Implementation Strategies ONE COMPUTER and DATA PROJECTOR  Whole class lesson with mixed ability groups  Model use of manipulatives  Problem-solving approach  Multiple representations of mathematics concepts COMPUTER POD 2 to 5 computers in a classroom  Guided math groups  Differentiated instruction  Flight Plan Strategy  Math Circles COMPUTER LAB  Student to computer ratios of 3:1 to 2:1  Differentiated instruction  Inquiry based learning  Flight Plan Strategy

Best Practices in Mathematics Working with Manipulatives Concrete to Abstract (through Pictorial) Multiple Representations Incorporating Literacy Strategies (Listening, speaking, reading, and writing) Problem-Based Learning

Learning with the Computer Computer Assisted Instruction (CAI) vs. Computer Managed Instruction (CMI)

Computer Assisted Instruction Incorporates software into planning for long range unit plans and daily lessons Useful as a resource tool Not limited to a sequential order of progression Concept-based vs. skill-based Connections to big ideas

Whole Class Implementation Options –Single computer and data projector –Single computer and large screen TV –Interactive whiteboard Presentation Modes –Teacher as facilitator –Student driver strategy

Whole Class Lessons focus on big ideas of a topic; link topic to real world situations; encourage the use of whole class interactions such as discussion and questioning which expand student learning; provide opportunities for student reflection/ questioning in writing (journaling, math daily sheets, math diaries);

Questions to Help Write A Math Journal What big ideas did I learn? How did I know it was a big idea? What connections did I see? What ideas reminded me of other mathematical ideas I know? What questions do I still have about these ideas? What illustration(s) helped me to understand the idea(s) and why? Have I or anyone I know seen or used any of the ideas outside of school? How might I use these ideas? What idea(s) did I find most difficult to understand and why?

Whole Class Lessons encourage the use of “math talk” and promote mathematical reasoning; provide opportunities for students to develop note-taking strategies;

Sample Note-taking Sheet Topic __________________________________ NotesIllustrationsRelate/Reflection In this column, students are expected to write in point form. These points should highlight the big ideas and provide supporting detail. In this column, student are expected to record any illustrations, graphs, charts, etc. that they feel are important. In this column, students are expected to record any questions they have. They are also expected to record any connections they see to other topics or ideas in mathematics or other subjects.

Whole Class Lessons introduce manipulative-based strategies (used in conjunction with concrete manipulatives); provide students with a different “entry point” into a concept by offering a more visual and interactive mode of presentation; provide opportunities to highlight concepts that are causing everyone in a class difficulty.

Working with Manipulatives Understanding Fractions Section 1 – The Meaning of Fractions Topic – Parts of a Tangram Sub Topic – Example #1

Concrete to Abstract and Multiple Representations Understanding Algebra Section 4 – Patterns, Formulas and Substitution Topic – Patterns... Toothpicks Sub Topic – Exploration

Literacy Connections Reading for meaning Locating and recognizing main ideas Locating and recognizing supporting details Reading pictures, diagrams, charts, and tables Acquiring vocabulary through context Recognizing and following sequences Predicting Using key words Recognizing significant details