Brought to you by your Math Coaches: Lisa Shogren (primary) Jenn Vomocil (intermediate)

 Understand the Balanced Math Program  Understand Step 1 - Math Review slice.  Model and Practice Math Review  Understand Step 1 - Mental Math slice.  Model and Practice Mental Math  Please place questions in the Parking Lot and they will be answered throughout the session.

1. Math Review and Mental Math (Computational Skills) 2. Problem Solving 3. Conceptual Understanding 4. Mastery of Math Facts 5. Common Formative Assessment

Step 1 - Math Review and Mental Math (Computational Skills) Step 2 - Problem Solving Step 3 - Conceptual Understanding Step 4 - Mastery of Math Facts Step 5 - Common Formative Assessment

Step 1 - Math Review and Mental Math (Computational Skills) Step 2 - Problem Solving Step 3 – Conceptual Understanding Step 4 - Mastery of Math Facts Step 5 - Common Formative Assessment

Step 1 - Math Review and Mental Math (Computational Skills) Step 2 - Problem Solving Step 3 - Conceptual Understanding Step 4 - Mastery of Math Facts Step 5 - Common Formative Assessment

Step 1 - Math Review and Mental Math (Computational Skills) Step 2 - Problem Solving Step 3 - Conceptual Understanding Step 4 - Mastery of Math Facts Step 5 - Common Formative Assessment

Understand the Balanced Math Program  Understand Step 1 - Math Review slice.  Model and Practice Math Review  Understand Step 1 - Mental Math slice.  Model and Practice Mental Math  Please place questions in the Parking Lot and they will be answered throughout the session.

Rational for Math Review and Mental Math  Number sense is essential to student success with computational skills.  The key to effective practice with learning any new concept or skill is timely and specific feedback.  Providing students with a daily opportunity to reflect on their progress increases their responsibility for learning.

 System for math review  Not a time for new content instruction  A deliberate selection of problems  3 to 5 problems  Consistent for 1 week minimum  Deliberately selected concepts (themes)  Half of the time is student work time  Half of the time is process time  Weekly Assessments (6-10 problems)  Students reflect on their learning after each assessment

KindergartenFirst Grade Number PatternMeasurement Addition Geometry Second Grade Place Value Addition Subtraction Money Unit Measurement

 Template to give you an organizational structure (only a suggestion)  Consists of three to five labeled boxes with a problem and work space for students  Bonus problem for students who need an additional challenge NumberAdditionSubtraction PatternsMeasurementBonus

 In Kindergarten, the process is very teacher- directed and delivered through whole-group instruction. Teacher presents three problems to be solved.  In first grade at the beginning of the year, it is also teacher-directed. Students solve three problems, guided by the teacher, and begin to record their written answers on paper. As the year progresses, add one or two more problems.  In second grade, start with three problems, but soon increase to five problems. At this point students regularly reflect on their progress.

 Giving encouragement  “Math Review is a time for practice. We are all trying to get better at this, so let’s help each other as much as possible.”  Time for practice  Creating a safe environment to reflect and learn for their mistakes  “Learning is a process that begins with not knowing. As we practice and help each other, we come to understand.”  During work time, teacher circulates to help students individually

 Possible Math Review Processes  Teacher Directed  Student Volunteer  Pass the pen  Speedy system  Row or Group expert  Row or Group representative  Many mores  Emphasize number sense  Emphasize reasonableness of answer

 Formative assessment  2 questions for each kind of problem (theme)  Drives questions for following week  80% to be proficient  Gives teacher diagnostic information on a regular basis

 Immediate feedback to students  Students reflect on their current level of understanding  Kindergarten - can think about and say which problems they know how to do and which problems they need help with.  First grade - can think and say what they can improve upon in the next week’s quiz.  Second grade - can write next to the problems they missed a phrase about why they missed that particular problem. On back of paper, write a brief self-reflection.  Communication home

 Kindergarten – Assess students informally to determine proficiency. Check lists would be appropriate.  First grade – Weekly review assessments of students computational understanding as soon as possible.  Second grade – Weekly review assessments start at the beginning of the school year.

Number Problem Build the number 8 – Students use manipulative to show the quantity of 8:  Ask student to build one more than 8 and say the number that is represented.  Ask students to build one less than 8, two more than 8, two less than 8, and so on, and say the numbers that are represented. Progress in difficulty as the school year continues. NumberPatternMeasurement 1.Build the number 8 2. ____ ____ ____ 3. What month comes before November?

Take 4 minutes to complete the problems Place Value/counting AdditionSubtraction 27 = ____ + ____ = _____ 20 – 8 = ______ Part-Whole RelationshipMeasurement Write the fraction ___ days = 2 weeks ____ min. = 1 hr ____ in. = 1 ft.

Part-Whole Relationship

1/3 Part-Whole Relationship

 Doubles plus one: = 13 Addition = _____

 Doubles less one: = 14 – 1 = 13 Addition = _____

 Place Value: 13 is 1 ten and 3 ones or 13 ones Addition = _____

Understand the Balanced Math Program Understand Step 1 - Math Review slice. Model and Practice Math Review  Understand Step 1 - Mental Math slice.  Model and Practice Mental Math  Please place questions in the Parking Lot and they will be answered throughout the session.

 Build number sense  Builds foundational skills to develop fluency  Effective computation skills  Daily mental practice  Themed – minimum of 1 week per theme  Teacher created or student created  Investigations 10-minute math or classroom routines may work as well

 One more/one less than a given number  Counting by twos, fives, and tens  Anchors of 5 and 10 (five-frame and ten-frame)  Doubles  Part-part-whole relationships (fact-family groups)  Number facts (addition and subtraction)  Math vocabulary  Measurement concepts (time, money, calendar, inches, feet, etc.)

1. First time, record answer only in math journal. (No one shares their answer yet.) 2. Second time, “If you got lost, we are going to do the same problem again. If you think you know the correct answer, calculate it again to make sure.” At the end, choral response of the answer. 3. Third time, “We are going to do it again. We will work on the problem step-by-step for you to analyze where you might have made an error.”

Understand the Balanced Math Program Understand Step 1 - Math Review slice. Model and Practice Math Review Understand Step 1 - Mental Math slice. Model and Practice Mental Math  Please place questions in the Parking Lot and they will be answered throughout the session.

 Math Review Themes  What skills do you think students are lacking when they come to you?  At what level of rigor can they be successful?  What is the next level of rigor you will move to after 80% are proficient?  What level of rigor do students need to get to before you can change themes?  Mental Math Themes  Pick one number (2, 5, or 10) that you want to start the year with and write 4 mental math sequences for that same theme.

 I know you would rather be getting your rooms ready, but this is IMPORTANT stuff.  Monthly Grade Level Meetings are all at Lafayette and start at 4pm (Voluntary)  Kindergarten – Second Tuesday of month  First Grade – Third Tuesday of the month (November conflict, the fourth Tuesday in November)  Second Grade – First Tuesday of the month (January conflict, the fourth Tuesday in January)