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Balanced Math in Practice

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Balanced Math in Practice

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  1. Balanced Math in Practice Nicole Janz Henry Maxwell Elementary October 2012

  2. Number Greeting • Good Morning ….

  3. Desired Outcomes Review the Balanced Math Framework Discuss how to plan for a Balanced Math Classroom

  4. Mini PD Norms • Start and end on time • Be an active participant • Allow time for questions and discussions • Take what you can use • Be willing to try something new

  5. MNPS Professional Development Vision Metropolitan Nashville Public Schools provides all stakeholders quality professional development for adult learning that results in the growth of the whole child and the improvement of student learning.

  6. Balanced Math

  7. Balanced Math Framework

  8. What are the 3 elements of balanced Math ?

  9. Elements of Balanced Math

  10. Balanced Math is...

  11. Balanced Math in Practice

  12. Math Review

  13. Daily Math Review

  14. Daily Math Review

  15. Daily Math Review • Encourage group work and discussion Practice needed to store concept: • Average Learner 4-14 times • Everybody Else 14-250 times • Truly disabled 250-350 times

  16. Mental Math

  17. Mental Math • One more/one less, before/after, a given number • Counting by twos, fives, tens • Doubles • Fact families • Measurement (time, money, calendar, feet, etc.) • Math Vocabulary/Math Word Wall • Addition &/ or Subtraction Facts • Estimation • Math Around the Room

  18. Mental Math • Silent math

  19. Ten Frame Dots • Combine these frames! • How many do you see?? We would like to thank Emalie Egan for the use of Ten Frame Dots.

  20. Have you practiced making combinations of five and ten?

  21. You are getting faster at this! Keep practicing!

  22. A problem is defined by… Any task or activity for which a student has no prescribed or memorized rules or methods, nor is there a perception by the student that there is a specific “correct” solution method. Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., & Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematicsEducational Researcher, 25 (May), 12-21

  23. What are some ways to incorporate more problem solving?

  24. Check your work

  25. Student Problem Solving Rubric

  26. Gradual Release of Responsibility

  27. Concept Lessons

  28. EXAMPLE Balanced Math Framework Measurement

  29. Day 4

  30. C.R.A. Model Representational Concrete Abstract

  31. Closure What- Representations of key concepts and relevant connections . Opportunity to use math vocabulary/word wall in context. Students articulate their thinking including pictures and words.   Why - Writing can assist math instruction in two ways - by helping children make sense of mathematics and by helping teachers understand what children are learning.  When – Typically, this occurs at the conclusion of math class. It should take only a few minutes of the lesson. Where– Math class How - Math Journals Vocabulary Exit Tickets

  32. 40 Ways to leave a lesson • http://teachersites.schoolworld.com/webpages/NJanz/news.cfm?subpage=1524180

  33. Planningfor a balanced math classroom

  34. Balanced Math is… Standards based NOT textbook based!!! Your text book is an AWESOME resource/ reference book.

  35. Standards • Curriculum Maps • Standards • Common Core Standards K-4

  36. Curriculum Maps K-4 • Common Core Standards • Mandatory Pacing • Resources • Activities • Supports Balanced Math