Balanced Math in our K-2 Classrooms Saluda School District One 2012-2013

What Should a Balanced Math Classroom Look Like? Calendar Math Problem of the Day Shared Math Lesson Independent Practice Guided Math Lesson / Math Task Center(s)

Balanced Math Lesson Plan Calendar Math Skills Problem of the Day CCSS Skill Focus Shared Math CCSS Skill Focus Independent Practice Activity Guided Math Skill Focus Math Task Center(s) Activity

Calendar Math Quick/Constant review of the monthly focused skills – Every Day Counts Add specific skills to focus on that students have not mastered in the previous month’s lessons Monitor/Enhance the engagement of students (white boards, calendar math folders, turn and talks)

Problem of the Day CCSS Standards based Close Reading of a Word Problem Modeling the process of how to solve a word problem/picking out key words –Utilizing the Problem Solving Chart Solving the word problem - utilize Think Alouds, manipulatives (Math Tool Boxes) Monitor/Enhance the engagement of students (white boards, problem solving folders, turn and talks, partner/group work)

Three Part Format For Problem Solving (John Van de Walle) The Before Phase Activate students’ thinking Key words/Question The During Phase Let’s Go! Listen carefully The After Phase Discussion Specific Praise/Feedback

Word Problem Show Process (Write steps you used to solve) Solution (Solving with strategies) Ending with the solution in a complete sentence

What Does Research Say? Children construct their own knowledge. The effort that must be supplied is active and reflective thought. If minds are not actively engaged in thought, no effective learning occurs. The more existing ideas that are used to give meaning to the new one, the more connections will be made. The more connections made, the better the new idea is understood.

How Do We Get Students To Be Reflective Thinkers? Key = Engage them in problems that force them to use their ideas as they search for solutions and create new ideas in the process Writing about solutions to problems and discussion with the rest of the class

Shared Math Lesson Whole Group Math Lesson based on CCSS Use of Manipulatives Independent Practice - Check for understanding

Guided Math Lesson Small Group Instruction with one group of students a day (driven by formative/summative assessment results, MAP RIT band skills) All other students will be working on a Math Task Center activity /activities

What Does Research Say? “The fundamental core of effective teaching of mathematics combines an understanding of how children learn, how to promote that learning through problem solving, and how to plan and assess for that learning on a daily basis.” John Van de Walle

How Do I Get My Classroom To Become a Mathematical Community of Learners? Ideas are important, no matter whose ideas they are. Ideas must be shared with others in the class. Trust must be established with an understanding that it is okay to make mistakes. Students must come to understand that mathematics make SENSE.

Making Sense of Numbers 4K and 5K – Help children develop a strong understanding of the operations and of number relationships 1st grade – Develop efficient fact strategies 2nd grade – Provide drill in the use and selecting of those strategies once they have been developed ***Fact Strategy Handout Pass out the Addition and Subtraction Fact Strategy Handout

Making Math Make Sense: It Begins in K-2 Math Instruction

Highlights of Today’s PD Session Common Language Consistency Model/Think Alouds Problem Solving

What’s Next…….. PD for November 5th Review Components of a Balanced Math Classroom Hands-on Activities – Video/Number Sense Problem Solving Strategies Problem Solving Steps for Primary Students