Go Deep - A Growth Mindset Topic: Implementing UMathX CCLC UMathX Alabama Initiative – K to Alg1 webinar 1 RNeufeld Senior Author RNeufeld@UMathX.com Toll Free: 866 429 6284

CONTENTS – UMathX Webinar 1 Focus – Content Implementation (K to Alg1) The Learning Environment - Slides 3 to 15 Preparation for Lesson 1 - Slide 16 Sample Lessons - Kindergarten Lesson 1 - Slide 17 to 21 Lesson 2 – Kindergarten – Slides 22, 23 Lesson 3 – Kindergarten – Slides 24, 25 Lesson 4 – Kindergarten – Slides 26 Lesson 5 – Kindergarten – Slide 27 Sample Lesson – Grade 1 – Slide 28 Sample Lesson – Grade 2 – Slide 29 Sample Lesson – Grade 3 – Slide 30 Sample Lesson – Grade 4 – Slide 31 Sample Lesson – Grade 7 – Slide 32 Webinar 1 – Final Notes – Slide 33 Webinar 2 – Focus on Testing

Rich Learning Environment UMathX Software Manipulatives UMathX Frameworks & Support Sheets

A Growth Mindset within UMathX Introductory Steps to Scaffolded UMathX Menu (student use) CCSS Curriculum Menu (teacher use) (t(t Learning Challenges Deeper Understanding

Students gather IDEAS and EXPERIENCES to create their own KNOWLEDGE. LEARNING occurs with ACTIVE INVOLVMENT I got it!! Students gather IDEAS and EXPERIENCES to create their own KNOWLEDGE. as opposeed to PASSIVE RECEIPT of information

Model of a Growth Mindset UMathX Grappling helps to create KNOWLEDGE http://www.jamesnottingham.co.uk/learning-pit/

Design Principles of UMathX UMathX presents a variety of approaches to meet learning needs (often concrete to abstract). UMathX features Instructional Scaffolding This allows student & teacher to follow a CONCEPTUAL PATH rather than a disjointed GRADE focus. It is flexible. One can focus on concepts in a certain grade and conceptual scaffolding over a number of grade levels.

Built-in Differentiation – Tiered lessons UMathX Encourages Grappling “Grappling” is: -more than “persevering” -is “productive” struggling Interactions present hints. A mistake is an opportunity to learn. Teachers, please do not tell. Encourage grappling. “ask three before you ask me” Built-in Differentiation – Tiered lessons

Classroom Learning Environments for UMathX…

Making It Work In Your School Single Classroom Computer / Workstation School ‘Lab’ Classroom ‘Cluster’ of 4 or 5 computers

The UMathX Menu The UMathX Menu allows student and teacher to follow a CONCEPTUAL PATH rather than an often disjointed GRADE focus. It is flexible in that one can focus on concepts in a certain grade and conceptual scaffolding over a number of grade levels. Scaffolded for easy access to any concept. For Student and Teacher Across Grades (fill gaps)

The UMathX Menu Scaffolded for easy access to any concept. For Student and Teacher Across Grades (fill gaps)

The CCSS Curriculum Menu UMathX lessons are placed into CCSS menu. For Teacher – lesson and framework. Domain – Cluster – Standard 2.OA.02.02

The CCSS Curriculum Menu 2.OA.02.02 For Teacher – plan lesson and framework. 2.OA.02.02 For Teacher to plan lesson and framework . 2.OA.02.02

The UMathX Framework For Student – 3 part lesson to model implementation of UMathX

In Preparation for UMathX Lesson 1 Step 1 Review. Do a quick check of the following. http://www.umathx.com/docs/UMathX-Access-ProfessionalLearning-CCSS.pdf Step 2 Review Visit www.umathx.com and play 3 videos: UMathX – What is it? – The Learning Pit UMathX – Navigation UMathX – Frameworks for Learning Step 3 Log into www.umathx.com/cclc with the secure password and login given to you. Click on “Enter the Program” .. Always maximize the screen. From the UMathX Menu, follow the path below. Fractions>Equivalent Fractions>Pattern Blocks>Hexagon 1 and on .. From the CCSS Menu, select 3.NF.01.03b. Click <Lessons> Select Hexagon1. Go to www.umathx.com and select Training Select UMathX-TreasureHunt–CCSS–Kto5 or 6toAlg1 . Select one or two examples from the Treasure Hunt that are a good fit for your grade level. Work through it.  

Kindergarten Sample Lesson 1 Step 1 Make sure your interactive board and computer are in place and ready. The computer has a mouse. We suggest that students sit on your learning carpet in front of the screen or interactive board. You may choose one student to be computer pilot. Step 2 Go through relevant previous screens 3 to 15 of this powerpoint. Discuss the content of the slides with them. They must understand that we all learn different at different rates. Step 3 Keep the information in this lesson simple and short. Go to any browser. Reinforce where that is. Show them the URL … www.umathx.com/cclc This is the name of their virtual UMathX School. Step 2 Review Visit www.umathx.com and play 3 videos: UMathX – What is it? – The Learning Pit UMathX – Navigation UMathX – Frameworks for Learning Step 3 Log into www.umathx.com/cclc with secure password and login given to you. From the UMathX Menu, follow the path below and work through Hexagon1 and on .. Fractions>Equivalent Fractions>Pattern Blocks>Hexagon 1 and on .. From the CCSS Menu, select 3.NF.01.03b. Click <Lessons> Select Hexagon1. Go to www.umathx.com and select Training Select UMathX-TreasureHunt–CCSS–Kto5 or 6toAlg1 and work through the Treasure Hunt. Select one of the examples that is a fit for your grade level and work through it.  

Step 4 You login with your login and password. They will receive theirs. Step 5 Click on “Enter the Program” .. Maximize the screen Direct your student navigator to the UMathX Menu on the left. He navigates to Fractions and just hovers over the word. He will then navigate to the right - hovers over Equivalent Fractions He will then navigate to the right and hover over Pattern Blocks He will then navigate the mouse to the right and click on Hexagon 1. Step 6 Note functionality of the <proceed> button and of the <enter> key. This gives them time to think. When the <proceed> button is not shown, then there is another instruction on the screen which they should look for. Step 7 Note when any sentence is double clicked, the line is read and it is highlighted to help with reading and word recognition.

Step 8 Emphasize the function of making a mistake Step 8 Emphasize the function of making a mistake. A mistake is an opportunity to learn. If there is a flashing cursor in a text field, enter a number or letters depending on what is asked for. Then press the <enter> button. When you press the <enter> button, you are commanding, DO IT! Usually 3 hints are given. Step 9 After you have worked through some of this lesson, go ahead and clear the screen by clicking on the HOME icon at the top. Click on the logout button to the far right. Have another student, key in a login and password. Repeat previous steps to review them by choosing another topic. Repeat this process with a number of students. Step 10 Note the correct way to login and logout. When one clicks on the X on far top right on screen, one is thrown out of the program . For security reasons another person cannot login for 2 minutes.

Step 11 Discuss with the class on how you plan to use UMathX – alone on one computer, small group or pair and whole group. In group work you will each have a role. Step 12 Discuss “grappling” and the “learning pit” with your students. Students formulate their ideas and knowledge in many different ways. When in pairs, we want them to discuss. You will rarely give answers during the lesson. Try to work towards this situation. Step 13 If one answers incorrectly, the computer will give up to 3 hints. One cannot continue until one has entered the correct answer. One learns from mistakes. Discuss the possibilities with your students. One may understand but likely in a different way than a partner. IDEA: Tell them .. “If you have a question for the teacher, turn the empty cup on your desk UP. Only ask me if you have discussed it with your partner(s). The teacher is not a “teller”.

Step 14 Everyone helps others to learn Step 14 Everyone helps others to learn. We are all important along with UMathX, the paper, the manipulatives, the teacher. Step 15 When they walk in tomorrow, there will be 1 page on their desk. (a framework for lesson 2) It will tell them what to do. If they are working in pairs, they share the one page. Bring a pencil. The teacher will help with reading the framework. Step 16 The student will try to read the page. Then turn on a computer and login to UMathX. They will also learn with manipulatives. What are they? Why? .. Possibly some learn best that way. Step 17 You may access UMathX from home if you have a computer with internet access. SEE YOU TOMORROW.

Classroom Operation.. Lesson 2 K.CC.01.03 UMathX Student’s Turn: 1. Follows Instructions on Framework 2. Work with UMathX on Computer (UMathX Menu) & Framework (Paper) & get base 10 ..blocks 3. Hands in Framework for evaluation. Classroom Operation.. Lesson 2 K.CC.01.03 UMathX Teacher’s Turn: 1. Reflects & Connects. “how did you learn best?” 2. Evaluates Student Performance Teacher’s Turn: 1. CCSS Menu K. 2. Domain CC 3. Cluster 01 4. Standard 03 5. Lesson: Keep Track by Marking 6. Framework:.. Note 3 parts .. 1 to 1 : Keep Track by Marking Print one per group

Kindergarten Sample Lesson 2 Note: This is a key lesson. You cannot “wing it”! Please be well prepared. Consider using base 10 blocks and frameworks. Do a whole class lesson to review yesterday’s work. Review the learning environment guidelines. Be tough, be consistent. It will make future life easy for you. You may want to read the instructions with them. Note the 3 part lessons. Adapt them. They give ideas. Let’s do this lesson in groups of 2 if possible. One partner is Pilot and another is CoPilot. One person is on computer and the other uses paper and pencil. Note that they are learning concepts in many ways. Note the “Reflect and Connect” section. Find out how they learn.

Classroom Operation.. Lesson 3 K.OA.01.05 UMathX Student’s Turn: 1. Follows Instructions on Framework 2. Work with UMathX on Computer (UMathX Menu) & Framework (Paper) & get base 10 ..blocks 3. Hands in Framework for evaluation. Classroom Operation.. Lesson 3 K.OA.01.05 UMathX Teacher’s Turn: CCSS Menu K.OA.01.05 2. Lesson: Ways to Make 5 3. Framework:.. Addition Facts – Ways to Make 5 Print one per group Teacher’s Turn: 1. Reflects & Connects. “how did you learn best?” 2. Evaluates Student Performance

Kindergarten Sample Lesson 3 .. COMMENTS Please be strong. Follow the established guidelines in your learning environment: They talk quietly to each other .. Rarely to you. Ask 3 before they ask “me” / you They must record on the framework. They must fulfill their roles. Note .. You are using the CCSS menu to find the lesson and the framework options. Then you print the framework. (can be b&w) .. One page .. Double sided. The teacher uses the CCSS menu. The students use the UMathX menu .. Scaffolding. The UMathX menu is used to fill gaps as well.

Classroom Operation.. Lesson 4 K.NBT.01.01 UMathX Student’s Turn: 1. Follows Instructions on Framework 2. Work with UMathX on Computer (UMathX Menu) & Framework (Paper) & get base 10 ..blocks 3. Hand in Framework “evaluation”. Classroom Operation.. Lesson 4 K.NBT.01.01 UMathX Teacher’s Turn: CCSS Menu K.NBT.01.01 2. Lesson: Ones and Groups of 10 3. Framework:.. Print one per group Teacher’s Turn: 1. Discuss the lesson. Discuss the framework. Reflect & Connect. “how did you learn best?” 2. Collect Frameworks. 3. Self Evaluate.

Classroom Operation.. Lesson 5 K.CC.01.03 UMathX Student’s Turn: 1. Follows Instructions on Framework 2. Work with UMathX on Computer (UMathX Menu) & Framework (Paper) & get base 10 ..blocks 3. Hand in Framework “evaluation”. Classroom Operation.. Lesson 5 K.CC.01.03 UMathX Teacher’s Turn: CCSS Menu K.CC.01.03 2. Lesson: Counting Solids #1 3. Framework:.. Print one per group Teacher’s Turn: 1. Discuss the lesson. Discuss the framework. Reflect & Connect. “how did you learn best?” 2. Collect Frameworks. 3. Self Evaluate.

Grade 1 Sample... Lesson 1 1.OA.03.05 UMathX Student’s Turn: 1. Follows Instructions on Framework 2. Work with UMathX on Computer (UMathX Menu) & Framework (Paper) 3. Hand in Framework “evaluation”. Teacher’s Turn: CCSS Menu 1.OA.03.05 2. Lesson: Adding Along the Numberline 3. Framework:.. Addition Facts- Adding Along The Numberline. Print one per group Teacher’s Turn: 1. Discuss the lesson. Discuss the framework. Reflect & Connect. “how did you learn best?” 2. Collect Frameworks. 3. Self Evaluate.

Grade 2 Sample... Lesson 1 2.NBT.02.05 UMathX Student’s Turn: 1. Follows Instructions on Framework 2. Work with UMathX on Computer (UMathX Menu) & Framework (Paper) 3. Hand in Framework “evaluation”. Teacher’s Turn: 1. Discuss the lesson. Discuss the framework. Reflect & Connect. “how did you learn best?” 2. Collect Frameworks. 3. Self Evaluate. Teacher’s Turn: CCSS Menu 2.NBT.02.05 2. Lesson: Subtraction Without Regrouping .. concretely 3. Framework:.. Subtract 2 Digit Numbers without Regrouping Print one per group

Grade 3 Sample... Lesson 1 3.OA.01.01 UMathX Student’s Turn: 1. Follows Instructions on Framework 2. Work with UMathX on Computer (UMathX Menu) & Framework (Paper) 3. Hand in Framework “evaluation”. Teacher’s Turn: 1. Discuss the lesson. Discuss the framework. Reflect & Connect. “how did you learn best?” 2. Collect Frameworks. 3. Self Evaluate. Teacher’s Turn: CCSS Menu 3.OA.01.01 2. Lesson: Eggs in Bowl…Introduce X 3. Framework:.. Multiplication – Introduction – 2 – Eggs in Bowls Print one per group

Grade 4 Sample... Lesson 1 4.NF.01.01 UMathX Student’s Turn: 1. Follows Instructions on Framework 2. Work with UMathX on Computer (UMathX Menu) & Framework (Paper) 3. Hand in Framework “evaluation”. Teacher’s Turn: 1. Discuss the lesson. Discuss the framework. Reflect & Connect. “how did you learn best?” 2. Collect Frameworks. 3. Self Evaluate. Teacher’s Turn: CCSS Menu 4.NF.01.01 2. Lesson: Hexagon 1, Hexagon 2 etc 3. Framework:.. Equivalent Fractions -1 Print one per group

Grade 7 Sample... Lesson 1 7.RP.01.02c Student’s Turn: 1. Follows Instructions on Framework 2. Work with UMathX on Computer (UMathX Menu) & Framework (Paper) 3. Hand in Framework “evaluation”. Teacher’s Turn: 1. Discuss the lesson. Discuss the framework. Reflect & Connect. “how did you learn best?” 2. Collect Frameworks. 3. Self Evaluate. Teacher’s Turn: CCSS Menu 7.RP.01.02c 2. Lesson: Introduction 1, Introduction 2 3. Framework:.. Ratio Tables – Introduction - 2 Print one per group

Final Notes of Webinar 1 Webinar 2 Objectives - Testing/Evaluation 1. Note .. Teacher plans within the CCSS menu ..first select and preview the lesson ..then select and preview the framework (if exists) 2. Note .. Students work in UMathX Menu .. Scaffolded. .. a lesson leads to the next lesson .. fill gaps .. work down a UMathX Menu .. more challenging 3. Note the role of the back arrow at bottom left of screen. .. back to previous screen in CCSS menu .. ease of transfer from framework back to lesson 4. Always work with a full screen .. Note the “trick” 5. Please Keep it Simple – Concentrate on Math rather than on more UMathX features. Webinar 2 Objectives - Testing/Evaluation