Piedmont K-5 Math Adoption

May 29, 2008

Overview

• What Elementary Math Looks Like

• Historical Perspective

• District Philosophy

• Process and Criteria

• Why We Chose Everyday Math?

• Next Steps

• Questions & Discussion

Goals for K-5 Mathematicians

• Love of math and appreciation for numbers

• True understanding of number to be “mathematically powerful”

• Efficient and accurate strategies for problem solving

• Fluent use of mathematical language

• Concrete experiences with skill applications

Mathematical Competencies

• Conceptual Competence: Knowing WHAT to do and WHY

• Procedural Competence: Knowing HOW to do it

• Mathematical Reasoning Competence: Knowing WHEN and WHERE to do it Knowing how to explain reasons

Philosophy of Piedmont’s K-5 Mathematics Program

• Students will learn mathematical content and become mathematical thinkers

• Students will apply mathematical concepts across curricular areas and to real world situations

• Teachers will encourage creative thinking and offer multiple methods and strategies for problem solving

• Teachers will provide challenges for all levels of competency through differentiation

Criteria Development

• Curriculum Council Presentation

• Collaboration Day meetings

• K-5 Articulation Meetings

• Professional Development DaysWith Math Solutions Staff

Fall 2007

Review Criteria• Presents a rigorous program that is well aligned with state and

national standards in scope and sequence

• Balances conceptual understanding and skills development

• Follows a logical progression and establishes routines for learning

• Incorporates concrete models and constructs as pathways to abstract understanding

• Emphasizes the development of number sense and its application to real-world problem solving

• Supports differentiated instruction

• Engages students in collaborative learning activities in order for them to communicate, refine and extend their mathematical reasoning

• Provides quality assessment materials

• Incorporates the use of technology as learning tools

• Supports all members of the learning/teaching community

Review Process (continued)

• Curriculum Council Teacher Team reviewed state approved materials using criteria developed at prior meetings Narrowed choices to 5 possibilities

• Teacher review Pilots, discussions, publisher presentations

• Narrowed down to 2 choices Everyday Mathematics & Envision

• Further articulation meetings and discussion

• Consensus reached – Everyday Mathematics

• Planned – Ongoing review and evaluation and supplementation as needed

Overview of Key Materials

• For Students Student Reference Book/My Reference Book Student Math Journal – 2 volumes Study Link (homework) Manipulative sets

• For Teachers Teacher Reference Book Math Masters – additional activities Differentiation Handbook Skills Link – additional computation practice Home Connection Handbook Assessment Handbook English Learners Handbook

Balanced Program• Conceptual Understanding

Knowing what to do and being able to explain• Vocabulary• Hands on Activities & Games• Opportunities to explain and Discuss

• Computation and Procedural Skills Knowing how to do it

• Math Facts• Algorithms

• Problem Solving Knowing When and Where to do it

• Mixed problem sets• Complex problems• Identifying the appropriate operations

Math FactsGoal: All students learn their math facts to automaticity

Current practices:

• students develop understanding of the concept of addition, subtraction, multiplication, or division using concrete models

• students connect abstract symbols (+ - x ) to concept

• students develop understanding of the commutative properties of addition and multiplication

• students develop understanding of the inverse relationships between addition and subtraction/ multiplication/division

•  students learn math facts to automaticity flash cards – regular and triangular practice sheets games 9 Lines ® method

Algorithms

• US standard algorithms are good for doing fast, accurate computation

• They are not very good for helping students understand concepts

• Some alternate algorithms can help students understand what they are doing

• When students understand underlying concepts they can use algorithms more effectively and appropriately

Algorithms

• In Everyday Mathematics children discover and use alternate algorithms for addition, subtraction, multiplication & division

• They are also taught the US standard algorithms

• If we don’t see students mastering skills, we will supplement – and we have lots of materials already to teach these skills

Differentiation• Embedded in the program – daily lessons

Readiness - for everyone Enrichment - added depth and breadth in the same concept

for advanced students Extra Practice - not just more problems but another format to

reinforce foundation concept

• Math Boxes Preview material not yet learned – have reference to page in

Student Reference book

• Projects Naturally varied extensions which students can connect with on

their own level – added adjustments provided in Differentiation handbook

• Separate resources for English Language Learners

Progressive Sequence With Spiraling

Curriculum follows a progressive sequence but concepts keep coming back for review and further development. This also allows students to discover and develop connections and deepen understanding.

‘Like climbing a spiral staircase – with each twist of the stairs, the previous steps can be seen but you are farther and higher.’

Assessment

• Traditional summative assessments at the end of each unit

• Basic skills assessment & tracking tools

• Self assessment

• Informal observation & slate assessments

Home School Connection

• Family letters by unit to keep families informed and provide information on how to assist students

• Do Anytime activities provided to families

• FAQ on topics of interest

• Parent education to be provided as needed by math specialists and classroom teachers

Pacing of Program

• Pacing Chart to keep on target

• Extra days to reteach or expand or supplement 60-70 lessons each semester 90 instructional days each semester