Balanced Math Balanced Math

Three Numbers in Common With your group, decide on three numbers which you have in common that you would consider significant.

Why Balanced Math?

Proficient or Advanced 2010

Conceptual Understanding Problem Solving Computational Fluency

Day10-15 min40-60 minutes10-15 minutes 1Math Review Mental Math Concept Lesson : Problem solving, small groups, centers, manipulatives, vocabulary development, etc. Closure/math journals 2Math Review Mental Math Concept Lesson : Problem solving, small groups, centers, manipulatives, vocabulary development, etc. Closure 3Math Review Mental Math Concept Lesson : Problem solving, small groups, centers, manipulatives, vocabulary development, etc. Closure 4Math Review Mental Math Concept Lesson : Problem solving, small groups, centers, manipulatives, vocabulary development, etc. Closure 5Assessment/Mat h Review Quiz Math activities, centers, games, small group, intervention 6Math Review Mental Math Concept Lesson : Problem solving, small groups, centers, manipulatives, vocabulary development, etc. Closure 7Math Review Mental Math Concept Lesson : Problem solving, small groups, centers, manipulatives, vocabulary development, etc. Closure 8Math Review Mental Math Concept Lesson : Problem solving, small groups, centers, manipulatives, vocabulary development, etc. Closure 9Math Review Mental Math Concept Lesson : Problem solving, small groups, centers, manipulatives, vocabulary development, etc. Closure 10Assessment/Mat h Review Quiz Assessment Balanced Math Overview: 10 day plan

Standards based Student centered Implementation of math components Research based Best practices Workable schedule Becomes routine

Typically, this involves the teacher posting 4-6 varying math standards for students to work. The teacher acts as a facilitator who encourages a variety of ways to solve problems and helps model efficient thinking when necessary. Students solve problems in their math journals or notebooks. Concepts are consistently revisited throughout the year so that they are not taught in isolation and/or forgotten. Correct together and students take turns sharing their individual strategies with the class.

Math Reviews Where to find resources for Math Reviews? -Textbook resourcesTextbook resources -Teacher/InstructionalTeacher/Instructional Coach Created

7 th Grade- 3 rd Nine Weeks Review #8 3.4 Interpret the slope of a line as a unit rate given the graph of a proportional relationship. What does the slope mean? A. There are 0.5 pints in a quart. B. There are 0.5 quarts in a pint. C. There are 2 pints in a quart. D. There are 2 quarts in a pint. 3.6 Solve linear equations with rational coefficients symbolically or graphically. 4.3 Apply scale factor to solve problems involving area and volume. Two prisms are shown. The lengths of the sides of the larger prism are 3 times the side lengths of the smaller prism. What is the volume of the larger prism? 3.7 Translate between verbal and symbolic representations of real-world phenomena. The cost of a cab ride at one airport for $4 and $1.20 for each mile. What is the relationship between the total cost c and the number of miles m? A. c = m B. c = 1.20m – 4 C. c = 1.20m + 4 D. c = 4m – 1.20

What are some sources of Math Reviews that you have used and have worked in your classrooms?

“Math on Your Feet” Brief daily sessionsOpportunities to practice mental computation Opportunities to solve problems in a variety of ways Promotes fluency

One more/one less, before/after, a given number Counting by twos, fives, tens, etc. Doubles Fact families Measurement (time, money, calendar, feet, etc.) Math Vocabulary/Math Word Wall Addition, Subtraction, Multiplication & Division Facts Estimation Compare, Order & Number Line I Have/Who Has

Up, Down, Stay Mental Math Squares (Rally Coach)

What are some Mental Math activities you have used in your classroom? *Remember: How you implement Mental Math is only limited by your creativity!!

CONCEPT LESSON- Improving Student Motivation and Achievement in Mathematics “... The future well-being of our nation and people depends not just on how well we educate our children generally, but on how well we educate them in mathematics and science specifically.” -National Commission on Mathematics and Science Teaching for the 21st Century

“ Tell me and I’ll forget. Show me, and I may not remember. Involve me, and I will understand”. -Native American Proverb

“ Students whose teachers conduct hands-on learning activities outperformed their peers by more than 70% of a grade level in math and 40% of a grade level in science.” -Harold Wenglinsky

A problem is defined by… Any task or activity for which a student has no prescribed or memorized rules or methods, nor is there a perception by the student that there is a specific “correct” solution method. Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., & Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 25 (May),

Math JournalsReflect individually and with whole-group Record representation of key concepts and make connections Opportunity to use math vocabulary/word wall in context Students articulate their thinking (this can be done verbally or in writing, including pictures and words) Exit Tickets/Formative Assessment

Textbook Provided:

Formative Assessment Examples: option=com_content&view=article&id=52& Itemid=70 option=com_content&view=article&id=52& Itemid=70 Choice Board on Wall with various closure stems (see handout)

My weekly goal My prior knowledge My rating of my prior knowledge _____ How well I believe I have met my goal I am confused about this goal.. I understand everything about this goal. My summary of my learning Monday: Tuesday: Wednesday: Thursday: Friday:

Closure Stems/Starters: 3, 2, 1: 3 Things I learned today…. 2 Ways I contributed in class…. 1 Question I still have… My effort in this area was: Awesome So-So No Good Today I learned……… Tomorrow I need……… The first thing I will share with my parents tonight is……….. The most important thing I learned today was….. An example of this is…… If today’s lesson were a song, the title of it would be……because……. Three ideas, concepts, thoughts I learned today were….. What I learned in class today: How is ______ related to _______? My favorite part of the class today: What I can improve tomorrow: What is the most important thing you learned today in class? Write a warm-up question about today’s objective. Before you leave the pond….(choose one) I’m still wondering… I didn’t understand… I enjoyed… I got it when… I figured out…. In a word, how would you describe ________?Why? What part of ______________might you eliminate? Why? What grade would you give……? How could you improve……? Describe your thinking about ________________.

What are some examples of closure that have worked in your classrooms?

Building Bridges Math Mania Finger Multiplication Lattice Multiplication

Can You Make

Group Share

Whole Group Share

Select one of the two real-world problems on the sheet and use the information from the activity to solve the problem. Be sure to explain using numbers, words, and pictures if needed.

Ice Breaker List as many movie titles as you can which contain numbers. 101 Dalmatians is okay. Shrek 1, Shrek 2, and Shrek 3 is not three separate titles. Sequels don’t count.

Spiral Review and Mental Math

Building Improper Fractions ____________________________

Name at least two concept that you think this would help students to understand with greater depth.

Pattern Block Subtraction ___ _____________________

With your group, decide how you would extend this activity.

Pearson Envision