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Math Review and Mental Math
Transcript of Math Review and Mental Math
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
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.
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
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
- reasonable answer
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
one more/less than given number
counting by 2, 5, 10
Anchors of 5 and 10
Doubles, fact families, number facts
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
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
-select specific problems representing different math standards
-same type problems recur daily until they're retired
BASED ON THE CURRENT NEEDS OF YOUR STUDENTS
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.
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
fractional operations and concepts
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)