balanced math

Balanced Math

Three Numbers in CommonThree Numbers in Common

With your group, decide on three numbers which you have in common that you would consider significant.

Why Balanced Math?Why Balanced Math?

Proficient or Advanced 2010

Proficient or Advanced 2010

Day 10-15 min 40-60 minutes 10-15 minutes

1 Math Review

Mental Math

Concept Lesson: Problem solving, small groups, centers, manipulatives, vocabulary development, etc.

Closure/math journals

2 Math Review

Mental Math

Concept Lesson: Problem solving, small groups, centers, manipulatives, vocabulary development, etc.

Closure

3 Math Review

Mental Math

Concept Lesson: Problem solving, small groups, centers, manipulatives, vocabulary development, etc.

Closure

4 Math Review

Mental Math

Concept Lesson: Problem solving, small groups, centers, manipulatives, vocabulary development, etc.

Closure

5 Assessment/Math Review

Quiz

Math activities, centers, games, small group, intervention

6 Math Review

Mental Math

Concept Lesson: Problem solving, small groups, centers, manipulatives, vocabulary development, etc.

Closure

7 Math Review

Mental Math

Concept Lesson: Problem solving, small groups, centers, manipulatives, vocabulary development, etc.

Closure

8 Math Review

Mental Math

Concept Lesson: Problem solving, small groups, centers, manipulatives, vocabulary development, etc.

Closure

9 Math Review

Mental Math

Concept Lesson: Problem solving, small groups, centers, manipulatives, vocabulary development, etc.

Closure

10 Assessment/Math Review

Quiz

Assessment

Balanced Math Overview:10 day plan

• Standards based• Student centered• Implementation of math components • Research based• Best practices • Workable schedule• Becomes routine

Math Reviews

Where to find resources for

Math Reviews?

-Textbook resources

-Teacher/Instructional

Coach Created

7th Grade- 3rd Nine Weeks Review #83.4Interpret the slope of a line as a unit rate given the graph of a proportional relationship.

What does the slope mean?A. There are 0.5 pints in a quart.B. There are 0.5 quarts in a pint.C. There are 2 pints in a quart.D. There are 2 quarts in a pint.

3.6Solve linear equations with rational coefficients symbolically or graphically.

4.3Apply scale factor to solve problems involving area and volume.

Two prisms are shown.The lengths of the sides of the largerprism are 3 times the side lengths of thesmaller prism. What is the volume of the larger prism?

3.7Translate between verbal and symbolic representations of real-world phenomena.

The cost of a cab ride at one airport for $4 and $1.20 for each mile. What is the relationship between the total cost c and the number of miles m?A. c = 1.20 + 4m B. c = 1.20m – 4 C. c = 1.20m + 4 D. c = 4m – 1.20

What are some sources of Math Reviews that you have used and

have worked in your classrooms?

•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

•I Have/Who Has

• Up, Down, Stay

• Mental Math Squares (Rally Coach)

What are some Mental Math activities you have used in your classroom?

*Remember: How you implement Mental Math is only limited by your creativity!!

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 ITell me and I’’ll ll forget. Show me, and forget. Show me, and I may not remember.I may not remember.Involve me, and I will Involve me, and I will

understandunderstand””..-Native American Proverb-Native American Proverb

““Tell me and ITell me and I’’ll ll forget. Show me, and forget. Show me, and I may not remember.I may not remember.Involve me, and I will Involve me, and I will

understandunderstand””..-Native American Proverb-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

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), 12-21.

• Textbook Provided:

• Formative Assessment Examples: http://www.stemresources.com/index.php?option=com_content&view=article&id=52&Itemid=70

• Choice Board on Wall with various closure stems (see handout)

My weekly goalMy weekly goal

My prior knowledgeMy prior knowledge

My rating of my prior knowledge _____

How well I believe I have met my goalHow well I believe I have met my goal

I am

confused

about this

goal..

I understand

everything

about this

goal.

My summary of my learningMy summary of my learning

Monday:

Tuesday:

Wednesday:

Thursday:

Friday:

Closure Stems/Starters:3, 2, 1:3 Things I learned today….2 Ways I contributed in class….1 Question I still have…My effort in this area was: Awesome So-So No Good

Today I learned………Tomorrow I need………

The first thing I will share with my parents tonight is………..

The most important thing I learned today was…..An example of this is……

If today’s lesson were a song, the title of it would be……because…….

Three ideas, concepts, thoughts I learned today were…..What I learned in class today:

How is ______ related to _______?

My favorite part of the class today:What I can improve tomorrow:

What is the most important thing you learned today in class?Write a warm-up question about today’s objective.

Before you leave the pond….(choose one)I’m still wondering… I didn’t understand…I enjoyed… I got it when…I figured out….

In a word, how would you describe ________?Why?

What part of ______________might you eliminate? Why?

What grade would you give……?

How could you improve……?

Describe your thinking about ________________.

What are some examples of closure that have worked in

your classrooms?

Building BridgesBuilding Bridges

Math ManiaMath Mania

Finger MultiplicationFinger Multiplication

Lattice MultiplicationLattice Multiplication

Can You MakeCan You Make

Group ShareGroup Share

Whole Group ShareWhole Group Share

Select one of the two real-world problems on the sheet and use the information from the activity to solve the problem. Be sure to explain using numbers, words, and pictures if needed.

Ice Breaker

List as many movie titles as you can which contain numbers.

101 Dalmatians is okay.

Shrek 1, Shrek 2, and Shrek 3 is not three separate titles. Sequels don’t count.

Spiral Review and Mental Math

Spiral Review and Mental Math

Building Improper FractionsBuilding Improper Fractions

____________________________

Name at least two concept that you think this would

help students to understand with greater depth.

Pattern Block SubtractionPattern Block Subtraction

___

_____________________

With your group, decide how you would extend this

activity.

Pearson EnvisionPearson Envision