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Balanced Math in Practice

Balanced Math in Practice. Nicole Janz Henry Maxwell Elementary August 2011 . Please sit in groups of four. Please sit two to a side. You do not have to be with your team members. Thanks!!!. Team Mats. Round Robin Share. Name What grade do you teach ?

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Balanced Math in Practice

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  1. Balanced Math in Practice Nicole Janz Henry Maxwell Elementary August 2011

  2. Please sit in groups of four Please sit two to a side. You do not have to be with your team members. Thanks!!!

  3. Team Mats

  4. Round Robin Share • Name • What grade do you teach ? • What is one thing most people do not know about you?

  5. MNPS Vision Metropolitan Nashville Public Schools will provide every student with the foundation of knowledge, skills and character necessary to excel in higher education, work, and life.

  6. 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.

  7. Norms • I commit to… • beginning and ending on time • turning my cell phone to vibrate, returning calls and text during breaks • respecting everyone’s opinion • processing our learning • actively participating and having fun learning together

  8. Agenda • Introduction • Balanced Math Overview • Balanced Math in Practice • enVision Math • Reflection & Sharing • Exit Tickets

  9. Parking Lot

  10. Balanced Math

  11. Balanced Math Framework

  12. What are the 3 elements of balanced Math ?

  13. Elements of Balanced Math

  14. Balanced Math is...

  15. Course Outline K-2 • Common Core Standards • Mandatory Pacing • Resources • Activities • Supports Balanced Math 3-4 • Tennessee Standards • Mandatory Pacing • Resources • Activities • Supports Balanced Math

  16. Balanced Math in Practice

  17. Math Review

  18. Daily Math Review

  19. Daily Math Review

  20. 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

  21. Mental Math

  22. 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

  23. Mental Math • Silent math

  24. 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.

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

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

  27. Concept Lessons

  28. EXAMPLE Balanced Math Framework Measurement

  29. Day 4

  30. Dinner Menu Main Dish (Select __) • Measure the length of the objects in the measurement container using any of the nonstandard units we have used in class. • Using your vocabulary cards, play “Show me the word that means…” with a partner • Complete Measurement Scavenger Hunt activity. • Use machine tape and follow directions to create Season’s By the Yard. Side Dishes (Select __) • Use a ruler to draw and label lines for the following measurements: 10 inches, 5 inches, 3 centimeters, 15 centimeters, 1 foot, 1 inch, 3 inches, and 10 centimeters. • Organize the pictures of the objects in order from smallest to largest. • In partners, use your vocabulary cards. Partner A turns to word side and partner B turns to definition. They match cards. • Complete Perfect People activity with a partner. Dessert (Select __) • Draw a map of Tennessee. Label 4 locations on your map with a large dot. Using you ruler draw lines to connect these locations. Measure and label these lines on your map to the nearest inch. Write a story problem on an index card that can be solved using your map. • Using your vocabulary cards, choose 3 cards and list at least 3 examples of each word. • Create measurement layer book foldable. Measure and record items from tub.

  31. Closure Please complete the Frayer Model for the word inch.

  32. 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

  33. How many rectangles can you find in the grid below?

  34. 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 mathematics Educational Researcher, 25 (May), 12-21

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

  36. Check your work

  37. Student Problem Solving Rubric

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