Presentation on theme: "Origo Math Specially Designed Instructional Tool for Students with concerns in Mathematics."— Presentation transcript:
1Origo MathSpecially Designed Instructional Tool for Students with concerns in Mathematics
2CLOParticipants 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
3Additional Resources at PPT is available atAdditional Resources atOrigomath Videos
434.00Four 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?$32.00 ÷ 4 = $8.00$2.00Origo Lesson from 4th grade Session 12.3 Using Money to Interpret RemaindersEncourage the participants to explain that the number of dollars that can be evenly divided by 4 is 32 not 34.(Click) so / 4= 8.00 is Is this enough to pay for the meal? NO, how much more is needed to pay for the meal?(Click) 2.00 which is shared between 4 people so how much will each person have to pay?Next slide$2.00 ÷ 4 = $.50
5Using money to interpret remainders $ = $8.508 r 24 34-322.54 2.0-2.0Then we take the 8.00 plus the .50 each person now must pay 8.50 per person.Using the concept of money can help students to understand the idea of remainders in division.This is one example of an OrigoMath lesson. The focus is on developing the conceptual understanding behind the computation problem.
7What is ORIGOmath? Number Sense and Computation Intervention Math fact fluencyMulti-Sensory, direct, systematic and sequential addition to a core curriculumSome inquiry approaches utilizedGrades 1st through 5th gradeThe primary purpose of OrigoMath is to support students who are struggling with Number Sense and Computation- where the core is not adequate. OrigoMath also has some elements of algebraic thinking as well.After students develop a strong conceptual understanding then math fact fluency is developed through strategies instruction using the box of factsIt is a multisensory program that requires manipulatives (use your Hands on Standards for the manipulatives)Caution: some lessons use a inquiry approach… this might be difficult for student with weak verbal reasoning, poor visualization, executive functioning concerns and intellectual disabilities- make the proper adjustments to the lessonIntended for grades 1-5- it is aligned with the Common Core, however you probably will not be working at the students grade level
8What ORIGOmath Is and Is NOT An intervention program for mathematics OR a resource for specially-designed instructionFoundational building for students’ understanding of number sense, computation, and early algebraic thinkingIs NOT:A replacement for the core programInitial instruction of mathematical concepts and/or topicsThis emphasized that this is an intervention NOT a replacement core curriculum. As an intervention it doesn’t cover all of the math standards, only the number sense, computation and early algebraic thinking
9Addition and Subtraction Number SenseAddition and SubtractionMultiplication and DivisionAlgebraOrigomath covers these four domains at each grade level except for Multiplication and Division in the first grade.Pass out to the participants the Origomath scope and sequence. A digital copy is available along with the powerpoint.DPS adopted Origomath as a Tier 2-3 math intervention for grades It was adopted as a specially designed instruction tools for elementary mild moderate special educators.The scope and sequence provides an idea of the types of skills addressed at each grade level.
10Introduce Reinforce Practice Extend Origo’s Teaching Stages Introduce when the students have the necessary prerequisite concepts and skills, pictorial models are used to help students visualize the mental strategy.Reinforce the new strategy applied in activities and games situations. This stage often links the pictorial to the symbolic of the practice.Practice using a mix of experiences that are necessary to become fluent such as written work, oral answers, games, written answers etcExtend- once mastered the strategies and skills are applied to numbers beyond the basic fact range
112nd Grade Multiplication Skills Introducing the Doubling Strategy Reinforcement of Doubling StrategiesThis follows the multiplication scope and sequence but demonstrating how the four teaching stages progress. This is important as later we are going to talk about how to customize the scope and sequence for an invidividual child based on their needs.Review the slide
123rd Grade Multiplication Skills Practice Doubling Facts Expend Doubling StrategyPractice x 2 and x 5 factsIntroduce the ten strategyReinforce the 10 strategyPractice the 10 factsExtend the 10 strategyIntroduce a rule strategyReinforce a rule strategyPractice a rule strategyQuickly review – point out the key words Introduce, reinforce, practice and extend
134th Grade Multiplication Skills Practice Reinforce Extend This continues in each grade level. The full chart for multiplication and division can be passed around the room. (Keep this as it the only ones we have).
14Grade 1-5 Teacher Source Book Purchased for Elementary Traditional School Mild ModerateYour kit contains a Teacher Source Book for Grades 1-5Source Books contains 12 units of study 5 lesson eachAssessment to be given after the Unit of Study- Written tasks, multiple choice and Individual InterviewBlackline Masters of materialsPrerequesite skills checklistPost-test for the end of the unit
15Source Book Scavenger Hunt An addition lessonPrerequisite ChecklistPost TestEnd of Unit testResource OverviewIn groups of two or three explore one grade level Source Book. Use post it’s to label the following parts
16Grade 1-5 Student Journal Each building was given one of each grade level. This is a consumable supply and is the responsibility of each building to purchase their own consumable supplies.This provided additional practice of the targeted strategy.Ideas if you cannot buy workbooks for each childLaminatePut in sleeve protectorsCreate your own worksheets
17Make the worksheet CRA C- do first with Concrete objects R- do the worksheet for the RepresentationalA- Create a worksheet with out the pictures and only the algorithm, thus making it abstractConsider making the worksheet manipulative for example go to page 37 in First Grade- the worksheet is based on missing addends (show picture). Consider using real cloth hangers and close pins. This makes the worksheet CRA- do first with real objects, then do with the picture, then do again taking the pictures away and only using the algorithm
18Box of FactsEach building was given an Addition/Subtraction Box of Facts and an Multiplication / Division Box of Facts- we will go through these later.
19Optional: Building are encouraged to purchase Origo handbookMathDictionaryResourcesThese are additional materials that the school can purchase on their own and are recommended. One in the training kit.
20Optional: Building are encouraged to purchase Figure It!Figure It! Provides more computation practice.
21Optional: Building are encouraged to purchase FundamentalsGames forMentalComputationFundamentals are games to work on mental computation.
22Optional: Building are encouraged to purchase Book of FactsExtensionof theBox of FactsThe book of facts are an extension of the box of facts.
23Optional: Building are encouraged to purchase MATHeMENTALSFluencyPracticeThis provides additional computational fluency practice
25Who benefits from ORIGOmath? Students who struggle with computation conceptual understandingStudent who need number sense development in the context of computationStudents who need additional computation practice to develop fluency and masteryStudent with number processing disorders
26Types of Math Disorders Counting Skill DeficitsDifficulty understanding the concept associated with fluid reasoningAssociated with Number Module dysfunctionArithmetic SkillNumber SenseVisual-SpatialDeficitAssociated with Executive FunctioningProcedural DisordersMemory DeficitThis is a summary of the types of math learning disorders. The foundations is number sense rooted in the left hemisphere of the brain in the Number Mode. This includes an understanding of magnitude of number, instant recognition of quantity, counting, cardinality and place value.The other disorders are all connect with the number module and associated with other psychological disorders.Children who benefit from ORIGOmath are those with Arithmetic Skills deficit and Memory deficits. Counting skills and number sense deficits will require additional work that is not included in ORIGOmath. There is a daily number sense tasks but it may not be intense or adequate for these types of deficits.ORIGOmath doesn’t emphasize the procedural aspect of math and doesn’t cover geometry to address visual-spatial deficit.Non-verbal reasoningRapid Recall of over learned materialOrigo will help but will need additional workOrigo will address this needOrigo does NOT address this need
27How do I determine what the student needs? Collect the Body of EvidenceUniversal DataCore Curriculum AssessmentMath their Way or New Zealand Ministry of Education Diagnostic InterviewMonitoring Basic Skills Progress Fluency (computation and applicationMath Navigator Screener with InterviewKeyMathConduct a Root CauseFishbone analysisThis class doesn’t cover assessment of math skills. For additional support on how to conduct any of these math screeners refer them to
28Reasoning and Problem Solving Number SenseOperationsCounting by Rote Memory: to 100One-to-One Correspondence: to 10Instant Recognition: 10/10Conservation of Number: 1/3Counting Backwards: from 30Estimation of Objects: 3/3Numeral Recognition: 10/10Numeral Forms : 10/10Cardinality: 5/5+ Concept Level: 3/3+ Connecting Level: 0/3+ Symbolic Level: 3/3+ Visualization Level: 2/3Name: _____Greg_____Grade: 5th- Concept Level: 3/3- Connecting Level: 0/3- Symbolic Level: 3/3- Visualization Level: 3/3Regrouping + Concept Level: 0/3Regrouping + Connecting Level: 0/3Regrouping + Symbolic Level: 3/3Regrouping - Concept Level: 0/3Regrouping - Connecting Level: 0/3Regrouping - Symbolic Level: 1/3Poor performance in MathPlace Value Concept Level: 3/3Place Value Connecting Level: 3/3Place Value Symbolic Level: 3/3Fluency Assessment:1. 14%iles2. 18%ile3. 22%ileProblem Solving and Applications andInterview : SS 92 Key MathThese are sample profiles of the body of evidence collected on a student. The data is laid out on the fishbone. The red indicates a deficit. Yellow indicates a slight deficit. Green indicates grade level performance.Greg has great reasoning and problem solving skills. His number sense is well developed. His fluency is slightly slow because he has many holes in his computation of operations. The data actually indicates that he received too much instruction in procedural math with weak instruction in the concepts behind the procedure.This is a child who will benefit from ORIGOmath.Color naming RAN: 5 grade levelPattern Block Design or Visual Spatial Reasoning : SS 88 Key MathVerbal Reasoning: SS 102Executive Functioning Skills (structured or unstructured):- Poor focus in Math; excellent focus in Reading and unstructured environmentsOther:-Older sibling have no issues with math; parents didn’t report any history of math difficultyFluencyReasoning and Problem Solving
29Reasoning and Problem Solving Number SenseOperations+ Concept Level: 2/3+ Connecting Level: 0/3+ Symbolic Level: 2/3+ Visualization Level: 2/3Counting by Rote Memory: to 100One-to-One Correspondence: to 10Instant Recognition: 3/10Conservation of Number: 1/3Counting Backwards: from 30Estimation of Objects: 0/3Numeral Recognition: 10/10Numeral Forms : 10/10Cardinality: 0/5Name: ___Samuel_____Grade: 5th- Concept Level: 2/3- Connecting Level: 0/3- Symbolic Level: 0/3- Visualization Level: 0/3Regrouping + Concept Level: 0/3Regrouping + Connecting Level: 0/3Regrouping + Symbolic Level: 3/3Regrouping - Concept Level: 0/3Regrouping - Connecting Level: 0/3Regrouping - Symbolic Level: 1/3Poor performance in MathPlace Value Concept Level: 1/3Place Value Connecting Level:1/3Place Value Symbolic Level: 0/3Fluency Assessment:1. 8%iles2. 8%ile3. 7%ileProblem Solving and Applications andInterview : SS 81 Key Math; evidence ofstrong reasoning abilityThis kiddos will benefit from Origo, however it is not enough to address the weak number sense concerns, the additional fluency practice needs and the poor visual spatial processing.To address the weak number sense, he would need daily subitizing tasks (instant recognizing) and cardinality skills – if folks are asking about this we cover it in the SDI for Math class offered during the summer and school year.To address fluency, there needs to be fluency drills of only the facts that he has mastered the strategy. We are needing him to use the strategy faster and more accurately---- memorization is not the way to master fact fluency.To address visual spatial, there needs to be more pattern and puzzle work.Color naming RAN: 6th grade levelPattern Block Design or Visual Spatial Reasoning : SS 71 Key MathVerbal Reasoning: SS 88Executive Functioning Skills (structured or unstructured):- Poor focus in in structured and unstructured environmentsOther:-Parents didn’t report any history of math difficultyFluencyReasoning and Problem Solving
30Name: ___Samantha_____ Grade: 5th Number SenseOperations+ Concept Level: 3/3+ Connecting Level: 3/3+ Symbolic Level: 3/3+ Visualization Level: 3/3Counting by Rote Memory: to 100One-to-One Correspondence: to 10Instant Recognition: 10/10Conservation of Number: 3/3Counting Backwards: from 30Estimation of Objects: 3/3Numeral Recognition: 10/10Numeral Forms : 10/10Cardinality: 5/5Name: ___Samantha_____Grade: 5th- Concept Level: 3/3- Connecting Level: 3/3- Symbolic Level: 3/3- Visualization Level: 3/3Regrouping + Concept Level: 3/3Regrouping + Connecting Level: 3/3Regrouping + Symbolic Level: 3/3Regrouping - Concept Level: 3/3Regrouping - Connecting Level: 3/3Regrouping - Symbolic Level: 3/3Poor performance in MathPlace Value Concept Level: 3/3Place Value Connecting Level:3/3Place Value Symbolic Level: 3/3Fluency Assessment:1. 25%iles2. 34%ile3. 34%ileProblem Solving and Applications andInterview : SS 75 Key Math; evidence ofweak reasoning abilityThis kiddo will not benefit from Origo . While low average on fluency, this is a memory concern and additional fluency drills are need. Her struggles are with non-verbal reasoning. Her verbal reasoning is strong. There might be weakness in visualization of story problems, but with concept and pictorial supports she is successful.Color naming RAN: 6th grade levelPattern Block Design or Visual Spatial Reasoning : SS 71 Key MathVerbal Reasoning: SS 92Executive Functioning Skills (structured or unstructured):ExcellentOther:-Parents didn’t report any history of math difficultyFluencyReasoning and Problem Solving
31Approaches to instruction MasteryInquiryStudents discover how to solve the problemGuided or Open InquiryRequires fluid reasoningSkills are developed sequentiallyKeep in mind that certain students may struggle with one type of approach over another. Skills needed to be successful in an Inquiry approach include executive functioning (focus, shift in mid stream), fluid reasoning and strong working memory (long term, short term plus executive functioning). Many students with a disability struggle with these skills. If a lesson calls for the students to “discover” the solution, then they may struggle.Either shift to a mastery approach or provide the necessary scaffolds such as changing to a CRA approach.
32Prerequisite Skills for ORIGOmath Instant recognition of an amount up to 4 (perceptual subitizing)Counts to 20Read and Write number to 20Add and Subtracts simple story problemsInstant recognition of an amount on a 10 frame (conceptual subitizing )These skills are required to enter into ORIGO- Checklist provided in 1st Grade page 2-3 of the blackline masters. Use the Math their Way assessment to determine if these skills are present.Compare and Order three quantitiesCounts on from any given number (cardinality)
33How do we implement ORIGOmath after determine they would benefit form ORIGOmath?
344 Operations Addition 1st -2nd Grade Subtraction 2nd -3rd Grade 2nd-4th GradeMultiplication4th-5th GradeDivisionSince origo only address computation through the four operations, then simply start with addition.Have they mastered the skills on the Addition Scope and Sequence? If no, find out where they have began to see a problem. Start there. This means for a 5th grader who cannot count on (cardinality) you will start in the first grade book.If Addition is mastered then move to Subtraction and follow the same line of questioning and placement.
36Reasoning and Problem Solving Number SenseOperationsCounting by Rote Memory: to 100One-to-One Correspondence: to 10Instant Recognition: 10/10Conservation of Number: 1/3Counting Backwards: from 30Estimation of Objects: 3/3Numeral Recognition: 10/10Numeral Forms : 10/10Cardinality: 5/5+ Concept Level: 3/3+ Connecting Level: 0/3+ Symbolic Level: 3/3+ Visualization Level: 2/3Name: _____Greg_____Grade: 5th- Concept Level: 3/3- Connecting Level: 0/3- Symbolic Level: 3/3- Visualization Level: 3/3Regrouping + Concept Level: 0/3Regrouping + Connecting Level: 0/3Regrouping + Symbolic Level: 3/3Regrouping - Concept Level: 0/3Regrouping - Connecting Level: 0/3Regrouping - Symbolic Level: 1/3Poor performance in MathPlace Value Concept Level: 3/3Place Value Connecting Level: 3/3Place Value Symbolic Level: 3/3Fluency Assessment:1. 14%iles2. 18%ile3. 22%ileProblem Solving and Applications andInterview : SS 92 Key MathThis is Samual profiles as indicated previously.He as all the prerequisite skills to starting working with Origo as indicated under the number sense category. His weakness is Operations.Color naming RAN: 5 grade levelPattern Block Design or Visual Spatial Reasoning : SS 88 Key MathVerbal Reasoning: SS 102Executive Functioning Skills (structured or unstructured):- Poor focus in Math; excellent focus in Reading and unstructured environmentsOther:-Older sibling have no issues with math; parents didn’t report any history of math difficultyFluencyReasoning and Problem Solving
37After Before Count on 0 Count on 1 Count on 2 Since he can count on he can do additional problems like +0, +1 and +2. The next set of strategies he doesn’t have mastered is Use doubles Strategy.Count on 2
38Start with 1st Grade Unit 3 Move as fast as you can, But as slow as you must!He doesn’t have his double facts down. So this is the best place to start in the program. Unfortunately for Sam, he is in 5th grade, but we need to start him in first grade unit 3.Don’t let the child know you are starting in first grade.
39Session 3.1 Introducing the Use-Doubles Addition Strategy Daily number sense activity introduces the use of doublesDefine the word doublesUse pictures of things in nature that are already doubledUse stacks of cubes to introduce doublesReflection activityThe student journal will be to young for a 5th grader so make adjustments.
40DoublesUse 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)+=+
41Origo Box of Facts- Doubles Next use your box of facts to reinforce doubles. Take out these and pass around to folks to explore. Note the key on the side of the box that explains the type of strategy used.Say the number you see(reveal second number)what is the fact?Write the factCount OnDoublesBridge to 10
42Doubles Video - ORIGOmath Follow the link to Mathedology on you tube for ORIGOmath. Scroll down to the Teaching the Use-Doubles Strategy for Addition Number Facts.
43If 4+4 = 8 than 5+4 = 9 If 4+4 = 8 than 3+4 = 7 Move onto Doubles +1To 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: = = 9 (count up one) Or: = 8 so = 7 (count down one)If 4+4 = 8than 5+4 = 9If 4+4 = 8than 3+4 = 7
44Doubles + 2To add fives look for the five in both numbers to make a ten then count on the extra digits.Example: = (10 + 2) = 125 + 8 = = 13Students 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+75+5+210+2
45Origo Box of Facts- Near Doubles Next use your box of facts to reinforce doubles. Take out these and pass around to folks to explore. Note the key on the side of the box that explains the type of strategy used.how can you figure out the total number of dots without countingopen the flap to reveal the doubleWrite the factCount OnDoublesBridge to 10
46Move as fast as you can, But as slow as you must! How long is that unit?Move as fast as you can,But as slow as you must!Cognitive AbilityEstimated Amount of TimeStrong fluid reasoning, memory and executive functioning30 minWeak reasoning, strong memory and executive functioning90 minWeak reasoning, memory and executive functioning120 minThis is not research based but to show the possible amount of time it might take is based on their cognitive skills.
47Assessment for the Unit Written TaskMultiple ChoicePersonal InterviewThere are three types of assessment for each unit. You can also supplement this unit with additional assessments. If the child has a strong conceptual understanding of the doubles, doubles plus 1 and double plus 2 but simply cannot recall them fast enough then consider fluency drills using the Box of Facts and additional fluency sheets doing times drills.
49Bridge to 10- ORIGOmathFollow the link to Mathedology on you tube for ORIGOmath. Scroll down to the Bridge to 10 Strategy Card Video .
50Origo Box of Facts- Bridge to 10 build9+5move objectsto make a complete 10write the new numberPass out a Bridge to 10 card to each person. Explain how to use the bridge to 1010+4Count OnDoublesBridge to 10
51Origo Box of Facts- Bridge to 10 build9+5move objectsto make a complete 10write the new number10+4Count OnDoublesBridge to 10
52Count On -ORIGOmathFollow the link to Mathedology on you tube for ORIGOmath. Scroll down to the Count On video
53Origo Box of Facts- Count on 5+2=7Pass out a count on box of facts to each participant and practice using them with each other.What is the number without counting?Count on two moreWrite the numbersentenceCount OnDoublesBridge to 10
54Origo Box of Facts- flash cards 3+2= ___2+3= ___Pass out flash cards on box of facts to each participant and practice using them with each other.show, students reads, explains how they will answershow, reveal the turn around fact and answershow and write answerCount OnDoublesBridge to 10
55Think-addition Subtraction ORIGOmath Follow the link to Mathedology on you tube for ORIGOmath. Scroll down to the Think-Addition Subtraction Fact Strategy video
56Origo Box of Facts- Count on cover one end; tell me what you see11how can we figure out the number of dots that are coveredPass out this one and have them practice with each other.write the factrepeat with other flap covered2
57Origo Box of Facts- flash cards 3+2= 5Pass out and practiceHow can we figure out this numberthink addition strategiesshow and write answerCount OnDoublesBridge to 10
58Origo Box of Facts- flash cards 18-8= ___18-10= ___Pass out and practice.show, students reads, explains how they will answershow, reveal the turn around fact and answershow and write answerCount OnDoublesBridge to 10
59Use-Ten Strategy for Multiplication ORIGOmath Follow the link to Mathedology on you tube for ORIGOmath. Scroll down to the Teaching Use-Ten Strategy for Multiplication video
60Origo Box of Facts Multiplication using tens strategies3x10=____10x3=____Pass out and practice
61Double, Double, Double ORIGOmath Follow the link to Mathedology on you tube for ORIGOmath. Scroll down to the Teaching the Doubling Strategy for Multiplication Strategy video
62Origo Box of Facts Multiplication 2x4=__= 4x24x4=__= 4x48x4=__= 8x4Pass out and practicedouble, double double, double double double
63Build Up Build Down ORIGOmath Follow the link to Mathedology on you tube for ORIGOmath. Scroll down to the Build Up Build Down Fact Strategy video
64Origo Box of Facts Multiplication 10x2=__= 2x109x2=__= 2x9Pass out and practicebuild up; build down
65Origo Box of Facts Think Multiplication Division using tens strategies15 dots3 equal rowsPass out and practice
66Origo Box of Facts Missing Factor Division Cards using tens strategies7x4=28Pass out and practice
67Where do I find Origo in School Net? For this section, log into School Net and show them how to find the materials.
68Hover mouse over Classroom School NetHover mouse over ClassroomIf possible go to school net to find these three curriculum. If not then use these slides to show how to find them in School Net. These slides are here for folks to refer to if they are struggling on how to find the.
69Click on Instructional Materials School NetClick on Instructional Materials