Eagle Ridge and GCSU

4 elementary teachers from Eagle Ridge Elementary involved in the YES 2 mathematics education professors Weekly meetings for 4 months lasting approximately 1.5 hours

 Provide mathematical support to YES teachers  Share mathematical ideas and methods to enhance student learning  Increase content and pedagogical knowledge  Increase success rate in YES students under these instructors  Improve teacher preparation programs at GCSU

 Content Enhancement  Technology Enhancement – use of manipulatives  Discussion of Current Research  Collaborative lesson planning

Word Problem Underline the important information and key words. Visual Representation/Drawing You may need to draw pictures, make a chart, or graph to answer this problem. Number Sentence Use numbers and symbols to work out the problems. Explain in Words Describe the steps you took to find the correct answer.

KindergartenDia gramSet Model(number words 0-10, =, )NumbersShare ModelManipulati vesSymbolsDra w PicturesOrder Daily EventsPicture Graphs Visual Representations In K-5 (Math Tool Box) First DiagramSet Model(number words 0-10, =, )Number SentencesShare ModelManipulative sSymbolsDraw PicturesOrder Daily EventsPicture GraphsBar GraphsTally MarksTableHundre d Chart99-Chart Ten-Grid FramePlace-Value ChartNumber LineFraction Model(1/2, 1/4) SecondDiagramSet Model(number words 0-10, =, )Number SentencesShare ModelManipulatives SymbolsDraw PicturesOrder Daily EventsPicture GraphsBar GraphsTally MarksTableHundre d ChartTen-Grid FramePlace-Value ChartNumber LineFraction Model(1/2, ¼, 1/3, 1/6, 1/8, 1/10)Pictograph (Key)Venn DiagramChartsArea Model (Arrays)Multiplicati on Table (Grid)Graph Scales: 1, 2, & 5 ThirdDiagramSet Model(number words 0-10, =, )Number SentencesShare ModelManipulatives SymbolsDraw PicturesOrder Daily EventsPicture GraphsBar GraphsTally MarksTableHundre d ChartTen-Grid FramePlace-Value ChartNumber LineFraction Model(1/2, ¼, 1/3, 1/6, 1/8, 1/10)Pictograph (Key)Venn DiagramChartsArea Model (Arrays, Tiling)Multiplication Table (Grid)Model (add/sub of decimals and common fractions)Line PlotGraph Scales: 1, 2, 5, & 10 FourthDiagramSet Model(number words 0-10, =, )Number SentencesShare ModelManipulatives SymbolsDraw PicturesOrder Daily EventsPicture GraphsBar GraphsTally MarksTableHundre d ChartTen-Grid FramePlace-Value ChartNumber LineFraction Model(1/2, ¼, 1/3, 1/6, 1/8, 1/10)Pictograph (Key)Venn DiagramChartsArea Model (Arrays, Tiling)Multiplication Table (Grid)Model (add/sub of decimals and common fractions)Line PlotLine GraphPictographs (Key)Organized ListModel (Mult./Div. decimals)Geometric NetsGraph Scales: 1, 2, 5, & 10 FifthDiagramSet Model(number words 0-10, =, )Number SentencesShare ModelManipulatives SymbolsDraw PicturesOrder Daily EventsPicture GraphsBar GraphsTally MarksTableHundre d ChartTen Grid FramePlace- Value ChartNumber LineFraction Model(1/2, ¼, 1/3, 1/6, 1/8, 1/10)Pictograph (Key)Venn DiagramChartsArea Model (Arrays, Tiling)Multiplication Table (Grid)Model (add/sub of decimals and common fractions)Line PlotLine GraphPictographs (Key)Organized ListModel (Mult./Div. decimals and common fractions)Geometric NetsCircle GraphMultiple ways to represent Percent (10 X 10 Grid)Graph Scales: 1, 2, 5, & 10

 Why have an outdoor math classroom?  In Seven Ways of Knowing: Teaching for Multiple Intelligences, David Lazear says of Kinesthietic Intelligence found in Howard Gardner’s Multiple Intelligence theory: “Attaching a physical gesture or motion to something being learned can accelerate and deepen for it moves knowledge beyond ‘facts in the head’. It literally encodes the learning in the whole body/mind system, thus creating a greater integration and application of the knowledge with the rest of life.”  The presenters described their process of creating an outdoor math classroom in their school’s parking lot. They painted the following on the pavement: number lines, five and ten frames, graph grids, place value charts, hundreds charts, and a fact house.  K-2 Instructional Facilitator, my partner, has created Motion Mats using shower curtains and plastic tablecloths to use in trainings.

 Join Result Unknown (JRU)  Join change Unknown (JCU)  Join Start Unknown (JSU)  Separate Result Unknown (SRU)  Separate Change Unknown (SCU)  Separate Start Unknown (SSU)  Part-Part-Whole Whole Unknown (PPW-WU)  Part-Part-Whole Part Unknown (PPW-PU)  Compare Difference Unknown (CDU)  Compare Quantity Unknown (CQU)  Compare Referent Unknown (CRU)  Multiplication (Mult)  Measurement Division (MDiv)  Partitive Division (PDiv)

Developmental Problem Solving Strategies  Direct modeling  Counting  Derived number facts  Base ten understandings  View DVD with actual students

 Trained 3 rd, 4 th, and 5 th grade teachers at Baldwin County’s four Elementary Schools using the text Children’s Mathematics; Cognitively Guided Instruction by Thomas P. Carpenter, Elizabeth Fennema, Megan Loef Franke, Linda Levi, Susan B. Empson Teaching Student-Centered Mathematics Grades 3-5 by John A. Van de Walle and LouAnn H. Lovin  January-April: Yes Students are investigating and representing mathematical relationships between quantities using mathematical expressions in problem- solving situations (Addition, Subtraction, Multiplication, and Division)  YES Students are being exposed to different problem types in word problem format and different solution strategies. This exposure should help students solve word problems on CRCT.

 Motivation of participants ◦ Time of day ◦ Fatigue level ◦ Voluntary vs. “encouraged” participation  Materials ◦ Manipulatives not always available for use