
skills. But, the true test of children’s success in mathematics is when they can’t remember a fact or have forgotten a skill, they are able to think, reason, and solve problems
and make sense of mathematical ideas.
Marilyn Burns
Norms
I commit to…• beginning and ending on time• turning my cell phone to
vibrate• respecting everyone’s opinion• processing our learning• actively participating and
having fun learning together
Round Robin Share
• Name • Where do you teach? • What grade do you teach ?• What is one thing most people do
not know about you?
Agenda• Mental Math and Math Review • Morning Break • Concept Lesson (Day 1 and 2) • Lunch - 1 hour 15 minutes• Concept Lesson (Day 3 and 4)• Afternoon Break • Concept Lesson (Day 5)• Closure
Parking Lot Parking Lot
Balanced Math
MNPS began implementing
several years ago
District initiative 2010-2011- all schools and all
teachers are to fully implement Balanced
Math
Conceptual Understandin
g
Problem Solving
Computational Fluency
Becomes routine
Workable schedule
Best practices
Research based
Implementation of math components
Student centered
Standards based
K-2
Common Core
Standards
Mandatory Pacing Resources Activities
Supports Balanced Math
Course Outlines
3-4
Tennessee Standards
Mandatory Pacing Resources Activities
Supports Balanced Math
Does this meet my current standards?
Does this meet my current standards?
http://mnpsmath.wikispaces.com
Course OutlinesElementary Balanced Math Training
Wikispaces
Day 15 minutes 40 minutes 5 minutes
1 Math Review
Mental Math
Concept Lesson MenuProblem solving, manipulatives, small groups, centers
Closure/math
journals
2 Math Review
Mental Math
Concept Lesson MenuProblem solving, manipulatives, small groups, centers Closure
3 Math Review
Mental Math
Concept Lesson MenuProblem solving, small groups , centers Closure
4 Math Review
Mental Math
Concept Lesson MenuProblem solving, manipulatives, small groups, centers Closure
5 Math Facts Practice/Math Review Quiz
Problem-based activities, centers, games, small groups
6 Math Review
Mental Math
Concept Lesson MenuProblem solving, manipulatives, small groups, centers Closure
7 Math Review
Mental Math
Concept Lesson MenuProblem solving, manipulatives, small groups, centers Closure
8 Math Review
Mental Math
Concept Lesson MenuProblem solving, manipulatives, small groups, centers Closure
9 Math Review
Mental Math
Concept Lesson MenuProblem solving, manipulatives, small groups, centers Closure
10 Assessment/Math Review Quiz
Assessment
Balanced Math Framework
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 solve problems in their math journals or notebooks.
Correct together and 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.
Daily Math Review
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
Did you notice?Did you notice?
http://mnpsmath.wikispaces.com
Math ReviewElementary Balanced Math Training
Wikispaces
“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
Ten Frames Ten Frames
Ten Frame DotsTen Frame DotsCombine these frames!How many do you see??
Have you practiced making combinations of five and ten?
You are getting faster at this! Keep practicing!
Numbers About Me
Numbers About Me
All About Jamal
Jamal is in grade ______.
He is _______ inches tall.
His pencil is ________ inches long.
Jamal’s dog, Sammy, weighs _______ pounds.
Numbers 49 2 6 27
Fit the Facts
• 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
http://mnpsmath.wikispaces.comMental Math
Elementary Balanced Math Training
Wikispaces
“Tell me and I’ll forget. Show me, and I may not remember.Involve me, and I will
understand”.-Native American Proverb
“Tell me and I’ll forget. Show me, and I may not remember.Involve me, and I will
understand”.-Native American Proverb
Students experience inquiry-based methods of understanding key concepts
Use of concrete representation when introducing new conceptsProblem-based interactive learning should be the foundation in teaching for understanding Teachers implement strategies that help students develop understanding
Utilize resources and methods beyond the adopted textbook
Opportunities to work with small group instruction, enrichment, etc
Does this meet my current standards?
Does this meet my current standards?
Day 15 min 40 minutes5
minutes
1
Math Review
Mental Math
Concept Lesson Menu (Choose one or combination)•problem solving •manipulatives•literature connection•small groups/ centers
Closure
2Math
ReviewMental Math
Concept Lesson MenuClosure
3Math
ReviewMental Math
Concept Lesson MenuClosure
4Math
ReviewMental Math
Concept Lesson MenuClosure
5Assessment
Math Review QuizSmall Group Activities-centers/stations, games, problem solving
EXAMPLE Balanced Math
1 week Framework
Balanced Math Rotations
MNPS Tube
Balanced Math Rotations
MNPS Tube
Measurement Vertical Alignment
Grades K - 5
Grade K Grade 1 Grade 2•Recognize tools for weight, length and temperature•Make direct and indirect comparisons between objects
•Standard vs. non-standard•Estimate and measure using and recognizing appropriate tools•Use comparative words•Use a thermometer to measure temp.
•Estimate, measure and calculate length to the nearest inch/cm•Use a ruler•Read thermometers•Weight to nearest lb. or kilo.
Grade 3 Grade 4 Grade 5
•Nearest half inch & cm•Know common equivalencies for length•Use fractions with liquid measures•Weight to the nearest ounce or gram•Calculate perimeter •choose reasonable units of measure•solve problems
•Nearest ¼ inch •Length•Area •Perimeter•Capacity •Weight•Number & letter coordinates on grids•Perimeter and area of rectangular figures
•Area of triangles and parallelograms, perimeter and area of irregular shapes•Length of line segments in 1st
quadrant of coordinate system using fractions & decimals•Record measurements in reasonable degree using decimals/fractions
Day 15 min 40 minutes 5 minutes
1 Math Review
Mental Math
Concept Lesson MenuGrandma ActivityLiterature LinkHow Big is a Foot?
Closurevocabulary
cards
2 Math Review
Mental Math
Concept Lesson MenuManipulative ActivitySuper Source Kit -Tour of the Islands
Closure
3 Math Review
Mental Math
Concept Lesson MenuProblem Solving-Performance TaskStand Up, Hand Up, Pair Up
Closure
4 Math Review
Mental Math
Small groups & centers Differentiated Dinner MenuIntervention groups
Closure
5 AssessmentMath Review Quiz
Formative AssessmentMeasurement Olympics
EXAMPLE Balanced Math Framework
Measurement
Day 15 min 40 minutes 5 minutes
1 Math Review
Mental Math
Concept Lesson MenuGrandma ActivityLiterature LinkHow Big Is a Foot?
Closuremath
journalsvocabulary
cards
Day 1
Day 2
2 Math Review
Mental Math
Concept Lesson MenuManipulative ActivitySuper Source KitTour of the Islands
Closure/math
journals
This is a game for 2 to 4 playersThe object is to be the first to land on each of the islands
on the game board and then return to the Mainland.• Each player chooses a different-color crayon or marker to record his or
her plays on the game board map. Decide who goes first. • The first player puts an X anywhere on the Mainland to mark a starting
point and decides which island to visit first.• Each player announces an estimate of the distance on the map from the
starting point to the island. • Then, starting at the X, the player lays down a train of Cuisenaire Rods
equal to the estimate so that the train extends in the direction of the first island.
• The player then marks where the train ends. If the train reaches the island, on the next turn the player can proceed in the same way to any other island.
• If the train does not reach the island, the player must “tread water” and try to reach the island from this location on the next turn.
• Each player chooses a different starting point on the Mainland, marks it with an X, and follows the same procedure to go from island to island in any order.
• Players take turns. When players have visited all the islands, they use the same procedure to return to their starting point on the mainland.
• The player who returns to the starting point first is the winner.
Tour of the Islands
Closure
Choose two islands on the map
and write a set of directions for
how to estimate and find the
distance between them.
ClosureWhat - Representations of key concepts and relevant
connections .Opportunity to use math vocabulary/word wall in context.Students articulate their thinking including pictures and words.
Why - Writing can assist math instruction in two ways - by helping children make sense of mathematics and by helping teachers understand what children are learning.
When – Typically, this occurs at the conclusion of math class. It should take only a few minutes of the lesson.
Where – Math classHow - Math Journals
Vocabulary Exit Tickets
Does this meet my current standards?
Does this meet my current standards?
1st 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.
Concrete
Representational
Abstract
C R A Model
• Instructional Coaches• Super Source Manipulative Kit • Marilyn Burns Math Lessons• Marilyn Burns Math and
Literature • Online resources• Math Games• Textbook• Teacher Resource books• Navigations Series (NCTM)• AIMS
Music imprints an instructional
message in the human brain 90%
faster than any other learningstrategy.
Music with the Brain in Mind Eric Jensen
How many rectangles can you find in the grid below?
I Have Who Has I Have Who Has
Day 15 min 40 minutes 5 minutes
1 Math Review
Mental Math
Concept Lesson MenuGrandma ActivityLiterature LinkHow Big Is a Foot?
Closurevocabulary
cards
2 Math Review
Mental Math
Concept Lesson MenuManipulative ActivitySuper Source Kit - Tour of the Islands
Closure
3 Math Review
Mental Math
Concept Lesson MenuProblem Solving-Performance TaskStand Up, Hand Up, Pair Up
Closure
4 Math Review
Mental Math
Small groups & centers Differentiated Dinner MenuIntervention groups
Closure
5 AssessmentMath Review Quiz
Formative AssessmentMeasurement Olympics
EXAMPLE Balanced Math Framework Measurement
Day 3
3 Math Review
Mental Math
Concept Lesson MenuProblem SolvingPerformance TaskStand Up, Hand Up, Pair Up
Closuremath
journals
A problem is defined by… Any task or activity for which a
student has no prescribed or memorized
rules or methods, nor is there aperception by the student that
there isa 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
Mini-lessonsTasks that do not require the entire class period—the think-pair-share strategy is useful.
Workstations and gamesCan be setup around the room without the need to distribute and collect materials to allow students to work on different tasks and concepts.
Problem-solving MenuA menu is a collection of activities for a student to do. A menu can provide differentiated 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?
Model (Draw a picture or diagram, or make a
list, table, chart, or graph).
Numbers(Show how worked each part of the problem).
WordsTo solve this problem, first I had to
_____________________________. Then, I________________________. Next, I _______________________.After that, I ___________________. Finally, I found out that ________________________________________.
Answer
http://mnpsmath.wikispaces.com
Problem Solving ResourcesElementary Balanced Math Training
Wikispaces
Day 4
4 Math Review
Mental Math
Small groups & centersDifferentiated Dinner MenuIntervention Groups
Closure/math
journals
Dinner MenuMain Dish (Select __)
• Measure the length of the objects in the measurement container using any of the nonstandard units we have used in class.
• Using your vocabulary cards, play “Show me the word that means…” with a partner• Complete Measurement Scavenger Hunt activity.
• Use machine tape and follow directions to create Season’s By the Yard.
Side Dishes (Select __)
• Use a ruler to draw and label lines for the following measurements: 10 inches, 5 inches, 3 centimeters, 15 centimeters, 1 foot, 1 inch, 3 inches, and 10 centimeters.
• Organize the pictures of the objects in order from smallest to largest.• In partners, use your vocabulary cards. Partner A turns to word side and
partner B turns to definition. They match cards. • Complete Perfect People activity with a partner.
Dessert (Select __) • Draw a map of Tennessee. Label 4 locations on your map with a large dot. Using you ruler
draw lines to connect these locations. Measure and label these lines on your map to the nearest inch. Write a story problem on an index card that can be solved using your map.
• Using your vocabulary cards, choose 3 cards and list at least 3 examples of each word.
• Create measurement layer book foldable. Measure and record items from tub.
Afternoon Break Afternoon Break
Day 5
5
AssessmentMath Review
Quiz
Formative AssessmentMeasurement Olympics
Measurement Olympics
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 Assessments
Teacher ObservationMath Journals
Teacher Made TestsChapter and Unit Tests
Easy CBM Math (DIBELS)Discovery Education Assessments
Benchmark AssessmentsProjects
http://mnpsmath.wikispaces.comMath Sites
Elementary Balanced Math Training
Wikispaces
1. What is the most significant thing you learned about Balanced Math?
2. What component will you implement first and with what math standard?
3. What support do you need next as you implement Balanced Math?
Presented by
MNPS Elementary
Numeracy Coaches
Ernestine Saville-BrockMNPS Mathematics Coordinator
K-12 [email protected]
Elementary Balanced Math
Bibliography
Five Easy Steps to a Balanced Math Program for Primary
Grades
by Larry Ainsworth and Jan Christinson