Go Deep - A Growth Mindset UMathX – First Steps CCSS Curricula – K to Alg1 Training#1 RNeufeld Senior Author RNeufeld@UMathX.com Toll Free: 866 429 6284

CONTENTS – UMathX Training#1 Focus – First Steps (K to Alg1) The Learning Environment - Slides 3 to 15 Preparation for Lesson 1 for All - Slide 16 Lesson 1 for All – Slides 17 to 21 Sample Lessons - Kindergarten 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 Training#1 – Final Notes – Slide 33 Training#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 I Got It!! Deeper Understanding

Through UMathX, students are actively CONSTRUCTING UNDERSTANDING LEARNING occurs with ACTIVE INVOLVMENT Through UMathX, students are actively CONSTRUCTING UNDERSTANDING to build their KNOWLEDGE. as opposed to being PASSIVELY TOLD what to learn.

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 – choose lesson and framework. 2.OA.02.02 For Teacher to plan lesson and framework . 2.OA.02.02

The UMathX Framework Frameworks – 3 part lessons to model implementation of UMathX If you wish, check the last 5 slides by logging into www.umathx.com/preview with your login and password.

In Preparation for UMathX Lesson 1 for All 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/preview 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 on <Lessons> Select Hexagon1 and work through a few screens. Click on <Frameworks> Select Equivalent Fractions- 1 and check it. 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.  `

Lesson 1 for All Step 1 We suggest a teacher directed whole class lesson here for all students. Make sure that your interactive board or projector and computer are ready. The computer has a mouse. In K to 1 or 2, we suggest that students sit on your learning carpet in front of the screen or interactive board. In all classes, we suggest that you choose a student to be the computer pilot as you direct. Step 2 Go through relevant previous screens 3 to 15 of this powerpoint. Discuss the contents of the slides with them. 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/preview 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 Step 4 You login with your login and password. They receive theirs later. Step 5 Click on “Enter the Program”. Maximize the screen. Direct your student navigator to the UMathX menu on the left. Navigate to Fractions and just hover over the word. Then navigate to the right - hover over Equivalent Fractions Then navigate to the right and hover over Pattern Blocks 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 the operator time to think. When the <proceed> button is not shown, then there is another instruction on the screen which one 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 that a mistake is an opportunity to learn Step 8 Emphasize that 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 up to 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 each student will 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 or small groups, we want them to discuss. The teacher 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. 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 each other to learn Step 14 Everyone helps each other to learn. Everyone is 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) It will tell them what to do. If they are working in pairs, they share the one page. They bring a pencil. The teacher will help with reading the framework if needed. Step 16 The student will follow instructions on the page. When the instruction is to go to the UMathX menu, only then do they proceed to a computer station and login to UMathX. Stress the importance for learning with a variety of approaches. The framework will lead the student through 3 steps. Step 17 Inform students that they may access UMathX from home. If you wish to review the above, log into www.umathx.com/preview with your login and password. Navigate to 3.NF.01.03b

Sample 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. 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 Comments The lesson sets the tone. Please be well prepared. Consider using base 10 blocks and frameworks. Discuss the learning environment with your class. Be tough, be consistent. It will make future life easier for you. Note frameworks – 3 part lessons. Adapt them. They will give you ideas. Possibly use groups of 2 - a Pilot and a 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. If you wish, log into www.umathx.com/preview again. Navigate to K.CC.01.03 Review the 3 steps from the previous screen again.

Sample 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. 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 Be consistent. Be strong. Maintain your learning environment. They talk quietly to each other. They fulfill their roles. “Ask 3 before you ask me”. They record on the framework. The teacher uses the CCSS menu to find possible lessons and frameworks. Print the framework. (can be b&w on 1 page) Teachers use the CCSS and UMathX menus. Students use the UMathX menu. It is easy to follow. Because of scaffolding, the UMathX menu is used to fill gaps. If you wish, log into www.umathx.com/preview again with your login and password. Navigate to K.OA.01.05 Review the 3 steps from the previous screen.

Sample 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”. 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. If you wish, check this lesson by logging into www.umathx.com/preview with your login and password.

Sample 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”. 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. If you wish, check this lesson by logging into www.umathx.com/preview with your login and password.

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. If you wish, check this lesson by logging into www.umathx.com/preview with your login and password.

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 If you wish, check this lesson by logging into www.umathx.com/preview with your login and password.

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 If you wish, check this lesson by logging into www.umathx.com/preview with your login and password.

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 If you wish, check this lesson by logging into www.umathx.com/preview with your login and password.

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 If you wish, check this lesson by logging into www.umathx.com/preview with your login and password.

Final Notes from Training#1 1. Teachers plan within the CCSS menu. First select and preview the lesson Then select and preview the framework (if exists) 2. Students work in UMathX Menu .. scaffolded. A lesson leads to the next lesson. (fill gaps) Develop a concept by working down the UMathX menu (challenges increase) 3. The start is critical. Keep it simple. Set up and model the learning environment. (begin with whole class lessons) Don’t confuse them with more UMathX features at this time. Training#2 Objectives - Testing/Evaluation/Analysis If you wish, check any items in this training by logging into www.umathx.com/preview with your login and password. If you need help, email me at rneufeld@umathx.com or call 866 429 6284 (toll free)