Elementary Balanced Math

MNPS 3rd Grade ELL teacher

Susanna Owens

modeling

Balanced Mathhttp://10.189.201.34/watch_video.php?v=244237dc39021b3

Problem Solving

ComputationalFluency

ConceptualUnderstanding

• Standards based• Student centered

• Implementation of math components

• Research based• Best practices

• Workable schedule• Becomes routine

Support Balanced Math• Pacing

• Resources• Themes

mnps2010.wikispaces.com

Balanced Math Framework Elementary School

Day 15 min 40 minutes 5 minutes

1 Math Review Mental Math Concept LessonProblem solving, small groups, centers, or manipulatives

Closure/math journals

2 Math Review Mental Math Concept LessonProblem solving, small groups, centers, or manipulatives

Closure

3 Math Review Mental Math Concept LessonProblem solving, small groups, centers, or manipulatives

Closure

4 Math Review Mental Math Concept LessonProblem solving, small groups, centers, or manipulatives

Closure

5 Assessment/Math Review Quiz Math activities, centers, games, small group, stations

6 Math Review Mental Math Concept LessonProblem solving, small groups, centers, or manipulatives

Closure

7 Math Review Mental Math Concept Lessonproblem solving, small groups, centers, or manipulatives

Closure

8 Math Review Mental Math Concept LessonProblem solving, small groups, centers, or manipulatives

Closure

9 Math Review Mental Math Concept LessonProblem solving, small groups, centers, or manipulatives

Closure

10 Assessment/Math Review Quiz Assessment

• Typically, this involves the teacher posting 4-6 varying math concepts for students to work.

• The teacher acts as a facilitator who encourages a variety of ways to solve problems and helps model efficient thinking when necessary.

• Students take turns sharing their individual strategies with the class.

• Concepts are consistently revisited throughout the year so that they are not taught in isolation and/or forgotten.

Spiral review of grade level

concepts taught throughout the year• Math morning work• Calendar activities• Estimation prompts

• Houghton Mifflin Transparencies

• Thinklink practice probes

• Math warm-ups

Daily Math Review

Name_______________________________________________________________________

5 hundreds, 4

tens, 3 ones

= _____

295

+ 486

600

- 247

9 x 6 = ___

___ days = 2

weeks

___ min. = 1hr.

___ in. = 1 ft.

Place value Addition Subtraction Multiplication Measurement

“Math on Your Feet”

•Brief daily sessions •Opportunities to practice

mental computation •Opportunities to solve

problems in a variety of ways •Could occur during transition

times.

•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

• Students experience an inquiry-based method of understanding key concepts

• Use of concrete representation when introducing new concepts

• Embedded problem solving• Teachers implement strategies that help

students develop understanding• Utilize resources and methods beyond the

adopted textbook• Opportunities to work with small group

remediation, enrichment, etc.

Day 15 min 40 minutes 5 minutes

1 Math Review

Mental Math

Literature & Manipulative InquiryBig Book Base Ten, exploration, mats, vocabulary

Closuremath

journals

2 Math Review

Mental Math

Concept LessonBase ten number building, adding on, trading, writing numerically, eManipulatives

Closuremath

journals

3 Math Review

Mental Math

Problem Solving/Manipulative ActivitySuper Source lesson-Race For a Flat

Closuremath

journals

4 Math Review

Mental Math

Concept Lessontextbook

Closuremath

journals

5 AssessmentMath Review Quiz

Small Group InterventionActivities-centers/stations, games, problem solving

Balanced Math Framework Elementary School

• Content words

• Current vocabulary

• Interactive

• Keep retired vocabulary accessible (dictionary, index cards, center)

Learning Stages

Representation/Pictorial

Concrete Abstract

Learning Stages1st Students will use their prior knowledge to construct concrete representations of math

2nd Students must represent their understanding in a reflective &/or symbolic form

3rd One or both forms will be a visual reminder for the understanding of the higher-thinking abstract

Representation

AbstractConcrete

• Problem solving tasks are…– using a strategy or

strategies to make sense of a problem.

– Based on real-life experiences whenever possible.

– Investigative experiences that encourage concept building and skill acquisition.

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.

MinilessonsTasks that do not require the entire class period—the think-pair-share strategy is usefulWorkstations and gamesCan be setup around the room without the need to distribute and collect materials to allow students to work on different tasks and conceptsProblem-solving MenuA menu is a collection of activities for a student to do. A menu can provide class work activities for several days, a week, or a longer period of time. The tasks on the menu are not hierarchical and do not conceptually build upon each other.

What are some ways to incorporate more problem

solving?

Mrs. Owen bought some eggs. She used ½ of them to make cookies and ¼ of the

remainder to make a cake. She had 9 eggs left. How many eggs did she buy?

Mrs. Owen’s eggs

cookies

cake

9

3 units = 9 1 unit = 3

3 3 3 3

4 x 3 = 12

1212

12 + 12 = 24

Mrs. Owen bought 24 eggs.

Eddie had 3 times as much money as Velma. Tina had 2 times as much money as Velma. If Tina had $60, how much money did Eddie have?

Eddie’s $

Velma’s $

Tina’s $ $60

$30 $30

$30

$30 $30 $30

?

Two units = $60 $60 ÷ 2 = $30 $30 + $30 + $30 = $90

Eddie has $90.

Computer Center– http://www.eduplace.com/elogin/– http://www.portaportal.com/

HM Math Center Resource Book

Super Source Activities (from previous lessons)

Family Math Book

Take It To Your Seat Folder Games

• Math Journals• Reflect individually and with whole-

group• Record representation of key

concepts• Opportunity to use math

vocabulary/word wall in context • Pose questions• Problem solving

FORMATIVE—checking on learning as students progress

SUMMATIVE—checking on learning at the end of the learning experience

Assessment

“When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative.”

(Stake, 2005)

Formative & Summative Assessment

Teacher Observation

Math Journals

Teacher Made Tests

Study Island, Compass, Accelerated Math…

Houghton Mifflin Chapter

and Unit Tests

Projects

Thinklink

Relay

Bibliography

• Five Easy Steps to a Balanced Math Program for Primary Grades (Paperback) (K-2) by Larry Ainsworth and Jan Christinson

• Five Easy Steps to a Balanced Math Program for Upper Elementary Teachers (Paperback) (Grades 3-5)by Larry Ainsworth and Jan Christinson