origo math

Origo Math Specially Designed Instructional Tool for Students with concerns in Mathematics

CLOParticipants will be able to orally explain what ORIGOMath is, the profile of a student who would benefit from the ORIGOmath program, and how to use the ORIGOmath program, using academic vocabulary after -Review of the program-Watching OrigoMath Video -Practicing the OrigoMath Box of Facts -Practicing a few OrigoMath activities

PPT is available at http://sdimathdps.wikispaces.com/home

Additional Resources at http://www.origoeducation.com/

Origomath Videos http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C

http://sdimathdps.wikispaces.com/home

http://www.origoeducation.com/

http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C


34.00Four people equally share the total cost of $34 for a take out meal. How many whole dollars will each person have to pay? How do you know?

$32.00 ÷ 4 = $8.00$2.00

$2.00 ÷ 4 = $.50

Using money to interpret remainders

$8.00 + .50 = $8.50 8 r 2

4 34 -32 2

.54 2.0 -2.0 0

What is OrigoMath?

What is ORIGOmath? Number Sense and Computation

Intervention Math fact fluency Multi-Sensory, direct, systematic and

sequential addition to a core curriculum Some inquiry approaches utilized Grades 1st through 5th grade

What ORIGOmath Is and Is NOTIs: An intervention

program for mathematics OR a resource for specially-designed instruction

Foundational building for students’ understanding of number sense, computation, and early algebraic thinking

Is NOT: A replacement for the

core program Initial instruction of

mathematical concepts and/or topics

8

Number Sense

Addition and Subtraction

Multiplication and

DivisionAlgebra

Origo’s Teaching Stages Introduce

ReinforcePracticeExtend

2nd Grade Multiplication Skills

Introducing the Doubling Strategy

Reinforcement of Doubling Strategies

3rd Grade Multiplication Skills

Practice Doubling Facts Expend Doubling Strategy Practice x 2 and x 5 facts Introduce the ten strategy Reinforce the 10 strategy Practice the 10 facts Extend the 10 strategy Introduce a rule strategy Reinforce a rule strategy Practice a rule strategy

4th Grade Multiplication

Skills Practice Reinforce Extend

Grade 1-5 Teacher Source Book

Purchased for

Elementary Traditional School Mild Moderate

Source Book Scavenger Hunt

In groups of two or three explore one grade level Source Book. Use post it’s to label the following parts

An addition lesson

Prerequisite Checklist

Post Test End of Unit test Resource Overview

Grade 1-5 Student Journal

Make the worksheet CRA C- do first with Concrete objects

R- do the worksheet for the Representational

A- Create a worksheet with out the pictures and only the algorithm, thus making it abstract

Box of Facts

Origo handbookOptional:

Building are encouraged to purchase

Math DictionaryResources

Figure It!Optional:


Fundamentals Optional:


Games for Mental

Computation

Book of Facts Optional:


Extensionof the

Box of Facts

MATHeMENTALS Optional:


FluencyPractice

Who is ORIGOMath for?

Who benefits from ORIGOmath? Students who struggle with computation

conceptual understanding Student who need number sense

development in the context of computation

Students who need additional computation practice to develop fluency and mastery

Student with number processing disorders

Types of Math Disorders

Number Sense

Counting Skill

Deficits Arithmetic Skill

Procedural Disorders

Memory Deficit

Visual-Spatial Deficit

Associated with Number Module dysfunction

Difficulty understanding the concept associated with fluid reasoning

Associated with Executive Functioning

Rapid Recall of over learned material

Non-verbal reasoning

Origo will help but will need additional work

Origo will address this need

Origo does NOT address this need

How do I determine what the student needs? Collect the Body of Evidence

Universal Data Core Curriculum Assessment Math their Way or New Zealand Ministry of

Education Diagnostic Interview Monitoring Basic Skills Progress Fluency

(computation and application Math Navigator Screener with Interview KeyMath

Conduct a Root Cause Fishbone analysis

Number Sense Operations

Reasoning and Problem Solving Fluency

Counting by Rote Memory: to 100One-to-One Correspondence: to 10 Instant Recognition: 10/10Conservation of Number: 1/3Counting Backwards: from 30Estimation of Objects: 3/3Numeral Recognition: 10/10Numeral Forms : 10/10Cardinality: 5/5

Fluency Assessment: 1. 14%iles2. 18%ile 3. 22%ile

Color naming RAN: 5 grade level

Problem Solving and Applications and Interview : SS 92 Key Math

Pattern Block Design or Visual Spatial Reasoning : SS 88 Key Math

+ Concept Level: 3/3+ Connecting Level: 0/3+ Symbolic Level: 3/3+ Visualization Level: 2/3

Regrouping + Concept Level: 0/3Regrouping + Connecting Level: 0/3Regrouping + Symbolic Level: 3/3

Place Value Concept Level: 3/3Place Value Connecting Level: 3/3Place Value Symbolic Level: 3/3

Name: _____Greg_____Grade: 5th

Executive Functioning Skills (structured or unstructured):- Poor focus in Math; excellent focus in Reading and unstructured environments

Other:-Older sibling have no issues with math; parents didn’t report any

history of math difficulty

- Concept Level: 3/3- Connecting Level: 0/3- Symbolic Level: 3/3- Visualization Level: 3/3

Regrouping - Concept Level: 0/3Regrouping - Connecting Level: 0/3Regrouping - Symbolic Level: 1/3

Verbal Reasoning: SS 102

Poor performance in Math





Color naming RAN: 6th grade level

Problem Solving and Applications and Interview : SS 81 Key Math; evidence of strong reasoning ability




Place Value Concept Level: 1/3Place Value Connecting Level:1/3Place Value Symbolic Level: 0/3

Name: ___Samuel_____Grade: 5th

Executive Functioning Skills (structured or unstructured):- Poor focus in in structured and unstructured environments

Other:

-Parents didn’t report any history of math difficulty









Color naming RAN: 6th grade level

Problem Solving and Applications and Interview : SS 75 Key Math; evidence of weak reasoning ability




Place Value Concept Level: 3/3Place Value Connecting Level:3/3Place Value Symbolic Level: 3/3

Name: ___Samantha_____Grade: 5th

Executive Functioning Skills (structured or unstructured):Excellent

Other:

-Parents didn’t report any history of math difficulty





Approaches to instructionMastery

Requires fluid reasoning

Skills are developed sequentially

Inquiry Students discover

how to solve the problem

Guided or Open Inquiry

Prerequisite Skills for ORIGOmathInstant

recognition of an amount up to

4 (perceptual subitizing)

Instant recognition of

an amount on a 10 frame

(conceptual subitizing )

Counts on from any given number

(cardinality)

Counts to 20

Read and Write number to 20

Compare and Order three quantities

Add and Subtracts simple story problems

How do we implement ORIGOmath after determine they would benefit form ORIGOmath?

4 Operations

• 1st -2nd Grade

Addition

• 2nd -3rd Grade

Subtraction

• 2nd-4th Grade

Multiplication

• 4th-5th Grade

Division

Case Study Samual- 5th grader





Color naming RAN: 5 grade level

Problem Solving and Applications and Interview : SS 92 Key Math




Place Value Concept Level: 3/3Place Value Connecting Level: 3/3Place Value Symbolic Level: 3/3

Name: _____Greg_____Grade: 5th

Executive Functioning Skills (structured or unstructured):- Poor focus in Math; excellent focus in Reading and unstructured environments

Other:-Older sibling have no issues with math; parents didn’t report any

history of math difficulty





Before After

Count on 0

Count on 1

Count on 2

Start with 1st Grade

Unit 3

Move as fast as you can,But as slow as you must!

Session 3.1 Introducing the Use-Doubles Addition Strategy Daily number sense activity introduces

the use of doubles Define the word doubles Use pictures of things in nature that are

already doubled Use stacks of cubes to introduce

doubles Reflection activity

Doubles Use real objects that are naturally doubles to provide a model (concrete), then have them draw pictures of these objects (representational) then do the fact (abstract)

+ =

+

Origo Box of Facts- Doubles

Say the number you see (reveal second number) what is the fact?

Write the fact

Count On Doubles Bridge to 10

Doubles Video - ORIGOmath




Move onto Doubles +1To use the near doubles strategy a student first has to master the doubles. Then, if the double is known, they use that and count up or down one to find the near double. Example: 4 + 4 = 8 5 + 4 = 9 (count up one)Or: 4 + 4 = 8 so 4 + 3 = 7 (count down one)

If 4+4 = 8 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

than 5+4 = 9

If 4+4 = 8 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

than 3+4 = 7

Doubles + 2To add fives look for the five in both numbers to make a ten then count on the extra digits. Example: 5 + 7 = (10 + 2) = 125 + 8 = 5 + 5 + 3 = 13 Students who can see the five in 8 should have no difficulty. Students who can’t visualize numbers will find this hard. Most students can be taught to do this with some extra work.

5+75+5+210+2

Origo Box of Facts- Near Doubles

how can you figure out the total number of dots without counting

open the flap to reveal the double

Write the fact


How long is that unit?

Move as fast as you can,But as slow as you must!

Cognitive Ability Estimated Amount of Time

Strong fluid reasoning, memory and executive functioning

30 min

Weak reasoning, strong memory and executive functioning

90 min

Weak reasoning, memory and executive functioning

120 min

Assessment for the UnitWritten Task Multiple Choice

Personal Interview

Digging deeper into the box of Facts?

Bridge to 10- ORIGOmath




Origo Box of Facts- Bridge to 10

9+5

10+4

build

move objectsto make a complete 10write the new number


Count On -ORIGOmath




Origo Box of Facts- Count on

5+2=7

What is the number without counting?

Count on two more

Write the numbersentence


Origo Box of Facts- flash cards

show, students reads, explains how they will answer

show, reveal the turn around fact and answer

show and write answer

3+2= ___2+3= ___


Think-addition Subtraction ORIGOmath




Origo Box of Facts- Count on

2

1 1cover one end; tell me what you see

how can we figure out the number of dots that are covered

write the fact

repeat with other flap covered


How can we figure out this number

think addition strategies


3+2= 5



show, students reads, explains how they will answer

show, reveal the turn around fact and answer


18-8= ___18-10=

___Count On Doubles Bridge to 10

Use-Ten Strategy for Multiplication ORIGOmath




Origo Box of Facts Multiplication

3x10=____10x3=____

using tens strategies

Double, Double, Double ORIGOmath





2x4=__= 4x2

double, double double, double double double

4x4=__= 4x48x4=__= 8x4

Build Up Build Down ORIGOmath





10x2=__= 2x10

build up; build down

9x2=__= 2x9

Origo Box of Facts Think Multiplication Division

15 dots3 equal rows


Origo Box of Facts Missing Factor Division Cards

7x4=28


Where do I find Origo in School Net?

School Net

Hover mouse over Classroom

School Net

Click on Instructional Materials

School Net

Select a Subject

School Net Select Special

Education

Click OK

School Net

Subject is now Special Education

Click Search

School Net

Select the Curriculum Tab

School Net

Select Special Education

School Net Hands on Standards

Mathematics Navigator

ORIGOmath

Wrap up?

With a partner, answer the following questions?What is ORIGOmath?Who will benefit from ORIGOmath?How do you use ORIGOmath?

origo math

Documents

origomath program

origomath lesson

origomath videos http

origomath box of facts

origomath activities

primary purpose of origomath

number sense

intervention program