2. Elementary Balanced Math

4. MNPS 3 rd Grade ELL teacher Susanna Owens modeling Balanced Math http://10.189.201.34/watch_video.php?v=244237dc390 21b3

5. Problem Solving Computational Fluency Conceptual Understanding

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

7. Support Balanced Math Pacing Resources Themes mnps2010.wikispaces.com

8. Balanced Math Framework Elementary School Day15 min40 minutes5 minutes 1Math ReviewMental MathConcept Lesson Problem solving, small groups, centers, or manipulatives Closure/math journals 2Math ReviewMental MathConcept Lesson Problem solving, small groups, centers, or manipulatives Closure 3Math ReviewMental MathConcept Lesson Problem solving, small groups, centers, or manipulatives Closure 4Math ReviewMental MathConcept Lesson Problem solving, small groups, centers, or manipulatives Closure 5Assessment/Math Review QuizMath activities, centers, games, small group, stations 6Math ReviewMental MathConcept Lesson Problem solving, small groups, centers, or manipulatives Closure 7Math ReviewMental MathConcept Lesson problem solving, small groups, centers, or manipulatives Closure 8Math ReviewMental MathConcept Lesson Problem solving, small groups, centers, or manipulatives Closure 9Math ReviewMental MathConcept Lesson Problem solving, small groups, centers, or manipulatives Closure 10Assessment/Math Review QuizAssessment

9. Typically, this involves the teacher posting 4-6 varying math concepts 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 take turns sharing their individual strategies with the class. Concepts are consistently revisited throughout the year so that they are not taught in isolation and/or forgotten.

10. Spiral review of grade level concepts taught throughout the year Math morning work Calendar activities Estimation prompts Houghton Mifflin Transparencies Thinklink practice probes Math warm-ups

11. Daily Math Review Name_______________________________________________________________________ 5 hundreds, 4 tens, 3 ones = _____ 295 + 486 600 - 247 9 x 6 = ___ ___ days = 2 weeks ___ min. = 1hr. ___ in. = 1 ft. Place value Addition Subtraction Multiplication Measurement

12. “Math on Your Feet” Brief daily sessions Opportunities to practice mental computation Opportunities to solve problems in a variety of ways Could occur during transition times.

13. One more/one less, before/after, a given number Counting by twos, fives, tens Doubles Fact families Measurement (time, money, calendar, feet, etc.) Math Vocabulary/Math Word Wall Addition &/ or Subtraction Facts Estimation Math Around the Room

14. Students experience an inquiry-based method of understanding key concepts Use of concrete representation when introducing new concepts Embedded problem solving Teachers implement strategies that help students develop understanding Utilize resources and methods beyond the adopted textbook Opportunities to work with small group remediation, enrichment, etc.

15. Day15 min40 minutes5 minutes 1 Math Review Mental Math Literature & Manipulative Inquiry Big Book Base Ten, exploration, mats, vocabulary Closure math journals 2 Math Review Mental Math Concept Lesson Base ten number building, adding on, trading, writing numerically, eManipulativeseManipulatives Closure math journals 3 Math Review Mental Math Problem Solving/Manipulative Activity Super Source lesson- Race For a Flat Closure math journals 4 Math Review Mental Math Concept Lesson textbook Closure math journals 5 Assessment Math Review Quiz Small Group Intervention Activities-centers/stations, games, problem solving Balanced Math Framework Elementary School

16. Content words Current vocabulary Interactive Keep retired vocabulary accessible (dictionary, index cards, center)

17. Learning Stages Representation/Pictorial Concrete Abstract

18. Learning Stages 1 st Students will use their prior knowledge to construct concrete representations of math 2 nd Students must represent their understanding in a reflective &/or symbolic form 3 rd One or both forms will be a visual reminder for the understanding of the higher-thinking abstract Representation AbstractConcrete

19. Problem solving tasks are… –using a strategy or strategies to make sense of a problem. –Based on real-life experiences whenever possible. –Investigative experiences that encourage concept building and skill acquisition.

20. 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), 12-21.

21. Minilessons Tasks that do not require the entire class period—the think-pair-share strategy is useful Workstations and games Can be setup around the room without the need to distribute and collect materials to allow students to work on different tasks and concepts Problem-solving Menu A menu is a collection of activities for a student to do. A menu can provide class work activities for several days, a week, or a longer period of time. The tasks on the menu are not hierarchical and do not conceptually build upon each other. What are some ways to incorporate more problem solving?

22. Mrs. Owen bought some eggs. She used ½ of them to make cookies and ¼ of the remainder to make a cake. She had 9 eggs left. How many eggs did she buy? Mrs. Owen’s eggs cookies cake 9 3 units = 9 1 unit = 3 3 3 3 3 4 x 3 = 12 12 12 + 12 = 24 Mrs. Owen bought 24 eggs.

23. Eddie had 3 times as much money as Velma. Tina had 2 times as much money as Velma. If Tina had $60, how much money did Eddie have? Eddie’s $ Velma’s $ Tina’s $ $60 $30 $30 $30 $30 $30 $30 ? Two units = $60 $60 ÷ 2 = $30 $30 + $30 + $30 = $90 Eddie has $90.

24. Computer Center –http://www.eduplace.com/elogin/http://www.eduplace.com/elogin/ –http://www.portaportal.com/http://www.portaportal.com/ HM Math Center Resource Book Super Source Activities (from previous lessons) Family Math Book Take It To Your Seat Folder Games

25. Math Journals Reflect individually and with whole- group Record representation of key concepts Opportunity to use math vocabulary/word wall in context Pose questions Problem solving

26. FORMATIVE—checking on learning as students progress SUMMATIVE—checking on learning at the end of the learning experience

27. Assessment “When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative.” (Stake, 2005)

28. Formative & Summative Assessment Teacher Observation Math Journals Teacher Made Tests Study Island, Compass, Accelerated Math… Houghton Mifflin Chapter and Unit Tests Projects Thinklink Relay

30. B ibliography Five Easy Steps to a Balanced Math Program for Primary Grades (Paperback) (K-2) by Larry Ainsworth and Jan Christinson Five Easy Steps to a Balanced Math Program for Upper Elementary Teachers (Paperback) (Grades 3-5) by Larry Ainsworth and Jan Christinson