1. Brought to you by your Math Coaches: Lisa Shogren (primary) or Jenn Vomocil (intermediate)

2.  Understand the Balanced Math Program  Understand Step 1 - Math Review slice.  Model and Practice Math Review  Understand Step 1 - Mental Math slice.  Model and Practice Mental Math  Please place questions in the Parking Lot and they will be answered throughout the session.

4. 1. Math Review and Mental Math (Computational Skills) 2. Problem Solving 3. Conceptual Understanding 4. Mastery of Math Facts 5. Common Formative Assessment

5. Step 1 - Math Review and Mental Math (Computational Skills) Step 2 - Problem Solving Step 3 - Conceptual Understanding Step 4 - Mastery of Math Facts Step 5 - Common Formative Assessment

6. Step 1 - Math Review and Mental Math (Computational Skills) Step 2 - Problem Solving Step 3 – Conceptual Understanding Step 4 - Mastery of Math Facts Step 5 - Common Formative Assessment

7. Step 1 - Math Review and Mental Math (Computational Skills) Step 2 - Problem Solving Step 3 - Conceptual Understanding Step 4 - Mastery of Math Facts Step 5 - Common Formative Assessment

8. Step 1 - Math Review and Mental Math (Computational Skills) Step 2 - Problem Solving Step 3 - Conceptual Understanding Step 4 - Mastery of Math Facts Step 5 - Common Formative Assessment

9. Understand the Balanced Math Program  Understand Step 1 - Math Review slice.  Model and Practice Math Review  Understand Step 1 - Mental Math slice.  Model and Practice Mental Math  Please place questions in the Parking Lot and they will be answered throughout the session.

10.  3 to 5 problems  Deliberately selected concepts (themes)  Consistent for 1 week minimum  Half of the time is student work time  Half of the time is process time  Weekly Assessments (6-10 problems)  Students reflect on their learning after each assessment  Not a time for new content instruction

11. Intermediate Grades Place Value Addition Subtraction Multiplication Division Fractions Decimals Measurement Geometry

12.  Giving encouragement  “Math Review is a time for practice. We are all trying to get better at this, so let’s help each other as much as possible.”  Time for practice  Creating a safe environment to reflect and learn for their mistakes  “Learning is a process that begins with not knowing. As we practice and help each other, we come to understand.”  During work times teacher circulates to help students individually

13.  Possible Math Review Processes  Teacher Directed  Student Volunteer  Pass the pen  Speedy system  Row or Group expert  Row or Group representative  Many more  Emphasize reasonableness of answer

14.  2 questions for each theme  Formative assessment  Drives questions for following week  80% to be proficient  Gives teacher diagnostic information on a regular basis  Immediate feedback to students  Students reflect on their current level of understanding  Communication home

15. Take 7 minutes to complete the problems on your math review worksheet.

16.  Write the number in words  Write the number in Expanded Notation  Write the number in Place Value Notation  Say the number with place value names  Ask students the value of each numeral (digit)  Ask students what number is 10 more; 100 more; 100 less and so on

17.  Find the sum or difference  Ask students for a good estimate to justify the reasonableness of their answer  Ask students how they might solve the problem mentally  Ask students to share their strategies for solving the problem  Model the sum or difference on a number line or with a diagram  For subtraction, have students try the “counting up” strategy

18.  Show multiplication with an array, equal groups, jumps on the number line, and/or repeated addition  Ask students for a good estimate to justify the reasonableness of their answer  Ask students how they might solve the problem mentally  Ask students to share their strategies for solving the problem  Ask students what multiplication or division mean (groups of or broken into equal groups)  Explain the meaning of the remainder

19.  Ask what the fraction means  Ask students what the denominator indicates  Ask students what the numerator indicates  Have students draw a picture of the fraction  Ask which benchmark fraction is closest to the fraction (or mixed number given)

20.  Ask students to use whole numbers to get a reasonable estimate  Demonstrate that a reasonable estimate can be used to locate the decimal in the answer, rather than teaching students the algorithm.

21.  Ask students what the prefixes in metric mean (“centi-” means 100, “kilo-” means 1,000)  Remind students that the metric system is based on powers of 10  Ask students how many of one unit there are in another (inches in a foot; inches in a yard; feet in 1 yard, 2 yards, 3 yards, etc)  Ask for examples of items that are close to the measurement they were converting

22.  Ask students for the definition of perimeter and its appropriate unit of measure (the linear measure around the outside of a geometric figure expressed in single units)  Ask students for the definition of area and its appropriate unit of measure (a measure of covering that is expressed in square units)  Ask students to make a drawing to prove the area answer

23. Understand the Balanced Math Program Understand Step 1 - Math Review slice. Model and Practice Math Review  Understand Step 1 - Mental Math slice.  Model and Practice Mental Math  Please place questions in the Parking Lot and they will be answered throughout the session.

24.  Build number sense  Builds foundational skills to develop fluency  Effective computation skills  Daily mental practice  Themed – minimum of 1 week per theme  Teacher created or student created  Investigations 10-minute math or classroom routines may work as well

25.  Counting by a given number  Multiples of a given number  Basic facts  Measuring  Inverse Operations  Fractions  Geometry Vocabulary  Multiplication; powers of 10  Measurement Conversions

26. 1. First time, record answer only in math journal. (no one shares their answer yet) 2. Second time, “If you got lost, we are going to do the same problem again. If you think you know the correct answer, calculate it again to make sure.” At the end, choral response of answer. 3. Third time, “We are going to do it again. We will work on the problem step-by-step for you to analyze where you might have made an error.”

27. Pencils Down

28. Understand the Balanced Math Program Understand Step 1 - Math Review slice. Model and Practice Math Review Understand Step 1 - Mental Math slice. Model and Practice Mental Math  Please place questions in the Parking Lot and they will be answered throughout the session.

29.  Math Review Themes  What holes do you think students will come to you with?  What level of rigor can they be successful at?  What is the next level of rigor you will move to after 80% are proficient?  What level of rigor do students need to get to before you can change themes?  Mental Math Themes  Pick one number that you want to start the year with and write 4 mental math sequences for that same theme

30.  I know you would rather be getting your rooms ready, but this is IMPORTANT stuff!  Monthly Grade Level Meetings start in October. are all at Timber Ridge at 4pm  3 rd grade – 3 rd Tuesday of the Month (Nov. conflict goes to 4 th Tuesday)  4 th grade – 1 st Tuesday of the Month (Jan. conflict goes to 4 th Tuesday)  5 th grade – 2 nd Tuesday of the Month