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Origo Math

Origo Math . Specially Designed Instructional Tool for Students with concerns in Mathematics . CLO.

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Origo Math

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  1. Origo Math Specially Designed Instructional Tool for Students with concerns in Mathematics

  2. CLO Participants will be able to orally explain what ORIGOMath is, the profile of a student who would benefit from the ORIGOmath program, and how to use the ORIGOmath program, using academic vocabularyafter -Review of the program -Watching OrigoMath Video -Practicing the OrigoMath Box of Facts -Practicing a few OrigoMath activities

  3. PPT is available at http://sdimathdps.wikispaces.com/home Additional Resources at http://www.origoeducation.com/ Origomath Videos http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C

  4. 34.00 Four people equally share the total cost of $34 for a take out meal. How many wholedollars will each person have to pay? How do you know? $32.00 ÷ 4 = $8.00 $2.00 $2.00 ÷ 4 = $.50

  5. Using money to interpret remainders $8.00 + .50 = $8.50 8 r 2 4 34 -32 2 .5 4 2.0 -2.0 0

  6. What is OrigoMath?

  7. What is ORIGOmath? • Number Sense and Computation Intervention • Math fact fluency • Multi-Sensory, direct, systematic and sequential addition to a core curriculum • Some inquiry approaches utilized • Grades 1st through 5th grade

  8. Is: An intervention program for mathematics OR a resource for specially-designed instruction Foundational building for students’ understanding of number sense, computation, and early algebraic thinking Is NOT: A replacement for the core program Initial instruction of mathematical concepts and/or topics What ORIGOmath Is and Is NOT

  9. 2nd Grade Multiplication Skills Introducing the Doubling Strategy Reinforcement of Doubling Strategies

  10. 3rd Grade Multiplication Skills Practice Doubling Facts Expend Doubling Strategy Practice x 2 and x 5 facts Introduce the ten strategy Reinforce the 10 strategy Practice the 10 facts Extend the 10 strategy Introduce a rule strategy Reinforce a rule strategy Practice a rule strategy

  11. 4th Grade Multiplication Skills Practice Reinforce Extend

  12. Grade 1-5 Teacher Source Book Purchased for Elementary Traditional School Mild Moderate

  13. Source Book Scavenger Hunt In groups of two or three explore one grade level Source Book. Use post it’s to label the following parts • An addition lesson • Prerequisite Checklist • Post Test • End of Unit test • Resource Overview

  14. Grade 1-5 Student Journal

  15. Make the worksheet CRA C- do first with Concrete objects R- do the worksheet for the Representational A- Create a worksheet with out the pictures and only the algorithm, thus making it abstract

  16. Box of Facts

  17. Optional: Building are encouraged to purchase Origo handbook Math Dictionary Resources

  18. Optional: Building are encouraged to purchase Figure It!

  19. Optional: Building are encouraged to purchase Fundamentals Games for Mental Computation

  20. Optional: Building are encouraged to purchase Book of Facts Extension of the Box of Facts

  21. Optional: Building are encouraged to purchase MATHeMENTALS Fluency Practice

  22. Who is ORIGOMath for?

  23. Who benefits from ORIGOmath? • Students who struggle with computation conceptual understanding • Student who need number sense development in the context of computation • Students who need additional computation practice to develop fluency and mastery • Student with number processing disorders

  24. Counting Skill Deficits Difficulty understanding the concept associated with fluid reasoning Types of Math Disorders Associated with Number Module dysfunction Arithmetic Skill Number Sense Visual-Spatial Deficit Associated with Executive Functioning Procedural Disorders Memory Deficit Non-verbal reasoning Rapid Recall of over learned material Origo will help but will need additional work Origo will address this need Origo does NOT address this need

  25. How do I determine what the student needs? • Collect the Body of Evidence • Universal Data • Core Curriculum Assessment • Math their Way or New Zealand Ministry of Education Diagnostic Interview • Monitoring Basic Skills Progress Fluency (computation and application • Math Navigator Screener with Interview • KeyMath • Conduct a Root Cause • Fishbone analysis

  26. Number Sense Operations Counting by Rote Memory: to 100 One-to-One Correspondence: to 10 Instant Recognition: 10/10 Conservation of Number: 1/3 Counting Backwards: from 30 Estimation of Objects: 3/3 Numeral Recognition: 10/10 Numeral Forms : 10/10 Cardinality: 5/5 + Concept Level: 3/3 + Connecting Level: 0/3 + Symbolic Level: 3/3 + Visualization Level: 2/3 Name: _____Greg_____ Grade: 5th - Concept Level: 3/3 - Connecting Level: 0/3 -Symbolic Level: 3/3 - Visualization Level: 3/3 Regrouping + Concept Level: 0/3 Regrouping +Connecting Level: 0/3 Regrouping + Symbolic Level: 3/3 Regrouping - Concept Level: 0/3 Regrouping - Connecting Level: 0/3 Regrouping - Symbolic Level: 1/3 Poor performance in Math Place Value Concept Level: 3/3 Place Value Connecting Level: 3/3 Place Value Symbolic Level: 3/3 Fluency Assessment: 1. 14%iles 2. 18%ile 3. 22%ile Problem Solving and Applications and Interview : SS 92 Key Math Color naming RAN: 5 grade level Pattern Block Design or Visual Spatial Reasoning : SS 88 Key Math Verbal Reasoning: SS 102 Executive Functioning Skills (structured or unstructured): - Poor focus in Math; excellent focus in Reading and unstructured environments Other: -Older sibling have no issues with math; parents didn’t report any history of math difficulty Fluency Reasoning and Problem Solving

  27. Number Sense Operations + Concept Level: 2/3 + Connecting Level: 0/3 + Symbolic Level: 2/3 + Visualization Level: 2/3 Counting by Rote Memory: to 100 One-to-One Correspondence: to 10 Instant Recognition: 3/10 Conservation of Number: 1/3 Counting Backwards: from 30 Estimation of Objects: 0/3 Numeral Recognition: 10/10 Numeral Forms : 10/10 Cardinality: 0/5 Name: ___Samuel_____ Grade: 5th - Concept Level: 2/3 - Connecting Level: 0/3 -Symbolic Level: 0/3 - Visualization Level: 0/3 Regrouping + Concept Level: 0/3 Regrouping +Connecting Level: 0/3 Regrouping + Symbolic Level: 3/3 Regrouping - Concept Level: 0/3 Regrouping - Connecting Level: 0/3 Regrouping - Symbolic Level: 1/3 Poor performance in Math Place Value Concept Level: 1/3 Place Value Connecting Level:1/3 Place Value Symbolic Level: 0/3 Fluency Assessment: 1. 8%iles 2. 8%ile 3. 7%ile Problem Solving and Applications and Interview : SS 81 Key Math; evidence of strong reasoning ability Color naming RAN: 6th grade level Pattern Block Design or Visual Spatial Reasoning : SS 71 Key Math Verbal Reasoning: SS 88 Executive Functioning Skills (structured or unstructured): - Poor focus in in structured and unstructured environments Other: -Parents didn’t report any history of math difficulty Fluency Reasoning and Problem Solving

  28. Number Sense Operations + Concept Level: 3/3 + Connecting Level: 3/3 + Symbolic Level: 3/3 + Visualization Level: 3/3 Counting by Rote Memory: to 100 One-to-One Correspondence: to 10 Instant Recognition: 10/10 Conservation of Number: 3/3 Counting Backwards: from 30 Estimation of Objects: 3/3 Numeral Recognition: 10/10 Numeral Forms : 10/10 Cardinality: 5/5 Name: ___Samantha_____ Grade: 5th - Concept Level: 3/3 - Connecting Level: 3/3 -Symbolic Level: 3/3 - Visualization Level: 3/3 Regrouping + Concept Level: 3/3 Regrouping +Connecting Level: 3/3 Regrouping + Symbolic Level: 3/3 Regrouping - Concept Level: 3/3 Regrouping - Connecting Level: 3/3 Regrouping - Symbolic Level: 3/3 Poor performance in Math Place Value Concept Level: 3/3 Place Value Connecting Level:3/3 Place Value Symbolic Level: 3/3 Fluency Assessment: 1. 25%iles 2. 34%ile 3. 34%ile Problem Solving and Applications and Interview : SS 75Key Math; evidence of weakreasoning ability Color naming RAN: 6th grade level Pattern Block Design or Visual Spatial Reasoning : SS 71 Key Math Verbal Reasoning: SS 92 Executive Functioning Skills (structured or unstructured): Excellent Other: -Parents didn’t report any history of math difficulty Fluency Reasoning and Problem Solving

  29. Approaches to instruction Mastery Inquiry Students discover how to solve the problem Guided or Open Inquiry • Requires fluid reasoning • Skills are developed sequentially

  30. Prerequisite Skills for ORIGOmath Counts to 20 Instant recognition of an amount up to 4 (perceptual subitizing) Read and Write number to 20 Add and Subtracts simple story problems Instant recognition of an amount on a 10 frame (conceptual subitizing ) Compare and Order three quantities Counts on from any given number (cardinality)

  31. How do we implement ORIGOmath after determine they would benefit form ORIGOmath?

  32. 4 Operations

  33. Case Study Samual- 5th grader

  34. Number Sense Operations Counting by Rote Memory: to 100 One-to-One Correspondence: to 10 Instant Recognition: 10/10 Conservation of Number: 1/3 Counting Backwards: from 30 Estimation of Objects: 3/3 Numeral Recognition: 10/10 Numeral Forms : 10/10 Cardinality: 5/5 + Concept Level: 3/3 + Connecting Level: 0/3 + Symbolic Level: 3/3 + Visualization Level: 2/3 Name: _____Greg_____ Grade: 5th - Concept Level: 3/3 - Connecting Level: 0/3 -Symbolic Level: 3/3 - Visualization Level: 3/3 Regrouping + Concept Level: 0/3 Regrouping +Connecting Level: 0/3 Regrouping + Symbolic Level: 3/3 Regrouping - Concept Level: 0/3 Regrouping - Connecting Level: 0/3 Regrouping - Symbolic Level: 1/3 Poor performance in Math Place Value Concept Level: 3/3 Place Value Connecting Level: 3/3 Place Value Symbolic Level: 3/3 Fluency Assessment: 1. 14%iles 2. 18%ile 3. 22%ile Problem Solving and Applications and Interview : SS 92 Key Math Color naming RAN: 5 grade level Pattern Block Design or Visual Spatial Reasoning : SS 88 Key Math Verbal Reasoning: SS 102 Executive Functioning Skills (structured or unstructured): - Poor focus in Math; excellent focus in Reading and unstructured environments Other: -Older sibling have no issues with math; parents didn’t report any history of math difficulty Fluency Reasoning and Problem Solving

  35. After Before Count on 0 Count on 1 Count on 2

  36. Start with 1st Grade Unit 3 Move as fast as you can, But as slow as you must!

  37. Session 3.1 Introducing the Use-Doubles Addition Strategy • Daily number sense activity introduces the use of doubles • Define the word doubles • Use pictures of things in nature that are already doubled • Use stacks of cubes to introduce doubles • Reflection activity

  38. Doubles Use real objects that are naturally doubles to provide a model (concrete), then have them draw pictures of these objects (representational) then do the fact (abstract) + = +

  39. Origo Box of Facts- Doubles Say the number you see (reveal second number) what is the fact? Write the fact Count On Doubles Bridge to 10

  40. Doubles Video - ORIGOmath http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C

  41. Move onto Doubles +1 To use the near doubles strategy a student first has to master the doubles. Then, if the double is known, they use that and count up or down one to find the near double. Example: 4 + 4 = 8 5 + 4 = 9 (count up one)Or: 4 + 4 = 8 so 4 + 3 = 7 (count down one) If 4+4 = 8 than 5+4 = 9 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 If 4+4 = 8 than 3+4 = 7 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

  42. Doubles + 2 To add fives look for the five in both numbers to make a ten then count on the extra digits. Example: 5 + 7 = (10 + 2) = 12 5 + 8 = 5 + 5 + 3 = 13 Students who can see the five in 8 should have no difficulty. Students who can’t visualize numbers will find this hard. Most students can be taught to do this with some extra work. 5+7 5+5+2 10+2

  43. Origo Box of Facts- Near Doubles how can you figure out the total number of dots without counting open the flap to reveal the double Write the fact Count On Doubles Bridge to 10

  44. How long is that unit? Move as fast as you can, But as slow as you must!

  45. Assessment for the Unit Written Task Multiple Choice Personal Interview

  46. Digging deeper into the box of Facts?

  47. Bridge to 10- ORIGOmath http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C

  48. Origo Box of Facts- Bridge to 10 build 9+5 move objects to make a complete 10 write the new number 10+4 Count On Doubles Bridge to 10

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