Ernestine Saville-Brock MNPS Math Coordinator Ernestine . Saville-Brock@mnps . org

1. Elementary Balanced Math Ernestine Saville-Brock MNPS Math Coordinator Ernestine.Saville-Brock@mnps.org Pam Pedigo & Sue Collier Numeracy Coaches

2. Elements of Balanced Math Conceptual Understanding Computational Fluency Problem Solving

3. Balanced Math is... • Standards based • Student centered • Implementation of mathcomponents • Research based • Best practices • Workable schedule • Becomes routine

4. Course Outlines Support Balanced Math • Pacing • Resources • Themes http://guest.portaportal.com/courseoutlines

5. Balanced Math Framework Elementary School

6. Math Review • Typically, this involves the teacher posting 4-6 varying math concepts for students to work. • The teacher acts as a facilitator who encourages a variety of ways to solve problems and helps model efficient thinking when necessary. • Students take turns sharing their individual strategies with the class. • Concepts are consistently revisited throughout the year so that they are not taught in isolation and/or forgotten.

7. Math Review Spiral review of grade level concepts taught throughout the year • Math morning work • Calendar activities • Estimation prompts • Houghton Mifflin Transparencies • Thinklink practice probes • Math warm-ups

8. Resources for Math Review Mountain Mathhttp://www.mtmath.com/forum/mtmath.php?topic=mathKits Arithmetic Developed Dailyhttp://www.growpub.com/cgi-bin/GRWstore.pl?user_action=detail&catalogno=AD3 Week By Week Essentialshttp://community.learnnc.org/dpi/math/archives/2005/06/grades_35_resou_1.php

9. Daily Math Review Name_______________________________________________________________________ Place value Addition Subtraction Multiplication Measurement

10. Mental Math • “Math on Your Feet” • Brief daily sessions • Opportunities to practice • mental computation • Opportunities to solve • problems in a variety of ways • Could occur during transition • times.

11. Mental Math • One more/one less, before/after, a given number • Counting by twos, fives, tens • Doubles • Fact families • Measurement (time, money, calendar, feet, etc.) • Math Vocabulary/Math Word Wall • Addition &/ or Subtraction Facts • Estimation • Math Around the Room

12. Link for Mental Math Daily Mental Math Activities • http://www.aea11.k12.ia.us/prodev/math/mentalmath/dailymm.html

13. Concept Lesson • Students experience an inquiry-based method of understanding key concepts • Use of concrete representation when introducing new concepts • Embedded problem solving • Teachers implement strategies that help students develop understanding • Utilize resources and methods beyond the adopted textbook • Opportunities to work with small group remediation, enrichment, etc.

14. Balanced Math Framework Elementary School

15. Math Word Wall • Content words • Current vocabulary • Interactive • Keep retired vocabulary accessible (dictionary, index cards, center)

16. Balanced Math Framework Elementary School

17. Race For a Flat Goal: Get enough longs and units to trade for a flat worth 100 • One team rolls 2 number cubes. The players find the sum of the numbers they roll and take units to show that number. • Then, put their units on the mat. • If team gets 10 or more, trade in for a long. Take turns rolling, finding sums, putting units on the mats and trading for longs. • As soon as a team has 100 or more, they trade for a flat and win that round!

18. Where to find concept lessons • Super Source Manipulative Kit Lessons • Navigations Series (NCTM) • Marilyn Burns Math Lessons • Marilyn Burns Math and Literature • Math Games

19. Links for Concept Lessons Mathwire • http://www.mathwire.com Internet4Classrooms • http://internet4classrooms.com/

20. Learning Stages 1st Students will use their prior knowledge to construct concrete representations of math 2nd Students must represent their understanding in a reflective &/or symbolic form 3rd One or both forms will be a visual reminder for the understanding of the higher-thinking abstract Representation Concrete Abstract

21. Learning Stages Representation/Pictorial ConcreteAbstract

22. Balanced Math Framework Elementary School

23. Closure • Math Journals • Reflect individually and with whole-group • Record representation of key concepts • Opportunity to use math vocabulary/word wall in context • Pose questions • Problem solving

24. Journaling Draw Have children draw a model of base ten blocks for any given number, such as 93. Write (in complete sentences) How many more do you need to get to 100? What are all the possible combinations of numbers that could be rolled on the number cubes to get to 100?

25. Problem Solving Tasks • Problem solving tasks are… • using a strategy or strategies to make sense of a problem. • Based on real-life experiences whenever possible. • Investigative experiences that encourage concept building and skill acquisition.

26. A problem is defined by… Any task or activity for which a student has no prescribed or memorized rules or methods, nor is there a perception by the student that there is a specific “correct” solution method. Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., & Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 25 (May), 12-21.

27. What are some ways to incorporate more problem solving? MinilessonsTasks that do not require the entire class period—the think-pair-share strategy is useful Workstations and gamesCan be setup around the room without the need to distribute and collect materials to allow students to work on different tasks and concepts Problem-solving MenuA menu is a collection of activities for a student to do. A menu can provide class work activities for several days, a week, or a longer period of time. The tasks on the menu are not hierarchical and do not conceptually build upon each other.

28. Problem Solving Resources NCTM Illuminations website http://illuminations.nctm.org/ MNPS Math Wikispace http://mnpsmath.wikispaces.com Sunshine Math http://mnpsmath.wikispaces.com/Problem+Solving MNPS Portaportal http://www.portaportal.com/mnpsmath

29. Math Centers/Stations Computer Center • http://www.eduplace.com/elogin/ • http://www.portaportal.com/ HM Math Center Resource Book Super Source Activities (from previous lessons) Family Math Book Take It To Your Seat Folder Games

30. Balanced Math Framework Elementary School

31. Assessments FORMATIVE—checking on learning as students progress SUMMATIVE—checking on learning at the end of the learning experience

32. Assessment “When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative.” (Stake, 2005)

33. Formative & Summative Assessment Teacher Observation Math Journals Teacher Made Tests Study Island, Compass, Accelerated Math… Houghton Mifflin Chapter and Unit Tests Projects Thinklink Relay TCAP

34. MNPS 3rd Grade ELL teacher Susanna Owens modeling Balanced Math http://10.189.201.34/watch_video.php?v=244237dc39021b3

35. Focus on Standards Think about the standards that were included in all of the activities and lessons In your teams, highlight the standards which: • Were included in the activities and lessons • ALSO, look for standards that were “uncovered” today • Discuss and highlight other standards that could be incorporated into specific grade levels.

36. Balanced Math is standards based, not textbook based

37. Exit Ticket • What is one significant thing you learned about Balanced Math? • What is the first thing you think you will implement? • What do you need next to support you as a Coach?

38. Elementary Balanced Math Presented by Sue Collier Numeracy Coach Tulip Grove Elementary School Pam Pedigo Numeracy Coach/Math Specialist Dodson Elementary School Ernestine Saville-Brock MNPS Mathematics Coordinator K-12 Ernestine.Saville-Brock@mnps.org

39. Bibliography • Five Easy Steps to a Balanced Math Program for Primary Grades (Paperback) (K-2) by Larry Ainsworth and Jan Christinson • Five Easy Steps to a Balanced Math Program for Upper Elementary Teachers (Paperback) (Grades 3-5) • by Larry Ainsworth and Jan Christinson