Balanced Math

MNPS or BUST!

Percent of TN Students Proficient/Advanced: TCAP MATH

Conceptual Understanding Problem Solving Computational Fluency

Day10-15 min35-40 minutes5 minutes 1Math Review Mental Math Concept Lesson Problem solving, manipulatives, small groups, centers Closure/ math journals 2Math Review Mental Math Concept Lesson Problem solving, manipulatives, small groups, centers Closure 3Math Review Mental Math Concept Lesson Problem solving, small groups, centers Closure 4Math Review Mental Math Concept Lesson Problem solving, manipulatives, small groups, centers Closure 5Math Facts Practice/ Math Review Quiz Problem-based activities, centers, games, small groups 6Math Review Mental Math Concept Lesson Problem solving, manipulatives, small groups, centers Closure 7Math Review Mental Math Concept Lesson Problem solving, manipulatives, small groups, centers Closure 8Math Review Mental Math Concept Lesson Problem solving, manipulatives, small groups, centers Closure 9Math Review Mental Math Concept Lesson Problem solving, manipulatives, small groups, centers Closure 10Assessment/Math Review Quiz Assessment

Typically, this involves the teacher posting 4-6 varying math standards 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 solve problems in their math journals or notebooks. Concepts are consistently revisited throughout the year so that they are not taught in isolation and/or forgotten. Correct together and students take turns sharing their individual strategies with the class.

Daily Math Review 5 hundreds, 4 tens, 3 ones = _____ x 6 = ___ ___ days = 2 weeks ___ min.=1hr. ___ in. = 1 ft. Place value Addition Subtraction Multiplication Measurement

“Math on Your Feet” Brief daily sessions Opportunities to practice mental computation Opportunities to solve problems in a variety of ways Promotes fluency

One more/one less, before/after, a given number Counting by twos, fives, tens, etc. Doubles Fact families Measurement (time, money, calendar, feet, etc.) Math Vocabulary/Math Word Wall Addition, Subtraction, Multiplication & Division Facts Estimation Compare, Order & Number Line

CONCEPT LESSON- Improving Student Motivation and Achievement in Mathematics “... The future well-being of our nation and people depends not just on how well we educate our children generally, but on how well we educate them in mathematics and science specifically.” -National Commission on Mathematics and Science Teaching for the 21st Century

“ Tell me and I’ll forget. Show me, and I may not remember. Involve me, and I will understand”. -Native American Proverb

“ Students whose teachers conduct hands-on learning activities outperformed their peers by more than 70% of a grade level in math and 40% of a grade level in science.” -Harold Wenglinsky

C-R-A Model Concrete to Representational to Abstract 1 st Students will use their prior knowledge to construct concrete representations of math 2 nd Students must represent their understanding in a reflective &/or symbolic form 3 rd One or both forms will be a visual reminder for the understanding of the higher-thinking abstract 1 st Students will use their prior knowledge to construct concrete representations of math 2 nd Students must represent their understanding in a reflective &/or symbolic form 3 rd One or both forms will be a visual reminder for the understanding of the higher-thinking abstract CONCRETE REPRESENTATION ABSTRACT

Conceptual Understanding

Building Conceptual Understanding RELATING: learning in the context of life experience EXPERIENCING: learning in the context of exploration, discovery, and invention APPLYING: learning by putting the concepts to use COOPERATING: learning in the context of sharing, responding, and communicating with other learners TRANSFERRING: learning in the context of existing knowledge, or transferring, uses and builds upon what the student already knows

Problem-solving activities. These are learning experiences that engage students’ creativity while they are learning key concepts. These activities also teach problem solving skills, analytical thinking, communication, and group interaction. The best problem-solving activities introduce key concepts— usually curriculum objectives or standards—as they arise naturally in problem situations. This allows students to see a need or a reason for using the new concepts. When they see relevant uses of knowledge in solving interesting problems, students can make sense of what they are learning. This has been shown to motivate students to exert the required effort to gain and use the new knowledge.

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),

Formative & Summative Assessment Teacher Observation Math Journals Teacher Made Tests Compass, Accelerated Math… Houghton Mifflin Chapter and Unit Tests easyCBM Math (DIBELS K-6) Projects Thinklink Benchmark Assessments Relay

Math JournalsReflect individually and with whole-groupRecord representation of key concepts and make connectionsOpportunity to use math vocabulary/word wall in context Students articulate their thinking (this can be done verbally or in writing, including pictures and words) Exit Tickets/Formative Assessment

Educational Movies A Framework for Learning by Sonia Fernandez ations/Movie.html ations/Movie.html

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