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Math Review and Mental Math

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by

Frances Tucker

on 5 December 2014

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Transcript of Math Review and Mental Math

Essential Questions?
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)
Full transcript