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Copy of Creating a Balanced Math Program

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Alysha Mohammed

on 11 August 2014

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Transcript of Copy of Creating a Balanced Math Program

What is Balanced Math
It is a way of instructing & setting up your class to help students:
Mental Math
Problem Solving
Today's Agenda
1. Review norms & over view of today
2. Introduction to a Balanced Math Program
3. Example Math Review & Mental Math
4. Debrief & reflect experience
5. Example of Problem Solving
6. Debrief & reflect experience
7. Articulation among grade levels
8. Curriculum map
9. Lunch
10. Day-to-Day planning
11. Reflect on past week
Math Review
Detailed description on pgs. 4 - 11
Creating a Balanced Math Program
1. Be mindful of others
The 5 Components
1. Computational Skills
How to Set It Up
Grade Level Articulation
Presented by Jane Chen
Be respectful of the way other's process information
2. Stick with "we" questions
30/30 and De-screen
3. Actively participate
4. Technology courtesy
1. Develop computational strength including number sense
2. Develop mathematical reasoning and problem solving
abilities (real-world skills)
3. Develop conceptual understanding (teaching for
4. Demonstrate understanding in a variety of assessment
Ainsworth & Christenson, 2006
Math Review & Mental Math
2. Problem Solving
Provides structure for problem-solving activities for current unit or general problem-solving questions
3. Conceptual Understanding
Standards aligned lessons & units
4. Mastery of Math Facts
Promote number sense development & attend to precision
5. Common Formative Assessments
Descriptions on pg. xxv of book
I. Purpose
A. Identify the common misconceptions prior to the
A. To “clean up” common misconceptions
B. To provide daily practice for computational skills
C. To reinforce prior learning & retention of previously
taught concepts and skills.
II. Teacher's Role:
B. Provide on-the-spot specific feedback to students
1. Use the time to roam around the room & help
individual students or do small group/flex
10 minutes of work time
5 minutes of correcting & reflecting
2. Select 3 - 5 problems with multiple standards to
Pick strategically
Essential standards & skills
When in doubt, focus on number sense & mathematical reasoning
3. Do the same types & style of problems for 1 - 2 weeks
Start off easy & get progressively harder
Key is repetition & precision
4. When most students have mastered one skill,
substitute that problem with another skill or
1. Allow 15 minutes at beginning of each class
Let's Try It
Set up your paper to look like this.
Quiz/Test after 2 weeks of practice
Today's Date:
Math Review #1
Math Work
Correcting Math Review
Math Review Quiz/Test
1. Evaluate 1/3 + 1/6 + 1/4
Give a reasonable answer &
exact answer

2. Evaluate 4.24 x 3.4
Give a reasonable answer &
exact answer.

3. Write 4,205,362 in expanded

Show 2 different ways you can evaluate 1/3 + 1/6 + 1/4
Put away your pencil
Take out a different color pen & hold it up for the teacher to see.
Math Review #1
Math Work
1. Evaluate 1/3 + 1/6 + 1/4
Give a reasonable answer &
exact answer

2. Evaluate 4.24 x 3.4
Give a reasonable answer &
exact answer.

3. Write 4,205,362 in expanded

Show 2 different ways you can evaluate 1/3 + 1/6 + 1/4
1.One thing I worked well on was ____________ because ____________

2. One thing I need to work on is ____________ because ____________
More correcting ideas on pages 12 & 13.
Template ideas on pages:
135 - 139 (6th)
149 - 154 (7th & 8th)
165 - 170 (Algebra & Geometry)
1. Test bi-weekly, the exact skills/concepts practice in review.
2. Up to 10 problems
2 problems for each skill/concept
3. To be considered proficient, need to correctly solve at least 80% (according to Ainsworth & Christenson)
4. Proficient students may:
Choose to do only the bonus problems for next 2 weeks
Choose to act as tutors/helpers to other less proficient students.
More detailed description on pgs. 14 - 22.
Debrief & Reflections
Turn to a neighbor and share about the following:
1. How do you envision this working in
your classroom?

2. Other thoughts you have about Math
Review (pros & cons).
1. To provide students with daily mental practice
with number sense.
2. To provide opportunities for students to develop their own strategies for doing math problems in their heads.
How to Implement:
1. Suggested to do after Math Review
2. Have up to 3 problems ready for students to do
3. Dictate a string of operations for students to
do in one problem.
Pause after each operational step for students to calculate mentally.
No writing!
4. Repeat problem.
5. Have a couple students share how they solved the problem.
pgs. 27 , 28, 139, 154, 170
Pages 29 - 73
1. To apply the mathematics students are learning in the
Conceptual Understanding Unit of instruction to a problem-
solving situation.
2. To provide a structure in how to communicate
mathematical reasoning to others orally and written.
Guiding questions for selecting the problem:
1. Does the problem promote application of mathematical ideas in
current unit?
2. Is the problem relevant and engaging to students?
3. Does the problem require students to "stretch" their mathematical
The Data Sheet
The paper students use to show how they solved the problem.
Components of sheet:
1. Heading at top with name, date, period, & assignment
Title is Name of problem Data Sheet
2. Show ALL work you did to solve the problem, using
computation and/or graphic representation (words,
pictures, and/or numbers).
3. Number each step as you work to solve the problem.
4. Write a number sentence that matches the problem.
5. Write a word sentence at the end of your Data Sheet
that states the answer to the problem.
Let's Try It
"Mrs Zhong's Problem"
At the start of the school year, Mrs. Zhong likes to present her algebra class with a challenging problem that reviews many of the things they have learned so far about numbers. This year, she wrote the following expression on the board:
Then she turned to the class and said "In this expression you are to replace the variables with the digits from 1 to 9, using each digit exactly once. Then find the expression's simplified value. Your objective is to substitute in such a way that the value turns out to be an integer, that is, a whole number."
4. Does it involve ideas from more than one standard & strand?
5. Is there more than one way to solve the problem?
Could there be more than one solution?
6. Could the problem be extended or enriched?
7. Do I fully understand the mathe in this problem?
Debrief & Reflections
Turn to a neighbor and share about the following:
1. How do you envision this working in
your classroom?

2. Other thoughts you have about Math
Review (pros & cons).
Poster Method
1. Student works individually on Data Sheet for a
short amount of time.
2. Students get into small groups of 3 - 4.
3. Each student paraphrases what they did on their Data
sheet to group.
4. Group agrees on a solution.
5. Students create a group data sheet.
6. Students participate in a "visit" process.
7. Group finalizes their answer.
8. Group creates written discussion.
a. How did your group solve the problem>
b. How does your group know your solution is mathematically correct?
Be able to defend your process & answer to the class.
9. Circle discussion
10. Class determines solution.
Discuss with grade-level colleagues:
What standards and/or skills do you want your students to come in mastering?
Record standards/skills on Google Drive in the previous grade.
Ex: 6th grade teachers record on 5th grade sheet.
File Name-
Grade Level Articulation
Curriculum Planning Time
Part 1:
Meet with your PLC group to pace out how many days each unit should take.
Use the Grade Level Articulation notes to guide you.
Keep in mind District testing days & Smarter Balanced Assessments
Part 2:
Plan out the next few weeks of school.
Try to incorporate Math Review & Poster Method.
Debrief & Reflections on Summer Institute:
1. Please write:
for these 3 days
Possible topics for next PD in October

Resource pages in book:
Write-up template- pgs. 36 & 37
Write-up samples: 43 - 46
Scoring Guide- pg. 69
6th sample task- 141 & 142
7th & 8th sample task- 155 - 158
9th & 10th sample task- 171 - 173
Full transcript