mathematics level 1 pilot program

8/6/2019 Mathematics Level 1 Pilot Program

1/20

PILOT PROGRAM

Mathematics Level 1

800.782.8869

www.bellwork.com


2/202 BELLWORK Enterprises

Golden Rules:(three keys to success)

Use one practice page for each student daily. Keep all students on

the same page.

BELLWORK should not be graded. Students should correct their

own answers.

Choose at least one question each day to review. Model the correct

terminology, rules, and process in answering the question.

BELLWORK Pilot Program Introduction

BELLWORKs pilot program helps teachers and students get a first-hand experienceof using BELLWORK. Within a short period of time, teachers will be able tounderstand the format, use the Teachers Guide, and see the advantages of usingBELLWORK. The pilot program is a set of 12 consecutive student practice pages. For

the purposes of this pilot program only, you may photocopy the 12 student pages andTeachers Guide sample pages included in this program. The sample pages chosen arefrom the actual, full-year student book and would appear at the end of the first quarteror beginning of the second quarter. Below are the BELLWORK Golden Rules. Pleasefollow these recommendations during the pilot program; it will help to ensure thesuccess of your students learning while using BELLWORK.

TABLE OF CONTENTS

Introduction to BELLWORKs Pilot Program . . . . . . . . . . . . . . . . 2

A Full-Year Practice Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Organization of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Organization of the Teachers Guide. . . . . . . . . . . . . . . . . . . . . . . . 5

Teaching Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Teachers Guide Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Pilot Program Pages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13



BELLWORK A Full-Year Practice Program

We are pleased to present the latest revision of BELLWORK, a carefully formulated full-yearprogram of daily standards practice for Mathematics. BELLWORK utilizes distributed (spiraling)practice of essential skills for 8 to 10 minutes per day so that students build confidence andmaintain proficiency in a wide variety of mathematics content areas. BELLWORK is also an ideal

monitoring tool for assessment by identifying the needs of individual students and/or groups ofstudents requiring additional attention.

While there are several objectives listed, these are secondary to the singular goal of

BELLWORK...improving student achievement. The value of distributed skills practice onstudent achievement is borne out in academic research and through decades of experience gainedin the classroom. The programs scope and sequence of skills are a complement to any full course

of study. This program is correlated with current national trends in mathematics curriculum,adopted textbooks, and testing, as well as, aligned and correlated with the California ContentStandards and Frameworks.

Teachers are encouraged to follow the Teaching Tips included on the following pages. The Tips

are a series of proven guidelines to help ensure that the students achieve the maximum benefitsfrom BELLWORK. However, each teacher will find his or her own best method for using the

material. Adapting it to your needs and the makeup of your class helps to ensure gaining the full value of BELLWORK. Our objective is for you to have a superior skills practice tool tocomplement and enhance your existing mathematics program, and to assist you in teaching.

If you have any suggestions or comments about the program, please let us know...we would enjoyhearing from you (go to www.bellwork.com).

BACKGROUND

The BELLWORK concept was originally initiated by career public school educators as a classroom

management technique to get pupils on task immediately. The name, BELLWORK, comes fromreminding students that ...each day immediately after the bell, we do our practice work.

From this initial use, BELLWORK has evolved into a successful, daily, systematic, and structuredprogram of distributed skills practice. It is widely used as a quick and effectivemonitoring/assessment tool for teachers.

For more than 25 years, both new and veteran teachers have experienced tremendous results

while using the BELLWORK program. Students improve their understanding and masteryof important content standards, and this is reflected in increased test scores year-

after-year.



OBJECTIVES

Most importantly, to help every student master and retain the key skills

outlined in the California Content Standards and Frameworks;

To improve student academic achievement year-after-year;

To utilize students higher level thinking skills through daily extension questions(grades 1-6);

To increase retention of previously taught skills;

To familiarize students with the format and language of multiple-choice questions;

To give teachers the means to monitor student progress on a regular basis, with no

additional paperwork;

To provide teachers with a successful and proven informal assessment tool;

To be easily adapted to and complement current instruction;

To help students build confidence and self-esteem.

ORGANIZATION OF THE PROGRAM

There are 206 pages in the BELLWORK Level 1 Mathematics student book (185+ days ofpractice). A typical page has two to four questions for the students to answer. Some pages

concentrate on one skill while others cover multiple skills. Level 1 reviews 107 individual skillsand contains 1006 practice items.

A comprehensive list of the skills presented in the student book is included in this teachers guide.In addition, at the back of this guide is a skills list index that includes the page and problem

numbers (T = Teachers Guide Additional Question/Activity) where each skill is located.

To give students practice in proper test-taking (multiple-choice format) behavior, only thecorrect bubble should be filled in on most practice pages.

Pages in all student books are perforated so they can be torn out after completion. This is helpful

if you choose to keep copies for future reference or send them home.

__________

BELLWORK is published in three editions: Mathematics, Reading/Language Arts, andScience. The programs for each edition are comprised of a student book (consumable) and ateachers guide. The Mathematics and Reading/Language Arts programs are available for grade

levels 1 through 8. The Science program covers third, fourth, and fifth grade standards and isavailable for grade levels 4 and 5.

Each grade level is written specifically for the appropriate skills practice necessary to meet theexpectations set forth in Californias Content Standards. Each grade level of BELLWORK

provides enough practice for a full school year. New skills are added systematically, whileconsistent review of our previously introduced skills is maintained. Concepts in this programcould be taught at the same time as they are presented in BELLWORK. However, most conceptswill most likely be taught earlier than they are presented here. Your students should be working

at a level of equal or greater difficulty. BELLWORK is a practice program for selected skillspreviously taught or can be used as an introductory mini-lesson for skills not yet taught.



ORGANIZATION OF THE TEACHERS GUIDE

The BELLWORK teachers guide was designed to provide teachers with a comprehensive answerkey presented in a simple and concise format. Each teachers guide page displays three studentpages for a quick and easy reference. The student page shows the correct bubbled-in answers.

Listed below the student pages are the corresponding California standards for each question.Every BELLWORK skill has been assigned to one or more California Content Standards. Whena skill fits best with a standard from a previous or subsequent grade level, that standard is listed

with the grade level in parentheses (e.g., N2.1(3)). Each content standard category has beenassigned a single letter designation. For grade levels 17: N = Number Sense; A = Algebra andFunctions; M = Measurement and Geometry; S = Statistics, Data Analysis, and Probability; andR = Mathematical Reasoning. For grade level 8: X = Algebra I; Y = Algebra II; G = Geometry; and

P = Probability and Statistics.

The BELLWORK skills that are covered within each question are displayed along the side of each

student page. There may be more than one skill for any single problem.

In addition to the daily standards practice student book questions, BELLWORK now providesteachers with an additional extension question/activity to further your students knowledge of

the grade level standards and skills. Next to each sample student page is the additionalquestion/activity that does one of three things: (1) takes a question from that days BELLWORKand asks your students to explain their process or reasoning, (2) asks your students to solvesomething related to a particular question, or (3) covers a skill your students need to learn that

is difficult to review in a multiple-choice format. By using the additional questions from theteachers guide, your students will be able to learn even more skills, and teachers will be able tocover and teach more standards.

At the back of the teachers guide you will find a Teacher Resources section. The Mathematics

resources contain a glossary, divisibility rules, measurement system conversions, and prefixes.__________

The Reading/Language Arts resources contain spelling generalizations, prefixes and suffixes,Greek and Latin roots, compound words, homographs, contractions, and other useful teachinghints. The Science resources contain a glossary of key science terms. Each of these resources was

developed as a useful tool to use with BELLWORK.



TEACHING TIPS

(Recommendations for Using BELLWORK)

OVERVIEW:

Teachers using BELLWORK are encouraged to read (or re-read) the Teaching Tips. You will findhelpful hints and reminders of how to get the maximum return on your students investment in

daily BELLWORK mathematics practice. The Teaching Tips are broken down into four categories:General, Golden Rules, Correcting and Reviewing, and Value Added. Please take special notice ofthe three items in the Golden Rules category. These are more than mere recommendations...theyrepresent the foundation of a successful distributed skills practice program.

If you are new to BELLWORK, you will be pleased with the results your students achieve during

the course of the program. In this newest edition of BELLWORK, changes in content and formatcorrelate to the most recent academic content standards and frameworks.

The value of distributed skills practice on student achievement is borne out in academic researchand through decades of experience gained in the classroom. The Teaching Tips are presented here

to give the teacher the benefit of this collective experience.

GENERAL:

BELLWORK is a full-year program. One practice page should be provided for each

student daily.

The pages should be used in numerical order. Skills are introduced for practice, and

then reintroduced for further practice at a higher level of difficulty.

Level 1 students should follow the printed words in the directions as the teacher reads

them aloud. Numbered items, answer choices, and/or picture names may be read by theteacher.

BELLWORK may be used for evaluating student acquisition and mastery of skills

appropriate for the grade level. This will assist the teacher in planning the curriculum

and scheduling instruction. In general, the introduction of new skills in BELLWORKshould follow the initial classroom instruction.

Teachers are encouraged to circulate through the classroom while students are

completing their BELLWORK questions and visually assess general comprehension of

the skills being presented that day. From this brief observation, the teacher can make

mental or written notes for remedial work at a later time in small groups or individually.

Teachers may use BELLWORK to meet both individual and collective instructional

needs. It is easily adaptable. All skills are listed in this teachers guide; the pages onwhich a skill is introduced and where it is reviewed are also included. The teacher may

use this to deal with the needs of special student populations, either alone or inconjunction with other materials designed specifically to address those needs.

__________

In BELLWORK Mathematics, there are 20+ extra pages for additional practice.



GENERAL (cont.):

Teachers should use the skills list and skills list index as resources for instruction.

They identify the essential skills covered in BELLWORK and reassure the teacherthat the important skills are covered as part of the classroom curriculum. Teacherscan look ahead to see which skills are being introduced to students and when. This

will allow the teacher to be aware of the initial presentation and subsequent practicein BELLWORK.

It is suggested that teachers using BELLWORK encourage careful reading. The daily

classroom discussion of the answers will help the teacher determine the level ofunderstanding and insight of the material and skills presented that day.

Allow students to use only pencils on practice sheets.

Keep all students in your class on the same page of the same level unless you have a

combination class.

BELLWORK may be done at the beginning of each school day, at the beginning of a

mathematics period, or when the students return to the room from recess or lunch.In this way it also serves as a classroom management tool to get students on taskquickly.

When using more than one BELLWORK standards practice program (Science,

Mathematics, and Reading/Language Arts), we suggest that they be used at differenttimes during the day, not back-to-back.

Instructions for substitute teachers for the use of BELLWORK should be readily

available.

Remember: BELLWORK is a practice program for selected skills previously

learned/taught.

BELLWORK should not be used as your total mathematics program. Most

mathematics skills should be introduced earlier than they are presented inBELLWORK.



CORRECTING / REVIEWING:

After the completion of a BELLWORK page, the teacher discusses the skills and the

correct answers with the students.

Teachers are encouraged to elicit questions from students during the discussion of

the correct and incorrect answers on all skills. When reviewing correct and incorrect answers with students, teachers should

encourage discussion of reasons for their choices of answers.

Teachers should not try to personally collect and correct every paper, every day.

VALUE ADDED:

Students listen attentively and learn as the correct and incorrect answers are

discussed by the teacher and other students.

By setting a specific time each day to do BELLWORK, the teacher helps the students

become self-starters by virtue of the expectation and responsibility assigned by theteacher.

Students should be encouraged to review their work critically. When students

complete a BELLWORK page ahead of the allotted time, they should be instructed tocheck their answers for accuracy and completeness. This emphasizes the importanceof double-checking their work, and is good practice for future test-taking skills.

Teachers may choose to have students periodically take selected pages of their

completed work home so that parents can see their progress (pages are perforated).This can further motivate students and provide parents with a consistent update oftheir childs level of work.

Teachers may select certain pages and keep records from month-to-month on student

progress (1 or 2 pages per month is sufficient). Some pages may be kept in the

students portfolio for future reference. Year-to-year data for some practice pagesmight also be kept as part of a curriculum measurement tool.

__________

BELLWORK Reading/Language Arts includes many opportunities where morality,

truth, justice, patriotism, and a comprehension of the rights of good citizens could bediscussed by the class. It is only in the primary context of skills practice thatBELLWORK addresses these issues, and does so in a nonthreatening common senseway.


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BELLWORK Enterprises - PILOT PROGRAM


10/2010



11/2011



12/20


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13/2013

PILOT PROGRAM

Student Pages

Mathematics Level 1

800.782.8869

www.bellwork.com


14/2014

Golden Rules:(three keys to success)

Use one practice page for each student daily. Keep all students on

the same page.

BELLWORK should not be graded. Students should correct their

own answers.

Choose at least one question each day to review. Model the correct

terminology, rules, and process in answering the question.

Teachers:

1. Print out one copy of each page for every student in your

class.

2. Staple one complete set together for each student. Keepall 12 student pages together for the entire Pilot Program.

3. Refer to pages 3-7 for the background, objectives, and

organization of the BELLWORKprogram.

4. Set a specific time each day to do the Pilot Program. Thishelps your students to become self-starters by virtue of the

expectation and responsibility assigned by the teacher.

5. Students should be encouraged to review their workcritically; they should be instructed to check their answers

for accuracy and completeness. This emphasizes theimportance of double-checking their work and is good

practice for future test-taking skills.


15/2015

BELLWORK Mathematics Level 1 BELLWORK Enterprises PILOT PROGRAM

Name ___________________________________________________________

69

1 3

2 4

Which number is missing?

______, 20, 25, 30, 354 4

6 7 9 8

5 2 2

2 5 7 3

15 10 19 5

How many links long is the

pencil?

2 4 3 5


Name ___________________________________________________________

70

1 3

2 4

There are 9 .

3 go away.

How many are left?


36, 38, ______, 42, 44

5 5

0 10 1 15

6 1

7 5 8 6

12 5 7 6

39 41 40 46


16/2016


Name ___________________________________________________________

71

1 3

2 4Which number is 1 lessthan 49?

47 39

48 50

Which sign () belongs

in the circle below?

31 38

6 2

4 7 9 8

8 2

7 6 5 10

< >


Name ___________________________________________________________

72

1 3

2 4

There are 4 on swings.

3 more come to swing.

How many are swinging

now?

Which is the number fifteen?

5 4

9 1 8 10

9 2

6 8 11 7

6 1 7 8

14 50 15 5


17/2017


Name ___________________________________________________________

73

1 3

2 4

How many more people like

dogs than cats?


______, 10, 20, 30, 40

4 3

0 7 1 2

0 5 9 15

If 4 5 9, then

9 4 .

4 5 9 13

8 1 2 3


Name ___________________________________________________________

74

1 3

2 4

Which number is 1 more

than 46?

56 45

48 47


55, 60, 65, 70, ______

5 3

9 8 7 2

10 5

5 4 6 15

80 71 75 85


18/2018


Name ___________________________________________________________

75

1 3

2 4

There are 8 .

7 run away.

How many are left?

15 is 1 more than ______.

9 6

4 3 2 5

8 2

11 9 10 6

1 15 0 2

13 16 14 12


Name ___________________________________________________________

76

1 3

2 4

0 10 20

Which number would come

next in the pattern?

10, 10, 20, 0, 10, 10, 20, 0, 10, 10, _____

When we put 3 balloons plus

2 more balloons together, we

are __________.

adding () subtracting ()

5 5 4 0

7 3 10 1

7 3 If 5 3 8, then

8 3 .

11 5 6 3


19/2019


Name ___________________________________________________________

77

1 2

3 Which number is missing?

50, 52, ________, 56

53 55 54 57

325 615 516

If she selected one without

looking, which one would she

most likely pick?

G green Y yellow

Which number sentence

describes the picture above?

Michelles pencil box has 5

green erasers and 1 yellow

eraser.


Name ___________________________________________________________

78

1 3

2 4Which is the numberseventeen?

Which sign () belongs

in the circle below?

39 40

4

1 3

2

4

5

5

4

9

2

1

07 16 70 17

< >


20/20


Name ___________________________________________________________

79

1 3

2 4


37, 38, ______, 40, 41

There are 5 on the

ground. 4 more fall on

the ground.

How many in all?

36 39 42 49

9 7 8 10

5

1 4

6

7

5

6

2 8

2

4

3

Name ___________________________________________________________

80

1 3

2 4Which number is missing?

60, 70, 80, ______, 100

6

1 8

5

6

7

7

5 1

2

3

12

81 85 99 90

Which number would comenext in the pattern?

1, 2, 2, 3, 1, 2, 2, 3, _____

1 2 3

mathematics level 1 pilot program

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