In What ways are you helping students retain math concepts and skill they have already been taught?

How are you helping students develop and refine their number sense?

5 Easy Steps to a Balanced Math Program

Step 2: Problem Solving (Poster Method)

Step 3: Conceptual Understanding

Step 4: Mastery of Math Facts

Step 5: Common Formative Assessments

Step 1: Math Review and Mental Math

Number paper 1 -3

ONLY write the answer to the problem and the method you used to obtain the answer

DO NOT WRITE THE PROBLEM!

**Daily Math Review**

2-5 problems K-1st (3 max)

10-15 minutes at the beginning of math period

-multiple opportunities to practice the same skill

-24 attempts to reach 80% (Marzano)

-Specific and timely feedback is the single most powerful modification that enhances student achievement. (Hattie)

- math interconnected concepts and ideas

-emphasizing reasonable answers, number sense, students making sense of the math

Criteria for Category Selection

Concepts students should know, but they don’t know

Essential concepts/skills

Front Load upcoming Unit or Next grade level

Purpose of Daily Math Review

"Clean up" misconceptions

Take care of gaps

Develop number sense

Practice procedural math and computational skills

In Math review teachers deliberately select problems representing different standards based on the needs of their students. Problems of the same type recur week after week until majority of the students learn them. Math review provides multiple opportunities to practice set skills with specific and timely feedback embedded in the process.

**I Math**

Ten problems (max.)

-2 to 4 per category

Correct quiz with students

-increases student engagement &responsibility

Collect data to inform decisions

-90% students get 100% on category

to take it off DMR

**The Math Review Quiz**

Student Self-Reflection

Students reflect after each question

Focus on correct mathematical processes or errors

Younger children and students with special needs can process orally

Feedback is timely and specific

Number sense

- reasonable answer

Error analysis

Student reflection

Key idea statements

Key Elements of Processing

**Steps for DMR**

1. Students work individually for (2-3 min.)

2. Continue working with a partner for (6-8 min.)

3. Processing of answers (5 min.)

**A Mini-Math Workout for the Brain**

**Mental Math**

one more/less than given number

counting by 2, 5, 10

Anchors of 5 and 10

Doubles, fact families, number facts

math vocabulary

measurement (time, money, calendar, inches, feet, etc.

Teacher select theme

Teacher dictates string of numbers and operations that students are to compute mentally.

Teacher repeats mental math problem

Student records

answer only

Students chorally give answer

Have student that was correct share their thinking behind the solution.

**Mental Math Steps**

Math review establishes a deliberate

progression of mathematical concepts

and computational skills that increase in

difficulty. Problems of the same type recur

week after week until majority of the students

learn them.

-select specific problems representing different math standards

-same type problems recur daily until they're retired

BASED ON THE CURRENT NEEDS OF YOUR STUDENTS

Repeated Reasoning

Effective Feedback

Relational Thinking

Mental math provides students with a risk free opportunity to develop better number sense and build capacity. Choosing a theme is beneficial in helping students with current or upcoming unit of instruction.

objective

Mental Math Themes

10 Min. Break

Think about categories for math review

Start with one more than 5 (6); double that number (12)

think what is one less than that number (11)

Start with a dozen; subtract half....

**Mental Math Themes**

number operations

fractional operations and concepts

math vocabulary

exponents

square roots

precents-decimal-fraction

**start with square root of 144 (12); add square root of 81 (21); divide by 7 (3) cube the result (27)....**

How Do People Learn?

What do students need to learn something new, something difficult, something they may have not been successful with?

Prekindergarten, Kindergarten, Beginning of 1st Grade

Teacher reads problem number one to student and then students and teacher read problem together

Student try problem independently for a couple min. or time needed using manipulatives

Students turn and face their partner and discuss what they tried.

Students turn back to teacher to process problem for timely and specific feedback

Students orally reflect with partner

Class states key statement

Mental math problems should related to the same theme

(stay with theme 2 weeks)