1. Ernestine Saville-Brock Pam Pedigo & Sue Collier
Elementary
Balanced Math
Ernestine Saville-Brock
MNPS Math Coordinator
Pam Pedigo & Sue Collier
Numeracy Coaches
collier,pedigo 2009

2. Elements of Balanced Math
Conceptual
Understanding
Computational
Fluency
Problem Solving
collier,pedigo 2009

3. Implementation of math components
Balanced Math is...
Standards based
Student centered
Implementation of math components
Research based
Best practices
Workable schedule
Becomes routine
collier,pedigo 2009

4. Course Outlines Support Balanced Math Pacing Resources Themes
collier,pedigo 2009

5. Balanced Math Framework Assessment/Math Review Quiz
Elementary School
Day
15 min
40 minutes
5 minutes 1
Math Review
Mental Math
Concept Lesson
Problem solving, small groups intervention, centers, or manipulatives
Closure/math journals 2
Closure 3 4 5
Assessment/Math Review Quiz
Math activities, centers, games, small group, intervention 6 7
problem solving, small groups intervention, centers, or manipulatives 8 9 10
Assessment
collier,pedigo 2009

6. Math Review
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.
collier,pedigo 2009

7. Math Review 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
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8. Resources for Math Review
Mountain Math
Arithmetic Developed Daily
Week By Week Essentials

9. Daily Math Review 295 + 486 600 - 247 9 x 6 = ___ ___ days = 2 weeks
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
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10. Mental Math “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.
collier,pedigo 2009

11. Mental Math 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
collier,pedigo 2009

12. Daily Mental Math Activities
Link for Mental Math
Daily Mental Math Activities

13. Concept Lesson
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.
collier,pedigo 2009

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

15. Math Word Wall Content words Current vocabulary Interactive
Keep retired vocabulary accessible
(dictionary, index cards, center)
collier,pedigo 2009

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

17. Race For a Flat
Goal: Get enough longs and units to trade for a flat worth 100
One team rolls 2 number cubes. The players find the sum of the numbers they roll and take units to show that number.
Then, put their units on the mat.
If team gets 10 or more, trade in for a long. Take turns rolling, finding sums, putting units on the mats and trading for longs.
As soon as a team has 100 or more, they trade for a flat and win that round!
collier,pedigo 2009

18. Where to find concept lessons
Super Source Manipulative Kit Lessons
Navigations Series (NCTM)
Marilyn Burns Math Lessons
Marilyn Burns Math and Literature
Math Games
collier,pedigo 2009

19. Links for Concept Lessons
Mathwire
Internet4Classrooms

20. Learning Stages Representation Concrete Abstract
1st Students will use their prior knowledge to
construct concrete representations of math
2nd Students must represent their understanding in a
reflective &/or symbolic form
3rd One or both forms will be a visual reminder for
the understanding of the higher-thinking abstract
Representation
Concrete
Abstract
collier,pedigo 2009

21. Learning Stages Representation/Pictorial Concrete Abstract
collier,pedigo 2009

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

23. Closure 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
collier,pedigo 2009

24. Journaling Draw Have children draw a model of base
ten blocks for any given number,
such as 93.
Write (in complete sentences)
How many more do you need to get to 100?
What are all the possible combinations of
numbers that could be rolled on the number
cubes to get to 100?
collier,pedigo 2009

25. Problem Solving Tasks 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.
collier,pedigo 2009

26. 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),

27. What are some ways to incorporate more problem solving?
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.

28. Problem Solving Resources
NCTM Illuminations website
MNPS Math Wikispace
Sunshine Math
MNPS Portaportal
collier,pedigo 2009

29. Math Centers/Stations
Computer Center
HM Math Center Resource Book
Super Source Activities (from previous lessons)
Family Math Book
Take It To Your Seat Folder Games
collier,pedigo 2009

30. Balanced Math Framework Assessment/Math Review Quiz
Elementary School
Day
15 min
40 minutes
5 minutes 1
Math Review
Mental Math
Concept Lesson
Problem solving, small groups intervention, centers, or manipulatives
Closure/math journals 2
Closure 3 4 5
Assessment/Math Review Quiz
Math activities, centers, games, small group, intervention 6 7
problem solving, small groups intervention, centers, or manipulatives 8 9 10
Assessment
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31. Assessments FORMATIVE—checking on learning as students progress
SUMMATIVE—checking on learning at the end of the learning experience
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32. Assessment
“When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative.”
(Stake, 2005)
collier,pedigo 2009

33. Formative & Summative Assessment
Teacher Observation
Math Journals
Teacher Made Tests
Study Island, Compass, Accelerated Math…
Houghton Mifflin Chapter
and Unit Tests
Projects
Thinklink
Relay
TCAP
collier,pedigo 2009

34. MNPS 3rd Grade ELL teacher
Susanna Owens
modeling
Balanced Math
collier,pedigo 2009

35. Focus on Standards Think about the standards that were
included in all of the activities and lessons
In your teams, highlight the standards which:
Were included in the activities and lessons
ALSO, look for standards that were “uncovered” today
Discuss and highlight other standards that could be incorporated into specific grade levels.

36. Balanced Math is standards based, not textbook based
collier,pedigo 2009

37. Exit Ticket
What is one significant thing you learned about Balanced Math?
What is the first thing you think you will implement?
What do you need next to support you as a Coach?

38. Elementary Balanced Math
Presented by
Sue Collier
Numeracy Coach
Tulip Grove Elementary School
Pam Pedigo
Numeracy Coach/Math Specialist
Dodson Elementary School
Ernestine Saville-Brock
MNPS Mathematics Coordinator K-12

39. Bibliography
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