Kitty Rutherford and Denise Schulz Ready, Set Review April 2, 2014 Webinar

Welcome This webinar will begin at 3:30 While you are waiting, please: mute your sound. During the webinar, please: type all questions in the question/chat box in the go-to task pane on the right of your screen. This webinar will be available on the NCDPI Mathematics Wiki:

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Kitty Rutherford and Denise Schulz Ready, Set Review April 2, 2014 Webinar

maccss.ncdpi.wikispaces.net

Almost no student masters something new after one or two lessons or one or two homework assignments.

The most effective strategies for fostering mastery and retention of critical mathematics skills and concepts is daily cumulative review.

Number your paper one to six? 1._ 2._ 3._ 4._ 5._ 6._

Mini-Math 1.6 x 7 2.What number is 1000 less then 18,294? 3.About how much is 29¢ and 32 ¢? 4.What is 1/10 of 450? 5.Draw a picture of 1 2/3. 6.Estimate the weight in kilograms of any average 6 foot man?

1. 6 x 7 Taken affirmative action on fact mastery by testing one of the more troublesome multiplication facts Ascertained the number of students who still don’t have a command of this fact Provided, if appropriate, positive reinforcement about the progress your class is making Planted 9 x 6 into memory banks as preparation for tomorrow.

3 th Grade – 3.OA.3 O O\ A.70% B.8% C.3% D.18%

3 th Grade – 3.OA.3 A.22% B.2% C.73% D.3%

2: What Number is 1000 Less Than 18,294? Broadened place value to an understanding of 10, 100, 1000, and 10,000 more and less than a given number, and set the foundation for 0.1, 0.01, and more and less than a number Recognized that topic taught one month earlier needs periodic attention and reinforcement Supported and gradual development of number sense for all students.

4 th Grade – 4.NBT.2 O O\ A. 60% B. 7% C. 5% D. 28%

4 th Grade – 4.NBT.2 A. 23% B. 62% C. 4% D. 11%

3. About How Much is 29 and 32? Reinforced a commitment to estimation and the justification of all estimates Clearly communicated that there are many correct approaches to arriving at an estimate Support a classroom culture that values the development of number sense that transcends a narrow focus on merely getting correct answers to exercises.

3 th Grade – 3.NBT.1 A.13% B.8% C.34% D.46%

4 th Grade – 4.NBT.3 O O\ A. 14% B. 15% C. 53% D. 18%

4 th Grade – 4.NF.4 O O\ A. 55% B. 14% C. 25% D. 1%

5 th Grade – 5.NF.7 O O\ A. 3% B. 52% C. 32% D. 12%

Concretizing the mathematics by means of pictures and visualization Amazingly informative, is clear misunderstanding

3 th Grade – 3.NF.1 O O\ A. 57% B. 11% C. 18% D. 22%

3 th Grade – 3.NF.2 O O\ A. 50% B. 18% C. 24% D. 8%

6. The weight in Kilograms Measurement is often the lost strand of the mathematics curriculum Students need multiple opportunities to estimate and establish referents

3 th Grade – 3.MD.2 O O\ A. 10% B. 41% C. 37% D. 17%

5 th Grade – 5.MD.1 A.38% B.19% C.27% D.16%

Commit to helping students visualize mathematics Another way to view the 5 to 8 minutes allocated to this daily activity is to consider that 5 minutes x 180 days equal 900 minutes, or 15 hours! You know that you can change the world in 15 hours. Or think about how much can be accomplished in 15 one-hour tutoring sessions

Easy to Modify 2 nd grade example could look like this: 1.What is the difference of 9 and 5? 2.What number is the same as 5 tens and 7 tens? 3.What number is 10 less than 83? 4.Draw a four-sided figure and all of its diagonals. 5.About how long is this pencil in centimeters?

Quick, focused, aligned with the curriculum, reflective of what is coming on assessments, and wonderfully informative. What more could we ask from the first few minutes of a lesson?

Now, your turn… With someone in your grade level, create your own mini-math questions. 1. review basic fact concept (challenging facts) 2. place value concept 3. estimation 4. multiplying and dividing numbers by 10, 100 & concrete picture/visualization 6. measurement

In Summary A deliberate and carefully planned support for ongoing, cumulative review of key skills and concepts Using cumulative review to keep skills and understanding fresh, reinforce previously taught material, and give students a chance to clarify their understandings Classes that waste no time and begin with essential mathematics at the very start of every class The use of a brief review and whole-class checking of “mini-math: questions as an opportunity to re-teach when necessary

No more ineffective …

Accessible Mathematics 10 Instructional Shifts That Raise Student Achievement

Steven Leinwand

maccss.ncdpi.wikispaces.net

3 th Grade – 3.OA.8 O O\ A. 27% B. 8% C. 6% D. 60%

5 th Grade – 5.NBT.7 OOOOOO A.4% B.45% C.47% D.4%

Posted April 1, 2014 Feedback Please!

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For all you do for our students!

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Kitty Rutherford Contact Information Website: maccss.ncdpi.wikispaces.net Denise Schulz