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## Strategies for Mathematics Intervention

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**Strategies for Mathematics Intervention**Presented by: Sara Johnson sjohnson@tcmpub.com Emily R. Smith esmith@tcmpub.com**Today’s Goals**Learn how to: • motivate students with high-interest and engaging activities • differentiate mathematics instruction • improve students’ problem-solving skills • assess students effectively • introduce great resources from Teacher Created Materials**Opening Activity**Build a Sentence • Use these words and numbers to make a true sentence: • 10 • 50% • twice • difference**Opening Activity**Build a Sentence • Use these words and numbers to make a true sentence: • 10 • equals • 1/2 • 40**TCM Mathematics Intervention**• 78% of adults cannot explain how to compute the interest paid on a loan • 71% cannot calculate miles per gallon on a trip • 58% cannot calculate 10% tip on a bill Foundations for Success: The Final Report of the National Mathematics Advisory Panel, U.S. Department of Education 2008**TCM Mathematics Intervention**“All students need to be more mathematically proficient than in the past, and many more students need to pursue careers in the fields of mathematics and science.” —Cathy Seeley 2005**TCM Mathematics Intervention**The National Mathematics Advisory Panel States… “To prepare students for Algebra, the curriculum must simultaneously develop conceptual understanding, computational fluency, and problem-solving skills.”**Exploring Math**An Intervention and Reinforcement Resource**Exploring Math**14 Real-Life Problem-Solving Cards w/ transparencies 7 Problem-Solving Strategy Cards with transparencies Teacher Resource Guide 7 Stand-Alone Units Teacher Resource CD 14 Skill Application Game Boards**Targeted Mathematics Intervention**for Summer School, After School, and Other Instructional Programs**Targeted Mathematics Intervention**240-page Teacher Resource Guide with 30 lessons 30 problem-solving transparencies 8 double-sided game boards Student Guided Practice Book Punchouts of needed manipulatives and game materials CD with reproducibles, PowerPoint presentations, & problem-solving cards**TCM Mathematics Intervention**• Increase student achievement • Prepare students for state standardized tests • Differentiate instruction • mathematical vocabulary activities • small-group guided practice • open-ended activities**TCM Mathematics Intervention**• Develops students’ mathematical understanding through . . . • concrete examples • multiple representations • multiple algorithms**TCM Mathematics Intervention**• Targeted instruction of key content standards • Different from regular classroom curriculum • Easy to implement • Compact and portable**Strategies to Engage Students**• Developing vocabulary • Using manipulatives • Solving real-life problems • Playing games**Developing Vocabulary**“The language of mathematics is very precise compared with English used in common discourse, and this difference separates mathematics from most curricular areas.” —California Department of Education 2006**Developing Vocabulary**• Frontload the lesson • Revisit past vocabulary words • Repeat games and activities • Clearly set up expectations**Developing Vocabulary**• teach/taught • conceptual understanding • procedural proficiency • multiple representations • multiple algorithms • problem solving • manipulatives**Differentiating Activities**Tiered Lessons above Objective on below**Differentiating Activities**Tiering/Leveling Activities • Start with whole class activity • Below grade level—Narrow the scope of the activity and make it more concrete • English language learners—Add context to the activity and make it more concrete • Above grade level—Increase the complexity of the activity**Differentiate through:**Content (what is taught) Process (how it is taught) Product (what they produce) Differentiate because of: Readiness Learning styles Interests Differentiating Activities**Developing Vocabulary**How would you differentiate this activity?**Developing Vocabulary**Reflection and Application**Developing Vocabulary**• Get into groups of 3–4 and develop your own differentiated vocabulary activity. • Be ready to share this with others in five minutes.**Assessment**“Assessments are learning opportunities for students and for teachers. Students can learn more mathematics, and teachers can learn more about their students—and sometimes more mathematics, as well—from all types of assessments.” —Long 2000**Assessment**• Summative assessments • individual • grade-level criterion-referenced tests • authentic assessments • Formative assessments • group and individual • authentic assessments**Assessment**Four Steps to Quality Instruction • Diagnose • Placement tests quickly pinpoint students’ needs. • Decide • Placement test answer key shows where to place students in the program. • Develop • Choose a program with multiple components that allow you to easily develop a plan that works best for your students. • Deliver • Incorporate easy-to-follow lesson plans that allow you to deliver quality instruction.**Assessment**• Diagnostic Pre-test • Formative Assessment Opportunities • Summative Assessment/Post-test**Assessment**Reflection and Application**Assessment**Answer this question by yourself or with your “elbow partner.” How do you assess mathematical thinking?**Using Manipulatives**When students use concrete objects to represent mathematical ideas, they learn to organize their thinking and reflect on concrete representations. —Dean and Florian 2001**Using Manipulatives**• Concrete representations of concepts • Hands-on models • Gives students personal experiences with concepts**Using Manipulatives**Lesson Plans • Comprehensive list of Materials • Engaging Warm-up Activity • Interactive Vocabulary**Using Manipulatives**Lesson Plans • Step-by-step instructions for Whole-Class Skills Lesson**Using Manipulatives**Lesson Plans • Differentiated Guided Practice for small groups**Using Manipulatives**Two-Dimensional Shapes**Using Manipulatives**How would you differentiate this activity?**Using Manipulatives**Reflection and Application**Using Manipulatives**• Find someone else who teaches the same grade as you. • Together, pick one manipulative. • Create a flow chart that shows the steps you would take to teach a concept with this manipulative.**Playing Games**• Application of concepts • Motivates students • Different way to access the content • Formative assessment