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?


http://mnpsmath.wikispaces.com

Course OutlinesElementary Balanced Math Training

Wikispaces

http://mnpsmath.wikispaces.com/

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


5 Math Facts Practice/Math Review Quiz

Problem-based activities, centers, games, small groups

6 Math Review

Mental Math


7 Math Review

Mental Math


8 Math Review

Mental Math


9 Math Review

Mental Math


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?


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

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


4Math

ReviewMental Math


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


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

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


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


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


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


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

mailto:[email protected]

mailto:[email protected]

Bibliography

Five Easy Steps to a Balanced Math Program for Primary

Grades

by Larry Ainsworth and Jan Christinson

mnps numeracy coaches ernestine saville-brock math coordinator

Documents

small groups

balanced mathbalanced

minutesconcept lesson

agendamental math

skills collier

balanced math course

parking lot collier

team mats collier