Balanced Math Overview Math Review Mental Math Problem Solving Conceptual Understanding Closure Welcome! Thank you for joining us. Today we will discuss the Balanced Math Framework. Common Core standards are what we teach and the Balanced Math Framework is how we structure our instruction. This information will be most helpful to those of you who are teaching K-4. Balanced Math Overview

Balanced Math Framework Math Review Mental Math Conceptual Understanding Problem Solving Closure The Balanced Math Framework is comprised of five components: Math Review, Mental Math, Conceptual Understanding, Problem Solving and Closure. This is a quick overview of each. There will be future webinars addressing each of these components in more depth.

Schedule Examples – 60 Minutes Schedule Example – 60 Minutes Problem Solving Math Review 10 Minutes Mental Math 5 Minutes Conceptual Understanding 30-40 Minutes 5-10 Minutes Closure Schedule Examples – 60 Minutes Metro Public Schools system , the minimum amount of time for math instruction is sixty minutes. This schedule outlines what a typical 60 minute math block would include. Beginning in the 2014-15 school year ,Kindergarten and 1st grade teachers will be required to maintain a minimum of sixty minutes of math instruction.

Schedule Examples – 60 Minutes Schedule Example – 75 Minutes Problem Solving Math Review 10 Minutes Mental Math 5 Minutes Conceptual Understanding 50-55 Minutes 5-10 Minutes Closure Schedule Examples – 60 Minutes Beginning in the 2014-15 school year, 2nd grade teachers will be required to maintain a minimum of seventy- five minutes of math instruction.

Schedule Examples – 60 Minutes Schedule Example – 90 Minutes Problem Solving Math Review 10 Minutes Mental Math 5 Minutes Conceptual Understanding 65-70 Minutes 5-10 Minutes Closure Schedule Examples – 60 Minutes Beginning in the 2014-15 school year, 3rd and 4th grade teachers will be required to maintain a minimum of ninety minutes of math instruction.

Math Review Problems should be chosen based on the needs of the students from the most recent data. (Reinforce prior learning and retention of previously learned skill.) Provide weekly practice at grade level using the Common Core Standards Typically, 5 problems a day Students solve problems in their notebooks or math journals. Five minutes of work time and five minutes to correct Correct together and have students share their problem solving strategies The first component in the Balanced Math Framework is Math Review. Problems should be chosen based on the needs of the students from the most recent data. (Reinforce prior learning and retention of previously learned skill.) This provides weekly practice at grade level using the Common Core Standards

Third Grade Daily Math Review Round 842 to the tens place. 295 + 486 600 - 247 9 x 6 = ___ Susie said the answer to the first question is 900. Is she right or wrong? How do you know? This is an example of a 3rd grade math review. Math Review is typically five problems each day. Students are given five minutes to solve problems in their notebooks or math journals. Five minutes of work time and five minutes to correct Correct together and have students share their problem solving strategies 3.NBT.1 3.NBT. 2 3.NBT.2 3.OA.7 Math Practice # 3 collier,pedigo 2010

Kindergarten Daily Math Review How Many? 5, __, 7 + This is an example of a Kindergarten Math Review. At this grade level, it may be more appropriate for teachers to direct the instruction. Gradually, throughout the year, students should be moving towards working more independently in this area. K.CC.5 K.CC.2 K.OA.1

Mental Math Works to develop students’ mental mathematical abilities: Students need daily mental practice to develop and maintain strong number sense and effective computational fluency skills. Select a theme that represents specific Common Core Standards for that grade level Students use strategies to solve mental math. Students are actively engaged in discussion. The second component in the Balanced Math Framework is Mental Math. Mental Math works to develop students’ mental mathematical abilities. Students need daily mental practice to develop and maintain strong number sense and effective computational fluency skills.

When planning for Mental Math the teacher selects a theme that represents specific Common Core Standards for that grade level. Students use strategies to solve mental math and are actively engaged in discussion. There are various ways to incorporate Mental Math: playing various math games, number bonds, subitizing, part- part whole, etc.

Concept Lesson & Problem Solving Helps students develop a clear conceptual understanding of mathematics: Problem-based interactive learning should be the foundation in teaching for understanding. Provide the focus of the lesson by sharing the purpose of the lesson. Use multiple methods and strategies. Incorporate concrete models that support the understanding of mathematical concepts. Concept lessons and problem solving are the main component of the Balanced Math Framework. Read slide 11 verbatim.

Concept Lesson & Problem Solving (cont.) Provide a variety of instructional opportunities from whole class to partners and small group activities. Make connections to aid students in the application of the mathematical knowledge. Provide opportunities for students to discover concepts using hands-on or problem –based learning activities. There is instructional flexibility during the concept lesson.

Concept Lesson & Problem Solving Provide a variety of instructional opportunities from whole class to partners and small group activities. Make connections to aid students in the application of the mathematical knowledge. Provide opportunities for students to discover concepts using hands-on or problem –based learning activities.

Problem Solving Problem solving tasks should: Promote application of mathematical ideas currently being studied Be relevant, accessible and engaging to all students Stretch student thinking Align to Common Core Standards Have more than one solution Include Advancing and Assessing Questions Problem solving should be part of each component of the Balanced Mathematics Framework. Quality problem solving tasks will include the items listed above.

Closure Provides a way to check student understanding: Provide time for students to reflect on new learning and make connections. Students articulate their thinking (this can be done verbally or in writing, including pictures and words). Use formative assessment as a post-assessment or performance task to check for understanding. Closure communicates the progression toward mastery of the learning target. Closure is the last component of the Balanced Math Framework. Research indicates that learning is enhanced when students are given the opportunity to reflect upon their learning. During closure students articulate their thinking either verbally or in writing, using pictures and words.

3 2 1 Closure Things I Learned Today … Things I Found Interesting … Question I Still Have … Use formative assessment as a post-assessment or performance task to check for understanding. Closure communicates the progression toward mastery of the learning target.

Balanced Math Overview Math Review Mental Math Conceptual Understanding & Problem Solving Closure Thank you for joining us for the Balanced Math Overview webinar. Please join us for in-depth information on each component of Balanced Math. You can find these webinars at ______________________. Balanced Math Overview