1. Daily Math Review Kindergarten – 2nd February 6, 2013 2:30 – 3:45pm

2. Professional Development Norms Sign in today. Attendance is required. Be on time. Be prepared – bring all requested items. Limit side conversations. Avoid using computers or cellphones. Avoid working on other tasks. Be respectful of facilitator + peers. Participate!

3. Professional Development Credit To receive one Heartland or Drake credit… Attend all eight sessions (4 Literacy + 4 Math). Attendance requires every teacher to stay until 3:45pm. Registration details listed on the agenda. – Deadline for registration is May 22 nd. – You may register any time between now and May 22 nd. – Suggestion: Wait until closer to May 22 nd to register because if you register and then miss a session you will not receive credit nor be reimbursed.

4. Professional Development Objectives Teachers will receive an overview of Daily Math Review for grades Kindergarten – 2 nd. Teachers will view a video of Daily Math Review in 1 st Grade. Teachers will receive a guide of how to implement Daily Math Review in their classrooms. Teachers will receive Daily Math Review examples and resources. Teachers will create one cycle of Daily Math Review from start to finish.

5. Daily Math Review: District Expectation By the end of second semester, ALL grade K – 2 teachers will implement Daily Math Review, according to district guidelines.

6. Daily Math Review: The Purpose What is the Purpose of Daily Math Review? The purpose of Daily Math Review is simply that: REVIEW. It is not to instruct students on new concepts or skills. Math Review is a time in the math block to discuss with students reasonableness of answers and estimation. Perfect opportunity to help students develop computational strategies and skills.

7. Daily Math Review: The Rationale What is the Rationale to Implementing Daily Math Review? Number sense is essential to student success with computational skills. Provides students with effective practice and allows them access to timely and specific feedback. Gives students a daily opportunity to reflect on their progress which increases their responsibility for learning. Helps students become aware of their individual mistakes or misunderstandings which increases their chance for math success. Teachers are able to regularly review and assess students’ computational skills. Teachers become aware of students’ common mistakes and misunderstandings so that they can appropriately modify and adjust instruction.

8. Daily Math Review: The Framework Where Can I Find More Information About Daily Math Review? Daily Math Review is one component of The Five Steps to a Balanced Math Program. The Balanced Math Components include: – Daily Math Review + Mental Math – Problem Solving – Conceptual Understanding – Fact Fluency – Formative Assessment Future District PLC Meetings will focus on the Balanced Math Framework. Every building has a copy of this book for Primary Grades. Check with your instructional coach.

9. Daily Math Review: The Common Core How Does Daily Math Review Fit with the Expectations of the Common Core? Des Moines Public Schools Mathematics Expectation: All students will demonstrate mastery of the RIGOROUS Common Core Standards for Mathematics. RIGOR is a BALANCE of… Conceptual Understanding Procedural Skills/Fluency Application According to the Common Core… Problem Solving Conceptual Unit Daily Math Review Mental Math Fact Fluency Problem Solving Formative Assessment

10. Daily Math Review: The Guide The Setting Students are sitting on the carpet or at their desks. Students should be assigned a Daily Math Review partner. Students should be sitting in close proximity to their partner. Students should know what Daily Math Review “TIME” looks and sounds like. It will take some time to establish this routine.

11. Daily Math Review: The Guide The Materials Students should have manipulatives to work with during Daily Math Review. You may provide students with whiteboards if you find them to be necessary and appropriate. Use a projector or whiteboard to present the problems. The teacher should have a set of manipulatives for modeling.

12. Daily Math Review: The Guide The Problems The teacher deliberately selects problems that represent different math standards that focus on student review and practice on variations of the same problems throughout a two week period. 1 – 3 problems: – Start small (1 problem) to establish routine. – Add up to 2 more problems as students become comfortable with the process.

13. Daily Math Review: The Guide The Progression

14. Daily Math Review: Example Step One: Teacher directs students to the carpet for Daily Math Review time. Teacher: “Boys and Girls, please find your spot on the carpet so we can begin Daily Math Review. On your way to the carpet, please take the bag of the blocks that we will be using for the review today. Once you have found your spot on the carpet, place the bag in front of you and sit quietly with your hands on your head.” Preparation: The teacher must have the manipulatives organized and easy to grab. It is important to the process, that the students understand the expectation when walking, when sitting on the carpet and when working with manipulatives.

15. Daily Math Review: Example Step Two: Presenting the first problem. Teacher: “Okay, Kindergarteners, I am going to put up our first problem on the white board. I am going to set the timer for one minute. I want to see you working independently to solve the problem using your manipulatives.” Preparation: The teacher will have the problem already created and ready to present to the students. The problem should be a review concept for the students.

16. Daily Math Review: Example Step Three: Students work on the problem independently + then with partners. Give the students 1 – 2 minutes to work on the problem independently. It is important that each student has a chance to do some of their own thinking. After independent work time, have students assigned to a partner. The students will discuss the problem with a partner (2 – 3 minutes). The teacher should be walking around during this time monitoring student responses. Teacher: Now, that we have finished working alone, I want you to turn to your DMR partner and talk about the problem. Today, let’s use the sentence starter: “I got this answer because…” Preparation: Students need to know who their partner is, as well as, how to work well with partners. The teacher may provide the students with a sentence starter to help students discuss the problem. The teacher may want to highlight good examples of partner work for the students.

17. Daily Math Review: Example Step Four: Teacher processes the problem. Process the problem chorally with the class. Use direct modeling with the manipulatives. First Grade Teachers: If you are ready to move to paper and pencil use the star + circle method for processing (see handout).

18. Daily Math Review: Example Step Five: Teacher gives students a reflection for students to echo to their partner. Reflection is given with students echoing in the beginning of the year. Once students are used to reflecting – the teacher can use a sentence starter (1 st Grade). Teacher: Your reflection today is: “I can add two and three to make five.” Say it once with me (Students say it chorally as a class). Now turn to your partner and say it again. Preparation: Write the reflection on the board for the students to see. Second semester first graders can use sentence starters: I got this problem correct because I … I got this problem wrong because I … I made a connection with… I need to practice…

19. Daily Math Review: Example Step Six: Students state the key statement multiple times. Teacher posts and states the key statement. Teacher has the students repeat the key statement several times. Teacher: Our key statement today is: “Five frames help me count.” Say it with me… Say it to your partner…

20. Daily Math Review: Example Repeat the process with each problem (up to 3). First grade can move to paper and pencil when ready, but still only doing one problem at a time.

21. Daily Math Review: Resources Key Statements Key Statements are available on the elementary math website: http://elementarymath.dmschools.org/

22. Daily Math Review: Resources Categories A resource to develop categories could be the routines listed in the resource guide: http://elementarymath.dmschools.org/

23. Daily Math Review: The Cycle A cycle is 9 days of practice and on the 10 th day, the teacher will informally assess. Each question should be from a different category. The questions in the cycle from each category should be similar and use the same key statement.

24. Daily Math Review: The Cycle Notice the two different categories each day. Notice that the type of question remains the same each day (Repeated Reasoning).

25. Daily Math Review: The Assessment The assessment will be informal through observation. If close to 90% of the class has mastered the category (i.e. five frames) after a cycle, you can move on to a new category. If 90% have not mastered the category after a cycle, you will put them min another cycle for two more weeks. If after 2 – 3 cycles, 90% of the class still are not mastering the concept, take the category out. This informs the teacher that the category is not review and needs to be taught explicitly.

26. Daily Math Review: Video Example Video Example : First Grade Phillips Elementary Recorded in January after the students have been doing DMR since the start of the year. These first graders have moved to pencil and paper. REMEMBER: All Kindergarteners + First Graders begin DMR orally.

27. Daily Math Review: Work Time Expectation for March 6 th District PLC Meeting: All K – 2 teachers will run a cycle of Daily Math Review. Use the rest of the time to create a cycle with your team. 1 – 3 categories 10 questions per category 1 key statement per category 1 reflection statement per question.

28. Daily Math Review: Feedback Notecard: (Use any or all of the options below) I am excited about… Next time I would like… Something I find challenging… I wonder about… I would like more information on… I really enjoyed…