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

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Presentation on theme: "Origo Math Specially Designed Instructional Tool for Students with concerns in Mathematics."— Presentation transcript:

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 vocabulary after -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=PLC16FE7FD2F1 0E42C

4 34.00 Four people equally share the total cost of $34 for a take out meal. How many whole dollars will each person have to pay? How do you know?

5 Using money to interpret remainders

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 1 st through 5 th grade

8 What ORIGOmath Is and Is NOT 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 8

9 Number Sense Addition and Subtraction Multiplication and Division Algebra

10 Origo’s Teaching Stages Introduce Reinforce Practice Extend

11 2 nd Grade  Multiplication Skills  Introducing the Doubling Strategy  Reinforcement of Doubling Strategies

12 3 rd 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

13 4 th Grade  Multiplication Skills  Practice  Reinforce  Extend

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

15 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

16 Grade 1-5 Student Journal

17 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

18 Box of Facts

19 Origo handbook Optional: Building are encouraged to purchase

20 Figure It! Optional: Building are encouraged to purchase

21 Fundamentals Optional: Building are encouraged to purchase

22 Book of Facts Optional: Building are encouraged to purchase

23 MATHeMENTALS Optional: Building are encouraged to purchase

24 Who is ORIGOMath for?

25 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

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

27 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

28 Number SenseOperations Reasoning and Problem SolvingFluency 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 Fluency Assessment: 1. 14%iles 2. 18%ile 3. 22%ile Color naming RAN: 5 grade level Problem Solving and Applications and Interview : SS 92 Key Math Pattern Block Design or Visual Spatial Reasoning : SS 88 Key Math + Concept Level: 3/3 + Connecting Level: 0/3 + Symbolic Level: 3/3 + Visualization Level: 2/3 Regrouping + Concept Level: 0/3 Regrouping + Connecting Level: 0/3 Regrouping + Symbolic Level: 3/3 Place Value Concept Level: 3/3 Place Value Connecting Level: 3/3 Place Value Symbolic Level : 3/3 Name: _____Greg_____ Grade: 5 th 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 - 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: 1/3 Verbal Reasoning: SS 102 Poor performanc e in Math

29 Number SenseOperations Reasoning and Problem SolvingFluency 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 Fluency Assessment: 1. 8%iles 2. 8%ile 3. 7%ile Color naming RAN: 6th grade level Problem Solving and Applications and Interview : SS 81 Key Math; evidence of strong reasoning ability Pattern Block Design or Visual Spatial Reasoning : SS 71 Key Math + Concept Level: 2/3 + Connecting Level: 0/3 + Symbolic Level: 2/3 + Visualization Level: 2/3 Regrouping + Concept Level: 0/3 Regrouping + Connecting Level: 0/3 Regrouping + Symbolic Level: 3/3 Place Value Concept Level: 1/3 Place Value Connecting Level:1/3 Place Value Symbolic Level : 0/3 Name: ___Samuel_____ Grade: 5 th Executive Functioning Skills (structured or unstructured): - Poor focus in in structured and unstructured environments Other: -Parents didn’t report any history of math difficulty - 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: 1/3 Verbal Reasoning: SS 88 Poor performanc e in Math

30 Number SenseOperations Reasoning and Problem SolvingFluency 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 Fluency Assessment: 1. 25%iles 2. 34%ile 3. 34%ile Color naming RAN: 6th grade level Problem Solving and Applications and Interview : SS 75 Key Math; evidence of weak reasoning ability Pattern Block Design or Visual Spatial Reasoning : SS 71 Key Math + 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 Place Value Concept Level: 3/3 Place Value Connecting Level:3/3 Place Value Symbolic Level : 3/3 Name: ___Samantha_____ Grade: 5 th Executive Functioning Skills (structured or unstructured): Excellent Other: -Parents didn’t report any history of math difficulty - 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 Verbal Reasoning: SS 92 Poor performanc e in Math

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

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

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

34 4 Operations 1 st -2 nd Grade Addition 2 nd -3 rd Grade Subtraction 2 nd -4 th Grade Multiplication 4 th -5 th Grade Division

35 Case Study Samual- 5 th grader

36 Number SenseOperations Reasoning and Problem SolvingFluency 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 Fluency Assessment: 1. 14%iles 2. 18%ile 3. 22%ile Color naming RAN: 5 grade level Problem Solving and Applications and Interview : SS 92 Key Math Pattern Block Design or Visual Spatial Reasoning : SS 88 Key Math + Concept Level: 3/3 + Connecting Level: 0/3 + Symbolic Level: 3/3 + Visualization Level: 2/3 Regrouping + Concept Level: 0/3 Regrouping + Connecting Level: 0/3 Regrouping + Symbolic Level: 3/3 Place Value Concept Level: 3/3 Place Value Connecting Level: 3/3 Place Value Symbolic Level : 3/3 Name: _____Greg_____ Grade: 5 th 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 - 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: 1/3 Verbal Reasoning: SS 102 Poor performanc e in Math

37 Before After Count on 0 Count on 1 Count on 2

38

39 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

40 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)

41 Origo Box of Facts- Doubles Say the number you see (reveal second number) what is the fact? Write the fact Count OnDoublesBridge to 10

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

43 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) -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

44 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

45 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 OnDoublesBridge to 10

46 How long is that unit? Cognitive AbilityEstimated Amount of Time Strong fluid reasoning, memory and executive functioning 30 min Weak reasoning, strong memory and executive functioning 90 min Weak reasoning, memory and executive functioning 120 min

47 Assessment for the Unit Written TaskMultiple Choice Personal Interview

48 Digging deeper into the box of Facts?

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

50 Origo Box of Facts- Bridge to 10 build move objects to make a complete 10 write the new number Count OnDoublesBridge to 10

51 Origo Box of Facts- Bridge to 10 build move objects to make a complete 10 write the new number Count OnDoublesBridge to 10

52 Count On -ORIGOmath http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C

53 Origo Box of Facts- Count on What is the number without counting? Count on two more Write the number sentence Count OnDoublesBridge to 10

54 Origo Box of Facts- flash cards show, students reads, explains how they will answer show, reveal the turn around fact and answer show and write answer 3+2= ___ 2+3= ___ Count OnDoublesBridge to 10

55 Think-addition Subtraction ORIGOmath http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C

56 Origo Box of Facts- Count on 2 1 1 cover one end; tell me what you see how can we figure out the number of dots that are covered write the fact repeat with other flap covered

57 Origo Box of Facts- flash cards How can we figure out this number think addition strategies show and write answer 3+2= 5 Count OnDoublesBridge to 10

58 Origo Box of Facts- flash cards show, students reads, explains how they will answer show, reveal the turn around fact and answer show and write answer 18-8= ___ 18-10= ___ Count OnDoublesBridge to 10

59 Use-Ten Strategy for Multiplication ORIGOmath http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C

60 Origo Box of Facts Multiplication 3x10=____ 10x3=____ using tens strategies

61 Double, Double, Double ORIGOmath http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C

62 Origo Box of Facts Multiplication 2x4=__= 4x2 double, double double, double double double 4x4=__= 4x4 8x4=__= 8x4

63 Build Up Build Down ORIGOmath http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C

64 Origo Box of Facts Multiplication 10x2=__= 2x10 build up; build down 9x2=__= 2x9

65 Origo Box of Facts Think Multiplication Division 15 dots 3 equal rows using tens strategies

66 Origo Box of Facts Missing Factor Division Cards 7x4=28 using tens strategies

67 Where do I find Origo in School Net?

68 School Net Hover mouse over Classroom

69 School Net Click on Instructional Materials

70 School Net Select a Subject

71 School Net Select Special Education Click OK

72 School Net Subject is now Special Education Click Search

73 School Net Select the Curriculum Tab

74 School Net Select Special Education

75 School Net Hands on Standards Mathematics Navigator ORIGOmath

76 Wrap up?

77 With a partner, answer the following questions? What is ORIGOmath? Who will benefit from ORIGOmath? How do you use ORIGOmath?

78


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