2. Ernestine Saville-Brock MNPS Math Coordinator Ernestine. Saville-Brock@mnps. org Pam Pedigo & Sue Collier Numeracy Coaches Elementary Balanced Math

3. Problem Solving Computational Fluency Conceptual Understanding

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

5. Support Balanced Math Pacing Resources Themes http://guest.portaportal.com/ courseoutlines

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

7. 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.

8. 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

9. Mountain Math http://www.mtmath.com/forum/mtmath.php?to pic=mathKits http://www.mtmath.com/forum/mtmath.php?to pic=mathKits Arithmetic Developed Daily http://www.growpub.com/cgi- bin/GRWstore.pl?user_action=detail&catalogno =AD3 http://www.growpub.com/cgi- bin/GRWstore.pl?user_action=detail&catalogno =AD3 Week By Week Essentials http://community.learnnc.org/dpi/math/archiv es/2005/06/grades_35_resou_1.php http://community.learnnc.org/dpi/math/archiv es/2005/06/grades_35_resou_1.php

10. 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

11. “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.

12. 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

13. Daily Mental Math Activities http://www.aea11.k12.ia.us/prod ev/math/mentalmath/dailymm.ht mlhttp://www.aea11.k12.ia.us/prod ev/math/mentalmath/dailymm.ht ml

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. 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

18. 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!

19. Super Source Manipulative Kit Lessons Navigations Series (NCTM) Marilyn Burns Math Lessons Marilyn Burns Math and Literature Math Games

20. Mathwire –http://www.mathwire.comhttp://www.mathwire.com Internet4Classrooms – http://internet4classrooms.com/ http://internet4classrooms.com/

21. 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

22. Learning Stages Representation/Pictorial Concrete Abstract

23. 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, emanipulatives 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

24. 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

25. 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?

26. 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.

27. 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.

28. 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?

29. Problem Solving Resources NCTM Illuminations website http://illuminations.nctm.org/ MNPS Math Wikispace http://mnpsmath.wikispaces.com Sunshine Math http://mnpsmath.wikispaces.com/Problem+Solving MNPS Portaportal http://www.portaportal.com/mnpsmath

30. 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

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

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

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

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

35. MNPS 3 rd Grade ELL teacher Susanna Owens modeling Balanced Math http://10.189.201.34/watch_video.php?v=244237dc 39021b3

36. 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.

38. 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?

39. 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 Ernestine.Saville-Brock@mnps.org

40. 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