Do Now: Fact Family Worksheets!

1. × + Do Now:Fact Family Worksheets! + × • Work your way through the various Fact Family Worksheets • See if you can identify the Fact Families being practiced • ~ Answer sheets are at the back of your packets ~ – – ÷ ÷

2. CITY YEAR CHICAGO CITY YEAR CHICAGO CITY YEAR CHICAGO Math 203 Session Developer: Mari Mermelstein City Year Chicago

3. Putting Idealism to Work PITW #2 “Every battle is won or lost before it is fought.” This 2500-year-old insight from the Chinese strategist Tsun Tsu (pronounced “Sun Soo”) is the most important rule of implementation for idealism. All of City Year needs to be built on it. It means that setting clear and correct goals, and preparing an effective plan to meet those goals, are the critical elements to success. Almost any glitch or failure can be traced directly to poor planning or preparation. Another way of saying this rule: “For better or worse, you always get the result you planned (or failed to plan) for.” There are three steps to winning battles before they are fought. First, visualize a final result — a great service project, an outstanding event, a successful fundraising activity; second, think backwards step by step from that imagined great result, until you understand all the steps and every single detail it will take to succeed — including contingencies for what could go wrong — like “what do we do if it rains?”; and third, only then begin to implement each step forward.

4. Overview • Tutoring at a Glance • Activity Planning Worksheet • Computational Fluency • Review • Computational Fluency Tracker • Data-Informed, Content-Derived Instruction (DCI) • Introduction • Graphic Organizers • Example Tutoring Session

5. 1) Plan Tutoring Session Use Activity Planning Worksheet 2) Tutoring Session: Welcome Computational Fluency (record results) DCI (take notes on student progress during session) Close 3) Write up notes Student Progress Log and Comp Fluency Tracker Tutoring at a Glance

6. Activity Planning Form Welcome Computational Fluency Data-Informed Content Derived Instruction Close

7. Computation Fluency - Review Computational Fluency

8. Computational Fluency • The ability to efficiently and accurately compute addition, subtraction, multiplication and division problems • Focus on Whole Numbers and Fact Families • Advance Computational Fluency will focus on Commutative, Associative, and Distributive Properties • Number One Rule… …No Calculators!!!!

9. Computational Fluency Ideas • Mental Math Strings • Online Worksheet Generators • Math GAMES! • Other ideas?

10. Comp Fluency Tracker

11. DCI Data-Informed Content Derived Instruction

12. Data-Informed: means we will take formal and informal data to make meaningful decisions about what supports the students need. Types of data: (including, but not limited to) course grade classroom test/quiz scores class work samples information the student or teacher tells you Content-Derived:means that the content comes directly from what the students are studying in class. We are not simply restating what the teacher has said verbatim, but we modelwhat we do based on what the students are familiar with to help them gain a deeper understanding of the content. Data-Informed, Content-Derived Instruction (DCI)

13. Graphic Organizers • Acronym/Mnemonic Organizer • Venn Diagram • Procedure Notes Organizer • Concept Definition Organizer • Sequence Organizer • Top Hat Organizer • Vocabulary Knowledge Rating

14. Concept Definition Organizer (aka 3 column definitions) • Useful at the beginning of a unit to build a strong foundation for understanding concepts • Good for visual learners • Provides formative data about your student

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16. Venn Diagram • Useful for visually representing the similarities and differences between two concepts or items. • Can be used during any part of the learning process • Beginning: (formative data) tells you what the student already knows • During: (formative data) tells you what the student has learned so far/still needs clarity on • End: (summative data) tells you what the student has learned

17. Divisible by: 2 3 Bank of Numbers: 1, 2, 3, 5, 6, 7, 9, 12, 13, 14, e 22, 24, 27, 32, 36, 39, 42 EXAMPLE

18. Divisible by: 2 3 2 3 22 6, 12 9 14 24, 36 27 32 42 39 Bank of Numbers: 1, 5, 7, 13 (not used) EXAMPLE

19. Do not create these just to create them. Create them because the student needs a support. Helps students remember an instructional sequence. Use during a unit of learning – this is a tool to help students solve problems Acronym/Mnemonic Organizer

20. Word Problem: TK is running at a pace of 6 miles/hour. His goal is to run 10 miles. How long will it take him (in minutes) if he keeps up this pace the whole time? EXAMPLE Solution Steps: Step 1: Givens (G) TK’s pace is 6 miles/hour Step 2: Unknowns (U) Time – in minutes Step 3: Equation (E) D = r · t Step 4: Substitute (S) 10 miles = 6 miles/hr · time

21. Used to help students recall the steps involved in solving specific problem types. Use during a unit of learning –help students organize/plan problem solving Sequence Organizer Step 1: Step 2: Step 3: Step 4: Step 5: Step 6: Step 7:

22. EXAMPLE Evaluating a Function at a Specific Value Write out the entire function Substitute the value in Eval using O of Ops Simplify each term Simplifying All Answer!

23. Used to gauge a student’s understanding of vocabulary Should be used at the beginning of a unit (to gain baseline) and/or end of a unit (to assess progress) Vocabulary Knowledge Rating

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25. Allow students to organize their notes, determine common procedures and the rationale behind those procedures. Use near the beginning of a unit to set up the student for success as the unit progresses Procedure Notes Organizer

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27. Can visually represent the similarities and differences in two concepts or procedures. Use to compare the problem solving process of two equations, comparing word problems, and comparing statistical data. Use during the unit to assess continuing student need / check for understanding Use after to reflect / gauge student learning Top Hat Organizer x x x

28. EXAMPLE – adding/subtracting fractions and 1 problem for the student to do Have 1 completed problem Have 2 problems for the student to do Adding Problem Adding Problem Adding Problem Subtraction Problem Subtraction Problem Subtraction Problem x Need to have COMMON DENOMINATORS

30. Picture yourself in class working with a student… Reality Check What concept are you covering? What is that student struggling to understand? What tool do you wish you could magically pull out of your pocket to help that student?

31. Activity: Select one of these graphic organizers that you think would be most effective for working with that student… and CREATE IT! Create Your Own! • Acronym/Mnemonic Organizer • Venn Diagram • Procedure Notes Organizer • Concept Definition Organizer • Top Hat Organizer • Sequence Organizer • Vocab Knowledge Rating Organizer

32. Group yourselves by Graphic Organizer type Talked about what CONCEPT you are covering and WHY you chose that Graphic Organizer Select ONE person to be your spokesperson: Be ready to share: Which Graphic Organizer you have The top 2 concepts people used it for If there was a general reason people chose that Graphic Organizer Share Out

33. How do I plan my tutoring session? Talks with your teacher What concepts are you covering in class? Do your students need time to complete class work or can you use this time to provide conceptual support? What does my tutoring session actually look like? What documents do I need? What do I do during the session? What do I do after the session? Putting it all together!

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35. Computational Fluency Component Rounds 1-5: Multiplier = 4 Rounds 6-10: Multiplier = 7 Keep track of student(s) score in the Notes section on the Activity Planning Worksheet Notes/Next Steps: Take time to reflect: How did they do? Are they ready to move on or do they need more practice? How did the activity go? Did they like it? Card Multiplication

36. Use the results of the warm up to guide an initial conversation with the students. Ask them to identify specific areas of confusion If they are unable to identify specifics, talk them through a problem and see if they understand each step. (see questioning guide) Data Informed, Content-Derived Instruction

37. Step 1) I DO: Identify specific areas of confusion to know what concept(s) to re-teach. Model one or two example problems (in Think-Aloud style) Data Informed, Content-Derived Instruction

38. 1 Identify the Problem. Can you tell me what you are having trouble understanding/solving? Questioning Strategy 1A Show me a problem or equation that you are having trouble solving. If No If Yes If answered no or cannot answer correctly. 2 Check for Understanding. What can you tell me about this problem? What are you being asked to solve? 2A Have we worked on similar problems? How did you solve them? 2B It looks to me that you are solving a ___ problem, let’s try strategies that would work when ___ing If Cannot answer correctly. If Answered correctly. 3 Check for Knowledge of appropriate skills. What strategies or operations can you use to solve this problem? If Cannot answer correctly. 3A This looks like ___. We worked on problems like that __. Let’s look at those notes… If Answered correctly. 4 Check for Application. Okay, let’s try the first step. What should we do first? (Do it.) Second? (Do it.) Third…

39. Step 1) I DO: Identify specific areas of confusion to know what concept(s) to re-teach. Model one or two example problems (in Think-Aloud style) Step 2) WE DO: Fill out a Procedure Notes Graphic Organizer and work on 10/26 course work using the graphic organizer. Data Informed, Content-Derived Instruction

40. 1. Rewrite the expression 3(2x2 + 5x) - 7 - 3x + 1 - x2 Order of Operations: Multiplication and division should be solved before addition and subtraction. Always work from right to left. 2. Distribute 6x2 + 15x – 7 – 3x + 1 - x2 3. Gather like terms together 6x2 – x2 + 15x – 3x – 7 + 1 Ensures proper simplification Order of Operations: Addition and subtraction from left to right, do whichever operation appears first. 4. Simplify 5x2 + 12x – 6 Simplify 3(2x2 + 5x) - 7 - 3x + 1 - x2 Reason Steps Calculation Make sure you are doing the correct problem

41. Step 1) I DO: Identify specific areas of confusion to know what concept(s) to re-teach. Model one or two example problems (in Think-Aloud style) Step 2) WE DO: Fill out a Procedure Notes Graphic Organizer and work on 10/26 course work using the graphic organizer. Students will work on problem sets individually. (Have students do at least on problem as a Think-Aloud) Step 3) YOU DO: Have students complete mental math string. do at least on one problem as a Think- Aloud to gauge comprehension (use questioning guide) Data Informed, Content-Derived Instruction

42. Use this time to assess individual student comprehension: Think-Alouds Mental Math Strings YOU DO: Mental Math String

43. Activity Work-sheet (revisited)

44. Student Progress Log: Facilitates the sharing of information between CMs and the teacher Provides the teacher (and yourself) with detailed information about the progress of students during the tutoring sessions. How to use: Fill it out after EVERY tutoring session. ONE student per page Use your notes from the APW to fill in the information Write in comments you want to share with your teacher Write down ideas from your teacher meetings to help plan for future tutoring sessions. After the Session

45. Comp Fluency Teacher Notes Section DCI CM Notes Section

46. Example Student Progress Log CM Notes Section Comp Fluency Teacher Notes Section DCI