2. Leading the Way to Accelerating Math Achievement Bill Hanlon

3. Answering the Question: What are you doing to help my child learn?

4. Organizing Student Learning 5 Essentials Instruction Note taking Homework Test Preparation Assessment Bill Hanlon bill@hanlonmath.combill@hanlonmath.com 800.218.5482

5. Rules in Mathematics Don’t make sense!

6. Best practices Note taking Homework Tests

7. Researchers - #1 Memory Aid - Writing it Down Complete homework assignment Prepare for unit test Prepare for high-stakes tests Note Taking

8. Rules and examples

9. Title Date Objective Vocabulary & Notation Pattern Development Rule Examples Variation

11. Homework Homework should reflect what you say you value. –Vocabulary & Notation –Conceptual understanding & Linkage –Basic Facts & Procedures

12. What’s needed? Refinement & Reinforcement of those practices.

13. Homework Page 270, 1–32 odd

14. Homework Read Sec. 9.4 - Expressions involving logarithms Define logarithm Write a procedure for converting logarithms to exponentials Explain why when multiplying log with the same base, you add the logs log (AB) = logA + logB Page 270 1 – 33 multiples of 3

15. Homework Read Sec 9.4 - Adding Fractions Define Fraction Draw a model for adding fractions Write a procedure for adding fractions Explain the link between adding fractions and decimals Page 270, 1 –33 multiples of 3

16. Increasing Student Achievement No simple answer- what works is work

17. Actions follow beliefs 10 simple 2-letter words

18. If it is to be, it is up to me

19. Success on Success –Teach students how to learn effectively and efficiently. auditory visual kinesthetic Concentration times

20. Studying Reading Thinking Reflecting Organizing Writing Analyzing Visualizing Reviewing Remembering Recalling

21. Balance Vocabulary & Notation Concept Development & Linkage Memorization of Important Facts & Procedure Applications Appropriate Use of Technology Balance in mathematics has been defined as: Balance should be reflected in assessments and in the delivery of instruction.

22. Vocabulary & Notation There is no more single important factor that effects student achievement than vocabulary and notation

23. Study skills Good students adjust studying according to several factors: –the demand of the material –the time available for studying –what they already know about the topic –the purpose & importance of assignment –the standards they must meet

24. Vocabulary Find the degree of 4x 2 y 3 x 5

25. Vocabulary Best Bet? –Bet A Probability of winning is 3/5 –Bet B Odds of winning 3 to 5

26. Language Acquisition Double meanings area volume operation power mean feet product

27. 1st Essential - Instruction

28. Time on Task Stake and local school districts usually determine the classroom time available to teachers and students. However, regardless of the quantity of time allocated to classroom instruction, it is the classroom teacher and school administrator who determine the effectiveness of the time allotted. According to a survey conducted by the American Association of School Administrators, teachers identify student discipline as the single greatest factor that decreases time on task in the classroom. Generally, teachers with well-managed classrooms, have fewer disciplinary problems. These classrooms typically have teachers who have established rules and procedures are in the classroom when the students arrive, and begin class promptly. They reduce the “wear and tear” on themselves and students by establishing procedures for make-up work, they arrange their room to accommodate their teaching philosophy and style, and they develop routines that increase overall efficiency. The benefits of establishing these classroom procedures and routines become apparent as the total time on task approaches the allocated time. When teachers begin class immediately, students view them as better prepared, more organized and systematic in instruction, and better able to explain the material. Students also see these teachers as better classroom managers, friendlier, less punitive, more consistent and predictable, and as one who values student learning. Routines like beginning class immediately, reviewing recently taught material, orally reciting new material, having students take notes, and ending the class by reviewing important definitions, formulas, algorithms, and the daily objective keep students engaged and on task. Quality time on task is not a “silver bullet” that can cure all the problems facing education. However, it can play an important role in increasing student achievement.

29. Content - Instruction What you teach affects student achievement How you teach it affects student achievement

30. Subtraction 5 – 115 – 68 – 814 – 6 13 – 59 – 215 – 97 – 1 14 – 516 – 94 – 410 – 4 6 –212 – 410 – 36 – 3

31. When will I ever use this? Pythagorean Theorem Parabola Circumference

32. Knowledge, Interest, & Enthusiasm

33. Use simple straight forward examples that clarify what you are teaching. Do not get bogged down in arithmetic.

34. Multiplication by 11 by 25

35. I can’t teach __________ because my kids don’t know _____________

36. Show them how - Linkage Introduce new concepts using familiar language Review and reinforce Compare and contrast Teach in a different context

37. + Polynomials

38. 6 7 2=6(100) + 7(10) + 2(1) 6 10 + 7 10 + 2 2 6 n + 7 n + 2 2 6x + 7x + 2 2

39. 5 3 2+3 4 1 = 8 7 3 (5 +3)(100) +(2 + 1)(1) = + (3 + 4)(10) (8)(100) + (3)(1) = + (7)(10) (800) + (3) =+ (70)

40. 213 = 9 8 7 (4 +3+2)(100) + (2+2+3)(1) =+ (1+6+1)(10) (9)(100) (900) + 362 412+ (7)(1) =+(8)(10) + (80) + (7) =+ 123+271 = 8 9 6 (1 +5+2)(100) + (3+2+1)(1) =+ (2+0+7)(10) (8)(100) (800) 502 + (6)(1) =+(9)(10) + (90) + (6) =+ Addition - Left to Right

41. (5x + 3x + 2) + (3x + 4x + 1) 22 = 8x + 7x + 3 2 5 3 2+3 4 1 =8 7 3 (5x + 3x ) + (3x + 4x) + (2 + 1) 22

42. Add / Subtract Rational Expressions

43. 1 + 3 1 2 2 6 5 6 3 6 +

44. 1 + 3 1 2 = 5 6 1 + 4 1 5 = 9 20 1 + 3 1 4 = 7 12

45. 1 + 3 1 5 = 8 15

46. 2 + 3 1 5 = 13 15 3 + 10 2 3 = 29 30

47. 3 + 4 1 5 = 20 + 4 1 3 5 = 19

48. A + B C D = AD + BC BD A C + B D =

49. 2 + X 3 Y = XY 2 + X 3 Y = 2Y + 3X XY

50. 3 + x-1 2 x+3 = (x-1)(x+3) 3 + x-1 2 x+3 = (x-1)(x+3) 3(x+3) + 2(x-1)

51. Relations & Functions

52. Functions Special relation in which no 2 ordered pairs have the same 1st element.

53. Menu Hamburger ……….4 Hotdog ……………3 Sandwich …………5 00

54. 4 (H,)(Hd, )(S, )3 00 5 H, Hd, S,4 00 3 5 4 H, Hd,( S), 3 00 5

55. .50 1, 2, 3, 1 00 1 50.50 (1, ) (2, ) (3, ) (10, ? ) 1 00 1 50 Cold Drinks

56. .50 1, 2, 3, 1 00 1 50.50 (1, ) (2, ) (3, ) (10, ? ) 1 00 1 50 C = n x.50 =.50n or y = x 1212

57. 50 (1,) (4, )2 00 1 (2, )1 50 (3, ) 1 75 (4, )

58. Multiplication

59. 3 2 6 7 2 6 4 3 2 2 1 x 3x + 6 x + 2 x + 3 2 x + 2x 2 x + 5x + 6

60. (x + 3) (x + 2) = x + 5x + 6 2 (x + 4) (x + 5) = x + 9x + 20 2 (x + 10) (x + 5) = x + 15x + 50 2

61. (2x + 3) (3x + 5) 6x + 8x + 15 2

62. 10x +15 2x + 3 3x + 5 2 6x + 9x 2 6x +19x +15

63. (2x + 3) (3x + 5) 2 6x + 19x + 15

64. F O I L

65. 6 2 3 2 2 1 x 6 2 3 2 2 1 x 7

66. Slope

67. 50 (1,)1 00 (2, )1 50 (3, ) m = y - y 1 x - x 1

68. Equations of Lines

69. = m y - y 1 x - x 1 y - y 1 = m (x - x 1 )

70. Find the equation of a line passing through the point (2,3), with m = 4 y - 3 = 4 (x - 2) point - slope

71. y – 3 = 4x - 8 Solve for y: y = 4x - 5 y – 3 = 4 (x - 2)

72. y = mx + b y = 4x - 5 slope - intercept

73. 4x – y = 5 general form

74. Using linkage, if you know slope, you can reconstruct the other equations.

76. -Introduce using familiar language -Review & Reinforce -Compare & Contrast -Teach in different context Increased Student Achievement LINKING

77. Linking Fractions Decimals Percents

78. Linking Pythagorean Theorem Distance Formula Equation of a Circle Trig Identity

79. Linking Special products in algebra Special products in arithmetic

80. Linking Quadratic Formula Completing the Square

81. Linking Solving Linear Equations Order of Operations

82. Why Linking? It’s not a matter of if students are going to forget information, it’s a matter of when. Linking concepts will allow students to reconstruct concepts and skills