Closure in a Balanced Math Classroom

1. Closure in a Balanced Math Classroom MNPS Numeracy Coaches Ernestine Saville Brock Mathematics Coordinator

2. MNPS Vision Metropolitan Nashville Public Schools will provide every student with the foundation of knowledge, skills and character necessary to excel in higher education, work, and life.

3. Metropolitan Nashville Public Schools provides all stakeholders quality professional development for adult learning that results in the growth of the whole child and the improvement of student learning. MNPS Professional Development Vision

4. Norms I commit to… • beginning and ending on time • turning my cell phone to vibrate • respecting everyone’s opinion • processing our learning • actively participating and having fun learning together

5. Agenda • What is Closure? • Vocabulary Development • Break • Math Writing Tasks • Formative Assessment • Exit Ticket

6. Parking Lot

7. Balanced Math Framework

8. Elements of Balanced Math

10. The Toothpick Challenge • Work with your face partner. • Partner A - make a design using 8 toothpicks or less. Keep it secret from your partner. • Partner A – describe your design to Partner B. • Partner B – try to make the same design with your set of toothpicks.

11. Think about… • What vocabulary do students need to know to complete this task? • What was the most difficult part of this task for you?

12. Closure is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning. Attaching meaning greatly increases the probability that the learning will be remembered. Sousa, David A. How the Brain Learns Mathematics. Thousand Oaks, CA: Corwin, 2008. Print.

13. Remembering the meaning increases the likelihood that the learning will be used again in a new future situation. Sousa, David A. How the Brain Learns Mathematics. Thousand Oaks, CA: Corwin, 2008. Print.

14. Think about… • What vocabulary do students need to know to complete this task? • What was the most difficult part of this task for you?

15. Many of our students struggle with academic vocabulary.

16. Vocabulary Development Students who were achieving at 50% before vocabulary terms had been taught, achieved at 83% after vocabulary terms have been taught. “The dramatic increase to 83% provides a strong argument for teaching academic vocabulary.” Building Background Knowledge for Academic Achievement ( Marzano 2004)

17. Vocabulary Strategies Play games – jeopardy, bingo http://jeopardylabs.com/play/caldwell-eos-4th-grade-tcap-math-jeopardy

18. Vocabulary Strategies www.apollostemplates.com/templates-bingo/

19. Vocabulary Strategies - Word Walls • Introduce words gradually. • Introduce words as they relate to math concepts or student experiences. • Include illustrations. • If space is limited, create word walls on cabinets, rolling carts, cardboard tri-folds, or white boards.

20. http://www.broward.k12.fl.us/studentsupport/ese/PDF/MathWordWall.pdfhttp://www.broward.k12.fl.us/studentsupport/ese/PDF/MathWordWall.pdf

21. Use graphic organizers (webs, thinking maps) http://www.teachervision.fen.com/tv/tvsearch/site=TV&type=graphic-organizer&termname=math

22. Vocabulary Strategies • Encourage group work and discussion Practice needed to store concept: • Average Learner 4-14 times • Everybody Else 14-250 times • Truly disabled 250-350 times

23. Quiz/Quiz Trade Vocabulary Activity • Begin with your shoulder partner. • Tell your partner your word and ask your partner to define it. Define your partner’s word. • When you’re both finished, trade cards with your partner. Raise your hand and find a new partner. • Repeat.

24. Quiz-Quiz-Trade Closure • Please use the last card you received to complete the vocabulary closure activity. • You may reference your vocabulary card. • Please put the definition in your own words.

25. Break

26. Math Writing Tasks Students write for many purposes using a variety of formats. Here are some kinds of writing that can be used for closure. • Explain a Process • Write a Word Problem • Justify an Answer • Describe/Define • Reflect on Learning

27. Explain a process • Explain the strategy you used to solve this problem. • Write directions for rounding a whole number to the nearest ten. • Explain how to draw a square. • Explain how you know it is 11:00 on a clock.

28. Write a Word Problem • Write a problem that can be solved using addition. (subtraction, multiplication, division) • Write a story problem to go with this picture. • The answer is 20. What is the question?

29. Is This Game Fair?

30. Justify an Answer Justifying a solution or process requires that students elaborate on why they believe the answer is correct or the process was reasonable.

31. Describe and Define • Describe a Concept or Process Example – Describe a rectangular prism • Define a Word or Concept Example - Define (word of the day)

32. Reflect on Learning • What was hard/easy about today’s activity? • What questions do you have about today’s lesson? • Today I made this mistake….I learned…

34. Discuss with your shoulder partner the following question.How can you use any of the activities talked about today as a formative assessment?

35. Exit Tickets • Exit Tickets are quick and short written activities at the end of a lesson. • Exit Tickets can be used to collect data on students’ understanding of a concept. • Exit Tickets can be written in journals, index cards, paper, etc…

36. Exit Tickets • Please take a moment to complete the Exit Ticket. • We greatly appreciate your active participation throughout the day!

37. Teacher Questioning and Student Discussions • For this next Activity you will need to refer to the Bloom’s Taxonomy page in your packet.

38. Please use your Bloom’s Taxonomy Page as a reference How many eggs are in a dozen? Level 1 – Remember (Recall)

39. Please use your Bloom’s Taxonomy Page as a reference Potatoes are $0.59 for 16 ounces or $3.50 for a five pound bag. Which is the better bargain? Level 5 – Evaluating

40. Please use your Bloom’s Taxonomy Page as a reference Please provide a definition of a rectangle. Level 2 – Understanding

41. Blooms Taxonomy – Fractions • Remembering- List the fractions you know and can show.  • Understanding- Find items that you can use to show the fractions.  • Applying- Draw a diagram which shows these fractions or take photographs of the fractions. •  Analyzing -Design a survey to find out which fractions are easy and which are hard . Graph your results. • Evaluating- Choose a diagram or picture to represent the hardest fractions to use in a game. • Creating- Create a power point presentation game for others to play.