Assembling a Math Intervention Program Susette Jaquette (text or voice)

Putting together a math intervention program, can be similar to putting together IKEA furniture!

Using Engage NY and ALEKS A Systemic Plan for Math Intervention

CCSS using Engage NY Curriculum (Skills, Knowledge, Application Development) Math Intervention using ALEKS (Skills and Knowledge Development) Supports Implementation Specialist Accessible Resources Customized Classes Intervention Planning Tool Trackers Weekly Q&A Debriefing Conference Call Supports Instructional Coach Scope and Sequence Printed Teacher Resources ALEKS Guide to Direct Engage NY Planning PowerPoint Samples

CCSS using Engage NY Curriculum (Skills, Knowledge, Application Development) Math Intervention using ALEKS (Skills and Knowledge Development) Supports Implementation Specialist Accessible Resources Customized Classes Intervention Planning Tool Trackers Weekly Q&A Debriefing Conference Call Supports Instructional Coach Scope and Sequence Printed Teacher Resources ALEKS Guide to Direct Engage NY Planning PowerPoint Samples

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Printed Teacher Resources On 

What ALEKS is….. And what it is not.

It is a tool!

Find out: what students know, what they don’t know, what they are ready to learn.

Learn about ALEKS Self-scheduled activities on EdTech4ALEKS.com Or Contact Susette Jaquette for personalized training. Write down your ALEKS teacher account login information. On 

Create ALEKS Classes Options for Placing Students in ALEKS Courses Aligned with Engage NY (Grade Level Placement) Based on Instructional Level (Use Placement Guide) (Look at Student Trackers and Course Syllabi) On 

Lesson Planning with ALEKS for Math Intervention Simulation using the planning tool. Tool available on EdTech4ALEKS.com On 

Setting the Expectations for the Math Intervention Content and Time  ALEKS Topics - Math Skills  ALEKS Quick Tables - Number Fluency  ALEKS Worksheets - Translating Symbols and Words (See Scope and Sequence)

Lesson Planning with ALEKS for Engage NY Simulation using the ALEKS to Direct Engage NY Planning Guide. Sample PowerPoint Available on EdTech4ALEKS.com On 

Place Value Grade 5, Module 1, Lesson 1

Do Now Jay has 56 soccer balls. He gave away 25 of the soccer balls to Ashley. How many soccer balls does he have left?

Objective/Purpose The purpose of the lesson is to reason concretely and pictorially using place value understanding to relate adjacent base ten units from millions to thousandths.

How many tens are in… 10 ones = _____ ten 10 ones = 1 ten 20 ones = _____ tens 20 ones = 2 tens. 30 ones = ____ tens 3 tens.

Ready to Learn! Now we are going to get out white boards to practice more place value. Who remembers expectations for white boards? You only write on the white side of the white board with your white board marker. White board needs to stay flat on your desk unless you are asked to hold it up. Only math is to be written on the white board. If your marker runs out, cap it and hold in the air.

. Copy this chart down on your white board

How many tens do you see? 3 tens. There are 3 tens and how many ones? Zero ones. 3 tens = ________. Fill in the blank. 3 tens =

. Solve on your white board using your chart. 9 ones 24 hundredths =_____ 9.24

Application Problem Farmer Jim keeps 12 hens in every coop. If Farmer Jim has 20 coops, how many hens does he have in all? If every hen lays 9 eggs on Monday, how many eggs will Farmer Jim collect on Monday? Explain your reasoning using words, numbers, or pictures.

Ready to Learn! Each of you will be given a place value chart and we will now do some problems together to better understand place value!

0.4 × 10 Use digits to represent 4 tenths at the top of your place value chart. 4 tenths × 10 = 40 tenths, which is the same as 4 wholes.  4 ones is 10 times as large as 4 tenths. On your place value chart, use arrows to show how the value of the digits has changed. (On place value chart, draw an arrow to indicate the shift of the digit to the left, write × 10 near the arrow.) Why does the digit move one place to the left? Because it is 10 times as large, it has to be bundled for the next larger unit. I do

0.04 × 10 Use digits to represent 4 hundredths at the top of your place value chart. 4 hundredths × 10 = 40 hundredths, which is the same as 4 tenths.  4 tenths is 10 times as large as 4 hundredths. On your place value chart, use arrows to show how the value of the digits has changed. (On place value chart, draw an arrow to indicate the shift of the digit to the left, write × 10 near the arrow.) Why does the digit move one place to the left? Because it is 10 times as large, it has to be bundled for the next larger unit. We do

0.004 × 10 Use digits to represent 4 thousandths at the top of your place value chart. Work with your partner to find the value of 10 times Show your result at the bottom of your place value chart. 4 thousandths × 10 = 40 thousandths, which is the same as 4 hundredths.  4 hundredths is 10 times as large as 4 thousandths. On your place value chart, use arrows to show how the value of the digits has changed. (On place value chart, draw an arrow to indicate the shift of the digit to the left, write × 10 near the arrow.) Why does the digit move one place to the left? Because it is 10 times as large, it has to be bundled for the next larger unit. You do it together

A. 0.7 ÷ B. 0.7 x 10 7 C. 0.7 ÷ A. 0.7 x B ÷ C x

You do it alone Write the digits two and forty-three hundredths on your place value chart. Multiply by 10, then 100, and then 1,000. A × 10 B × 100 C × 1,000 Turn and talk with a partner: comparing the products you get.

Independent Practice Complete the problem set independently. Expectations: Voice level 0 Stay in your seat Only working on your own paper and the problem set.

Discussion Compare the solutions you found when multiplying by 10 and dividing by 10 (3.452 × 10 and 345 ÷ 10). How do the solutions of these two expressions relate to the value of the original quantity? How do they relate to each other? What do you notice about the number of zeros in your products when multiplying by 10, 100, and 1,000 relative to the number of places the digits shift on the place value chart? What patterns do you notice?

Discussion What is the same and what is different about the products for Problems 1(a), 1(b), and 1(c)? When solving Problem 2(c), many of you noticed the use of our new place value. (Lead brief class discussion to reinforce what value this place represents. Reiterate the symmetry of the places on either side of the ones place and the size of thousandths relative to other place values like tenths and ones.)

Exit Ticket Time to show me what you have learned! Expectations: Voice level 0 Stay in your seat Try your best!

Accessing ALEKS Data Teacher Accountability Documents O Lesson Planning with ALEKS O Class Trackers for Topic Mastery O Class Trackers for QuickTables Mastery O Class Tracker for Ready-to-Learn Worksheets

Accessing ALEKS Data O Student Accountability Documents O Student Tracker O Student Notebook: Notes, worked problems, created problems, vocabulary. Note: It is recommended that students spend a minimum of 100 minutes per week working on their ALEKS pie mastery and 45 minutes per week on their ALEKS QuickTables.

Accessing ALEKS Data O ALEKS Pie Mastery – Find in Progress Report and Pie Report O QuickTables Progress – Find in QuickTables Progress Report O Ready-to-Learn Worksheet Problems – Offline activity

Analyzing Data Grade Level Content: Number of students working on content,  Below grade level,  Near grade level,  At grade level,  Above grade level. Growth: Quartile jumps needed to demonstrate proficiency of grade level content.