Assembling a Math Intervention Program

Susette Jaquettewww.EdTech4ALEKS.com

jaquette@edtech4aleks.com734-657-4358 (text or voice)

Putting together a math intervention program, can be similar to putting together IKEA furniture!

Using Engage NY and ALEKS

A Systemic Plan for Math Intervention

CCSS using Engage NY Curriculum(Skills, Knowledge, Application Development)

Math Intervention using ALEKS(Skills and Knowledge Development)

Supports• Implementation Specialist• Accessible Resources• Customized Classes• Intervention Planning Tool• Trackers• Weekly Q&A Debriefing

Conference Call

Supports• Instructional Coach• Scope and Sequence

• Printed Teacher Resources• ALEKS Guide to Direct Engage

NY Planning• PowerPoint Samples

CCSS using Engage NY Curriculum(Skills, Knowledge, Application Development)

Math Intervention using ALEKS(Skills and Knowledge Development)

Supports• Implementation Specialist• Accessible Resources• Customized Classes• Intervention Planning Tool• Trackers• Weekly Q&A Debriefing

Conference Call

Supports• Instructional Coach• Scope and Sequence

• Printed Teacher Resources• ALEKS Guide to Direct Engage

NY Planning• PowerPoint Samples

On

Printed Teacher Resources On

What ALEKS is…..And what it is not.

It is a tool!

Find out: what students know, what they don’t know,

what they are ready to learn.

Learn about ALEKS

Self-scheduled activities on EdTech4ALEKS.com

OrContact Susette Jaquette for personalized training.

• Write down your ALEKS teacher account login information.

On

Create ALEKS Classes

Options for Placing Students in ALEKS Courses

• Aligned with Engage NY (Grade Level Placement)

• Based on Instructional Level (Use Placement Guide)

(Look at Student Trackers and Course Syllabi)

On

Lesson Planning with ALEKS for Math

Intervention

Simulation using the planning tool.

Tool available on EdTech4ALEKS.com

On

Setting the Expectations for the Math Intervention Content and Time

ALEKS Topics - Math SkillsALEKS Quick Tables - Number FluencyALEKS Worksheets - Translating

Symbols and Words(See Scope and Sequence)

Lesson Planning with ALEKS for Engage

NY

• Simulation using the ALEKS to Direct Engage NY Planning Guide.

• Sample PowerPoint

Available on EdTech4ALEKS.com

On

Place Value Grade 5, Module 1, Lesson 1

Do NowJay has 56 soccer balls. He gave away 25 of the soccer balls to Ashley. How many soccer balls does he have left?

Objective/PurposeThe purpose of the lesson is to reason

concretely and pictorially using place value understanding to relate adjacent base ten units from millions to thousandths.

How many tens are in…10 ones = _____ ten

10 ones = 1 ten

20 ones = _____ tens

20 ones = 2 tens.

30 ones = ____ tens

3 tens.

Ready to Learn!Now we are going to get out white boards to

practice more place value.

Who remembers expectations for white boards?

You only write on the white side of the white board with your white board marker.

White board needs to stay flat on your desk unless you are asked to hold it up.

Only math is to be written on the white board.

If your marker runs out, cap it and hold in the air.

.

Copy this chart down on your white board

10 10 10

.

• How many tens do you see? • 3 tens. • There are 3 tens and how many ones? • Zero ones. • 3 tens = ________. Fill in the blank. • 3 tens = 30.

3 0

.

• Solve on your white board using your chart. • 9 ones 24 hundredths =_____• 9.24

Application ProblemFarmer Jim keeps 12 hens in

every coop. If Farmer Jim has 20 coops, how many hens does he have in all? If every hen lays 9 eggs on Monday, how many eggs will Farmer Jim collect on Monday? Explain your reasoning using words, numbers, or pictures.

Ready to Learn!Each of you will be given a place value chart and

we will now do some problems together to better understand place value!

0.4 × 10 Use digits to represent 4 tenths at the top of your place

value chart. 4 tenths × 10 = 40 tenths, which is the same as 4

wholes. 4 ones is 10 times as large as 4 tenths. On your place value chart, use arrows to show how the

value of the digits has changed. (On place value chart, draw an arrow to indicate the shift of the digit to the left, write × 10 near the arrow.)

Why does the digit move one place to the left? Because it is 10 times as large, it has to be bundled for

the next larger unit.

I do

0.04 × 10 Use digits to represent 4 hundredths at the top of your

place value chart. 4 hundredths × 10 = 40 hundredths, which is the same as

4 tenths. 4 tenths is 10 times as large as 4 hundredths. On your place value chart, use arrows to show how the

value of the digits has changed. (On place value chart, draw an arrow to indicate the shift of the digit to the left, write × 10 near the arrow.)

Why does the digit move one place to the left? Because it is 10 times as large, it has to be bundled for the

next larger unit.

We do

0.004 × 10 Use digits to represent 4 thousandths at the top of your place

value chart. Work with your partner to find the value of 10 times 0.004. Show

your result at the bottom of your place value chart. 4 thousandths × 10 = 40 thousandths, which is the same as 4

hundredths. 4 hundredths is 10 times as large as 4 thousandths. On your place value chart, use arrows to show how the value of the

digits has changed. (On place value chart, draw an arrow to indicate the shift of the digit to the left, write × 10 near the arrow.)

Why does the digit move one place to the left? Because it is 10 times as large, it has to be bundled for the next

larger unit.

You do it together

You do it togetherA. 0.7 ÷ 10

0.07

B. 0.7 x 10 7

C. 0.7 ÷ 100 0.007

D.0.7 x 100 70

E. 0.05 ÷ 10 0.005

F. 0.05 x 10 0.5

You do it aloneWrite the digits two and forty-three hundredths

on your place value chart.

Multiply by 10, then 100, and then 1,000. A. 2.43 × 10

B. 2.43 × 100

C. 2.43 × 1,000

Turn and talk with a partner: comparing the products you get.

Independent PracticeComplete the problem set independently.

Expectations:Voice level 0Stay in your seatOnly working on your own paper and the problem

set.

DiscussionCompare the solutions you found when

multiplying by 10 and dividing by 10 (3.452 × 10 and 345 ÷ 10). How do the solutions of these two expressions relate to the value of the original quantity? How do they relate to each other?

What do you notice about the number of zeros in your products when multiplying by 10, 100, and 1,000 relative to the number of places the digits shift on the place value chart? What patterns do you notice?

DiscussionWhat is the same and what is different about the

products for Problems 1(a), 1(b), and 1(c)?

When solving Problem 2(c), many of you noticed the use of our new place value. (Lead brief class discussion to reinforce what value this place represents. Reiterate the symmetry of the places on either side of the ones place and the size of thousandths relative to other place values like tenths and ones.)

Exit TicketTime to show me what you have learned!

Expectations:Voice level 0 Stay in your seat Try your best!

Accessing ALEKS Data

Teacher Accountability DocumentsOLesson Planning with ALEKS OClass Trackers for Topic MasteryOClass Trackers for QuickTables

MasteryOClass Tracker for Ready-to-Learn

Worksheets

Accessing ALEKS Data

OStudent Accountability DocumentsOStudent TrackerO Student Notebook: Notes, worked

problems, created problems, vocabulary.

Note: It is recommended that students spend a minimum of 100 minutes per week working on their ALEKS pie mastery and 45 minutes per week on their ALEKS QuickTables.

Accessing ALEKS Data

OALEKS Pie Mastery – Find in Progress Report and Pie Report

OQuickTables Progress – Find in QuickTables Progress Report

OReady-to-Learn Worksheet Problems – Offline activity

Analyzing Data

Grade Level Content: Number of students working on content,Below grade level,Near grade level,At grade level,Above grade level.

Growth: Quartile jumps needed to demonstrate proficiency of grade level content.