Bradley County Schools

1. Bradley County Schools Plan for improving Math Skills 2010-2011 Heather Byrd Kindergarten –Park View Elementary

2. RElationships • MOTIVATE AND EXCITE • SET GOALS/REWARDS • CELEBRATE ACHIEVEMENTS • COOPERATIVE LEARNING

3. Math Fact Fluency • Means for building relationships • Way to motivate • Way to set goals • Way to celebrate achievements • Way to include cooperative learning

4. RIGOR • One hour of uninterrupted math instruction every day.

5. rigor • One word problem a day. • Review problem and talk through the thinking process. • Continually review previously taught material. • One problem per strand per week.

6. rigor • Review math facts daily. • 10 minutes • Whole group for introducing facts • Move to needs based grouping

7. How to teach/review facts/numeral recognition: • Provide a variety of strategies • Powerpoints • Hokey Pokey • Calculator Mat or Hopscotch Mat (shower curtain liner) • Calculators • Numeral recognition in small groups • Simple Addition and Subtraction Facts • Neighbors • Near neighbors • Doubles Other ideas???

8. Rigor • Teach Math Vocabulary • Word Walls • Interactive • Daily Review • Introduce/Reinforce through math literature • Stuart J. Murphy • Marilyn Burns

9. vocabulary • Math vocabulary is not like learning a new language. Much of the vocabulary are words students are already familiar with, but have multiple meanings, are a homophone, or have been used in a different context. • Examples: sum, difference, mean, temperature

10. rigor • Teach using calculators one day a week. • Numeral recognition • Model on Promethean board • Student calculators • Calculator Mat (shower curtain)

11. relevance • Make real world applications • For students to understand new math content it is important to provide instruction with relevant context. • If the situation is about sleigh rides/skiing, change it to hay rides or something that is relevant to students in our area. • If the situation is familiar then learning new content/math vocabulary will be easier to acquire. • Problem of the day • Relate calendar activities to real-life situations

12. relevance • Use technology effectively • Promethean board—not just a white board—make it interactive for kids • Several websites for kids to apply their knowledge

13. Promethean board • Five Frames • Ten Frames • Double Ten Frames

14. Websites • http://www.mathslice.com/ol_m.php?pg=1&cat=518 • http://jmathpage.com/JIMSNumberpage.html • http://nlvm.usu.edu/en/nav/vLibrary.html • http://illuminations.nctm.org/ActivityDetail.aspx?ID=75 • http://www.fuelthebrain.com/Interactives/app.php?ID=29

15. relevance • Use Higher Order Thinking • Mathematical Questioning • Susan O’Connell • Justify thinking • Explain processes • Describe concepts • Make connections • Summarize • Listen to each other • Student self reflection

16. relevance • Interactive Learning Strategies to reach all learners • Interactive Notebooks or Journals • Manipulatives

17. manipulatives • CONCRETE • PICTORIAL • WRITTEN • ABSTRACT

18. Strategies/concepts • Growing patterns • Number sense • Shapes

19. growing patterns • In addition to repeated patterns (ABAB), beginning in kindergarten students need exposure to growing patterns. • These patterns extend their algebraic concepts. • Growing patterns are children’s introduction to functions.

20. Growing patterns • Using manipulatives to show growing patterns provides students with a concrete model of a function and some background knowledge to pull from in the future.

21. Exploring Houses House 1 House 2 House 3 House 4

22. The Rocket Pattern Stage 1 Stage 2 Stage 3 Stage 4

23. Growing pattern resources • http://mathwire.com/algebra/growingpatterns.html • http://teams.lacoe.edu/documentation/classrooms/linda/algebra/activities/pattern_grow/pattern_farm.html

24. Number sense • … “a good intuition about numbers and their relationships. It develops gradually as a result of exploring numbers, visualizing them in a variety of contexts, and relating them in ways that are not limited by traditional algorithms.” —Howden (1989)

25. Learning patterns &dot plate flash • Need: • set of paper plates with patterns of dots • Counters

26. I wish I had • Uses dot plates and counters

27. Make your own

28. Frame flash • Using a 5, 10, or double 10 frame

29. One more / one less • Need: • Spinners • Five,ten, or double ten frame • Counters • Dice • How to play: • Each child has a frame and counters. • Take turns rolling the dice one time to find out the starting number. • Then take turns with the spinner to place 1 more/1 less on their frame. • The first child to fill his/her frame wins.

30. shapes—Plane and solids • After students have had time to explore, draw/cut out/build, and describe shapes as a whole group, they can then apply their knowledge to do this activity. • Place a sticky note with a shape on a students back. • Let the rest of the class see it and then have the student turn around. • Let 2 or 3 other students tell clues to the “guesser” about the shape. (ex. It has 4 sides). • Then, allow the student to guess the shape. If correct, repeat with another student. If not correct, have the other students give more clues.

31. Resource for number sense, shapes, patterns, and more • Elementary and Middle School Mathematics: Teaching Developmentally • John A. Van De Walle http://wps.ablongman.com/ab_vandewalle_math_5/0,7959,796754-,00.html

32. Final thought • “No matter how lucidly and patiently teachers explain to their students, they cannot understand for their students.” • Schifter and Fosnot (1993)