1. Go Deep - A Growth Mindset
Topic: Implementing UMathX
CCLC UMathX Alabama Initiative – K to Alg1
webinar 1
RNeufeld Senior Author
Toll Free:

2. CONTENTS – UMathX Webinar 1 Focus – Content Implementation (K to Alg1)
The Learning Environment - Slides 3 to 15
Preparation for Lesson 1 - Slide 16
Sample Lessons - Kindergarten
Lesson 1 - Slide 17 to 21
Lesson 2 – Kindergarten – Slides 22, 23
Lesson 3 – Kindergarten – Slides 24, 25
Lesson 4 – Kindergarten – Slides 26
Lesson 5 – Kindergarten – Slide 27
Sample Lesson – Grade 1 – Slide 28
Sample Lesson – Grade 2 – Slide 29
Sample Lesson – Grade 3 – Slide 30
Sample Lesson – Grade 4 – Slide 31
Sample Lesson – Grade 7 – Slide 32
Webinar 1 – Final Notes – Slide 33
Webinar 2 – Focus on Testing

3. Rich Learning Environment
UMathX
Software
Manipulatives
UMathX Frameworks
& Support Sheets

4. A Growth Mindset within UMathX
Introductory
Steps to
Scaffolded
UMathX Menu
(student use)
CCSS
Curriculum Menu
(teacher use)
(t(t
Learning Challenges
Deeper
Understanding

5. Students gather IDEAS and EXPERIENCES to create their own KNOWLEDGE.
LEARNING
occurs with
ACTIVE INVOLVMENT
I got it!!
Students gather IDEAS and EXPERIENCES
to create their own KNOWLEDGE.
as opposeed to
PASSIVE RECEIPT
of information

6. Model of a Growth Mindset
UMathX
Grappling helps to create KNOWLEDGE

7. Design Principles of UMathX
UMathX presents a
variety of approaches
to meet learning needs
(often concrete to abstract).
UMathX features Instructional Scaffolding
This allows student & teacher to follow a CONCEPTUAL PATH
rather than a disjointed GRADE focus.
It is flexible. One can focus on concepts in a certain grade
and conceptual scaffolding over a number of grade levels.

8. Built-in Differentiation – Tiered lessons
UMathX
Encourages Grappling
“Grappling” is:
-more than “persevering”
-is “productive” struggling
Interactions present hints.
A mistake is an opportunity to learn.
Teachers, please do not tell. Encourage grappling.
“ask three before you ask me”
Built-in Differentiation – Tiered lessons

9. Classroom Learning Environments for UMathX…

10. Making It Work In Your School
Single Classroom
Computer / Workstation
School ‘Lab’
Classroom ‘Cluster’
of 4 or 5 computers

11. The UMathX Menu
The UMathX Menu allows student and teacher to follow a CONCEPTUAL PATH rather than an often disjointed GRADE focus.
It is flexible in that one can focus on concepts in a certain grade and conceptual scaffolding over a number of grade levels.
Scaffolded for easy
access to any concept.
For Student and Teacher
Across Grades (fill gaps)

12. The UMathX Menu Scaffolded for easy access to any concept.
For Student and Teacher
Across Grades (fill gaps)

13. The CCSS Curriculum Menu
UMathX lessons are placed
into CCSS menu.
For Teacher – lesson and framework.
Domain – Cluster – Standard
2.OA.02.02

14. The CCSS Curriculum Menu
2.OA.02.02
For Teacher – plan lesson
and framework.
2.OA.02.02
For Teacher to plan lesson and
framework .
2.OA.02.02

15. The UMathX Framework
For Student – 3 part lesson to model implementation of UMathX

16. In Preparation for UMathX Lesson 1
Step 1 Review. Do a quick check of the following.
Step 2 Review
Visit and play 3 videos: UMathX – What is it? – The Learning Pit
UMathX – Navigation
UMathX – Frameworks for Learning
Step 3 Log into with the secure password and login given to you.
Click on “Enter the Program” .. Always maximize the screen.
From the UMathX Menu, follow the path below.
Fractions>Equivalent Fractions>Pattern Blocks>Hexagon 1 and on ..
From the CCSS Menu, select 3.NF.01.03b. Click <Lessons> Select Hexagon1.
Go to and select Training
Select UMathX-TreasureHunt–CCSS–Kto5 or 6toAlg1 . Select one or two examples from
the Treasure Hunt that are a good fit for your grade level. Work through it.

17. Kindergarten Sample Lesson 1
Step 1 Make sure your interactive board and computer are in place and
ready. The computer has a mouse. We suggest that students
sit on your learning carpet in front of the screen or interactive
board. You may choose one student to be computer pilot.
Step 2 Go through relevant previous screens 3 to 15 of this powerpoint.
Discuss the content of the slides with them.
They must understand that we all learn different at different rates.
Step 3 Keep the information in this lesson simple and short.
Go to any browser. Reinforce where that is.
Show them the URL …
This is the name of their virtual UMathX School.
Step 2 Review
Visit and play 3 videos: UMathX – What is it? – The Learning Pit
UMathX – Navigation
UMathX – Frameworks for Learning
Step 3 Log into with secure password and login given to you.
From the UMathX Menu, follow the path below and work through Hexagon1 and on ..
Fractions>Equivalent Fractions>Pattern Blocks>Hexagon 1 and on ..
From the CCSS Menu, select 3.NF.01.03b. Click <Lessons> Select Hexagon1.
Go to and select Training
Select UMathX-TreasureHunt–CCSS–Kto5 or 6toAlg1 and work through the Treasure Hunt.
Select one of the examples that is a fit for your grade level and work through it.

18. Step 4 You login with your login and password. They will receive theirs. Step 5 Click on “Enter the Program” .. Maximize the screen Direct your student navigator to the UMathX Menu on the left. He navigates to Fractions and just hovers over the word. He will then navigate to the right - hovers over Equivalent Fractions He will then navigate to the right and hover over Pattern Blocks He will then navigate the mouse to the right and click on Hexagon 1. Step 6 Note functionality of the <proceed> button and of the <enter> key. This gives them time to think. When the <proceed> button is not shown, then there is another instruction on the screen which they should look for. Step 7 Note when any sentence is double clicked, the line is read and it is highlighted to help with reading and word recognition.

19. Step 8 Emphasize the function of making a mistake
Step 8 Emphasize the function of making a mistake. A mistake is an opportunity to learn. If there is a flashing cursor in a text field, enter a number or letters depending on what is asked for. Then press the <enter> button. When you press the <enter> button, you are commanding, DO IT! Usually 3 hints are given. Step 9 After you have worked through some of this lesson, go ahead and clear the screen by clicking on the HOME icon at the top. Click on the logout button to the far right. Have another student, key in a login and password. Repeat previous steps to review them by choosing another topic. Repeat this process with a number of students. Step 10 Note the correct way to login and logout. When one clicks on the X on far top right on screen, one is thrown out of the program . For security reasons another person cannot login for 2 minutes.

20. Step 11 Discuss with the class on how you plan to use UMathX – alone on one computer, small group or pair and whole group. In group work you will each have a role. Step 12 Discuss “grappling” and the “learning pit” with your students. Students formulate their ideas and knowledge in many different ways. When in pairs, we want them to discuss. You will rarely give answers during the lesson. Try to work towards this situation. Step 13 If one answers incorrectly, the computer will give up to 3 hints. One cannot continue until one has entered the correct answer. One learns from mistakes. Discuss the possibilities with your students. One may understand but likely in a different way than a partner. IDEA: Tell them .. “If you have a question for the teacher, turn the empty cup on your desk UP. Only ask me if you have discussed it with your partner(s). The teacher is not a “teller”.

21. Step 14 Everyone helps others to learn
Step 14 Everyone helps others to learn. We are all important along with UMathX, the paper, the manipulatives, the teacher. Step 15 When they walk in tomorrow, there will be 1 page on their desk. (a framework for lesson 2) It will tell them what to do. If they are working in pairs, they share the one page. Bring a pencil. The teacher will help with reading the framework. Step 16 The student will try to read the page. Then turn on a computer and login to UMathX. They will also learn with manipulatives. What are they? Why? .. Possibly some learn best that way. Step 17 You may access UMathX from home if you have a computer with internet access. SEE YOU TOMORROW.

22. Classroom Operation.. Lesson 2 K.CC.01.03 UMathX
Student’s Turn:
1. Follows Instructions
on Framework
2. Work with UMathX on
Computer (UMathX Menu)
& Framework (Paper)
& get base 10 ..blocks
3. Hands in Framework
for evaluation.
Classroom Operation.. Lesson 2 K.CC UMathX
Teacher’s Turn:
1. Reflects & Connects.
“how did you learn best?”
2. Evaluates Student
Performance
Teacher’s Turn:
1. CCSS Menu K.
2. Domain CC
3. Cluster 01
4. Standard 03
5. Lesson: Keep Track by Marking
6. Framework:.. Note 3 parts ..
1 to 1 : Keep Track by Marking
Print one per group

23. Kindergarten Sample Lesson 2
Note: This is a key lesson. You cannot “wing it”! Please be well prepared. Consider using base 10 blocks and frameworks. Do a whole class lesson to review yesterday’s work. Review the learning environment guidelines. Be tough, be consistent. It will make future life easy for you. You may want to read the instructions with them. Note the 3 part lessons. Adapt them. They give ideas. Let’s do this lesson in groups of 2 if possible. One partner is Pilot and another is CoPilot. One person is on computer and the other uses paper and pencil. Note that they are learning concepts in many ways. Note the “Reflect and Connect” section. Find out how they learn.

24. Classroom Operation.. Lesson 3 K.OA.01.05 UMathX
Student’s Turn:
1. Follows Instructions
on Framework
2. Work with UMathX on
Computer (UMathX Menu)
& Framework (Paper)
& get base 10 ..blocks
3. Hands in Framework
for evaluation.
Classroom Operation.. Lesson 3 K.OA UMathX
Teacher’s Turn:
CCSS Menu
K.OA.01.05
2. Lesson:
Ways to Make 5
3. Framework:..
Addition Facts – Ways to Make 5
Print one per group
Teacher’s Turn:
1. Reflects & Connects.
“how did you learn best?”
2. Evaluates Student
Performance

25. Kindergarten Sample Lesson 3 .. COMMENTS
Please be strong. Follow the established guidelines in your learning environment: They talk quietly to each other .. Rarely to you. Ask 3 before they ask “me” / you They must record on the framework. They must fulfill their roles. Note .. You are using the CCSS menu to find the lesson and the framework options. Then you print the framework. (can be b&w) .. One page .. Double sided. The teacher uses the CCSS menu. The students use the UMathX menu .. Scaffolding. The UMathX menu is used to fill gaps as well.

26. Classroom Operation.. Lesson 4 K.NBT.01.01 UMathX
Student’s Turn:
1. Follows Instructions
on Framework
2. Work with UMathX on
Computer (UMathX Menu)
& Framework (Paper)
& get base 10 ..blocks
3. Hand in Framework
“evaluation”.
Classroom Operation.. Lesson 4 K.NBT UMathX
Teacher’s Turn:
CCSS Menu
K.NBT.01.01
2. Lesson:
Ones and Groups of 10
3. Framework:..
Print one per group
Teacher’s Turn:
1. Discuss the lesson.
Discuss the framework.
Reflect & Connect.
“how did you learn best?”
2. Collect Frameworks.
3. Self Evaluate.

27. Classroom Operation.. Lesson 5 K.CC.01.03 UMathX
Student’s Turn:
1. Follows Instructions
on Framework
2. Work with UMathX on
Computer (UMathX Menu)
& Framework (Paper)
& get base 10 ..blocks
3. Hand in Framework
“evaluation”.
Classroom Operation.. Lesson 5 K.CC UMathX
Teacher’s Turn:
CCSS Menu
K.CC.01.03
2. Lesson:
Counting Solids #1
3. Framework:..
Print one per group
Teacher’s Turn:
1. Discuss the lesson.
Discuss the framework.
Reflect & Connect.
“how did you learn best?”
2. Collect Frameworks.
3. Self Evaluate.

28. Grade 1 Sample... Lesson 1 1.OA.03.05 UMathX
Student’s Turn:
1. Follows Instructions
on Framework
2. Work with UMathX on
Computer (UMathX Menu)
& Framework (Paper)
3. Hand in Framework
“evaluation”.
Teacher’s Turn:
CCSS Menu
1.OA.03.05
2. Lesson:
Adding Along the Numberline
3. Framework:..
Addition Facts- Adding Along The
Numberline.
Print one per group
Teacher’s Turn:
1. Discuss the lesson.
Discuss the framework.
Reflect & Connect.
“how did you learn best?”
2. Collect Frameworks.
3. Self Evaluate.

29. Grade 2 Sample... Lesson 1 2.NBT.02.05 UMathX
Student’s Turn:
1. Follows Instructions
on Framework
2. Work with UMathX on
Computer (UMathX Menu)
& Framework (Paper)
3. Hand in Framework
“evaluation”.
Teacher’s Turn:
1. Discuss the lesson.
Discuss the framework.
Reflect & Connect.
“how did you learn best?”
2. Collect Frameworks.
3. Self Evaluate.
Teacher’s Turn:
CCSS Menu
2.NBT.02.05
2. Lesson:
Subtraction Without
Regrouping .. concretely
3. Framework:..
Subtract 2 Digit Numbers without
Regrouping
Print one per group

30. Grade 3 Sample... Lesson 1 3.OA.01.01 UMathX
Student’s Turn:
1. Follows Instructions
on Framework
2. Work with UMathX on
Computer (UMathX Menu)
& Framework (Paper)
3. Hand in Framework
“evaluation”.
Teacher’s Turn:
1. Discuss the lesson.
Discuss the framework.
Reflect & Connect.
“how did you learn best?”
2. Collect Frameworks.
3. Self Evaluate.
Teacher’s Turn:
CCSS Menu
3.OA.01.01
2. Lesson:
Eggs in Bowl…Introduce X
3. Framework:..
Multiplication – Introduction – 2 –
Eggs in Bowls
Print one per group

31. Grade 4 Sample... Lesson 1 4.NF.01.01 UMathX
Student’s Turn:
1. Follows Instructions
on Framework
2. Work with UMathX on
Computer (UMathX Menu)
& Framework (Paper)
3. Hand in Framework
“evaluation”.
Teacher’s Turn:
1. Discuss the lesson.
Discuss the framework.
Reflect & Connect.
“how did you learn best?”
2. Collect Frameworks.
3. Self Evaluate.
Teacher’s Turn:
CCSS Menu
4.NF.01.01
2. Lesson:
Hexagon 1, Hexagon 2 etc
3. Framework:..
Equivalent Fractions -1
Print one per group

32. Grade 7 Sample... Lesson 1 7.RP.01.02c
Student’s Turn:
1. Follows Instructions
on Framework
2. Work with UMathX on
Computer (UMathX Menu)
& Framework (Paper)
3. Hand in Framework
“evaluation”.
Teacher’s Turn:
1. Discuss the lesson.
Discuss the framework.
Reflect & Connect.
“how did you learn best?”
2. Collect Frameworks.
3. Self Evaluate.
Teacher’s Turn:
CCSS Menu
7.RP.01.02c
2. Lesson:
Introduction 1, Introduction 2
3. Framework:..
Ratio Tables – Introduction - 2
Print one per group

33. Final Notes of Webinar 1 Webinar 2 Objectives - Testing/Evaluation
1. Note .. Teacher plans within the CCSS menu
..first select and preview the lesson
..then select and preview the framework (if exists)
2. Note .. Students work in UMathX Menu .. Scaffolded.
.. a lesson leads to the next lesson .. fill gaps
.. work down a UMathX Menu .. more challenging
3. Note the role of the back arrow at bottom left of screen.
.. back to previous screen in CCSS menu
.. ease of transfer from framework back to lesson
4. Always work with a full screen .. Note the “trick”
5. Please Keep it Simple – Concentrate on Math rather than
on more UMathX features.
Webinar 2 Objectives - Testing/Evaluation