1. Balanced Math in our K-2 Classrooms
Saluda School District One

2. 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)

3. 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

4. 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)

5. 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)

6. 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

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

8. 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.

9. 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

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

11. 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

12. 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

13. 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.

14. 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

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

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

17. 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