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CLOParticipants will be able to orally explain what ORIGOMath is, the profile of a student who would benefit from the ORIGOmath program, and how to use the ORIGOmath program, using academic vocabulary after -Review of the program-Watching OrigoMath Video -Practicing the OrigoMath Box of Facts -Practicing a few OrigoMath activities
PPT is available at http://sdimathdps.wikispaces.com/home
Additional Resources at http://www.origoeducation.com/
Origomath Videos http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C
34.00
Four people equally share the total cost of $34 for a take out meal. How many whole dollars will each person have to pay? How do you know?
$32.00 ÷ 4 = $8.00$2.00
$2.00 ÷ 4 = $.50
What is ORIGOmath? Number Sense and Computation
Intervention Math fact fluency Multi-Sensory, direct, systematic and
sequential addition to a core curriculum Some inquiry approaches utilized Grades 1st through 5th grade
What ORIGOmath Is and Is NOT
Is: An intervention
program for mathematics OR a resource for specially-designed instruction
Foundational building for students’ understanding of number sense, computation, and early algebraic thinking
Is NOT: A replacement for the
core program Initial instruction of
mathematical concepts and/or topics
8
2nd Grade Multiplication Skills
Introducing the Doubling Strategy
Reinforcement of Doubling Strategies
3rd Grade Multiplication Skills
Practice Doubling Facts Expend Doubling Strategy Practice x 2 and x 5 facts Introduce the ten strategy Reinforce the 10 strategy Practice the 10 facts Extend the 10 strategy Introduce a rule strategy Reinforce a rule strategy Practice a rule strategy
Source Book Scavenger Hunt
In groups of two or three explore one grade level Source Book. Use post it’s to label the following parts
An addition lesson
Prerequisite Checklist
Post Test End of Unit test Resource Overview
Make the worksheet CRA
C- do first with Concrete objects
R- do the worksheet for the Representational
A- Create a worksheet with out the pictures and only the algorithm, thus making it abstract
Who benefits from ORIGOmath?
Students who struggle with computation conceptual understanding
Student who need number sense development in the context of computation
Students who need additional computation practice to develop fluency and mastery
Student with number processing disorders
Types of Math Disorders
Number Sense
Counting Skill
Deficits Arithmetic
Skill
Procedural Disorders
Memory Deficit
Visual-Spatial Deficit
Associated with Number Module dysfunction
Difficulty understanding the concept associated with fluid reasoning
Associated with Executive Functioning
Rapid Recall of over learned material
Non-verbal reasoning
Origo will help but will need additional work
Origo will address this need
Origo does NOT address this need
How do I determine what the student needs?
Collect the Body of Evidence Universal Data Core Curriculum Assessment Math their Way or New Zealand Ministry of
Education Diagnostic Interview Monitoring Basic Skills Progress Fluency
(computation and application Math Navigator Screener with Interview KeyMath
Conduct a Root Cause Fishbone analysis
Number Sense Operations
Reasoning and Problem Solving Fluency
Counting by Rote Memory: to 100One-to-One Correspondence: to 10 Instant Recognition: 10/10Conservation of Number: 1/3Counting Backwards: from 30Estimation of Objects: 3/3Numeral Recognition: 10/10Numeral Forms : 10/10Cardinality: 5/5
Fluency Assessment: 1. 14%iles2. 18%ile 3. 22%ile
Color naming RAN: 5 grade level
Problem Solving and Applications and Interview : SS 92 Key Math
Pattern Block Design or Visual Spatial Reasoning : SS 88 Key Math
+ Concept Level: 3/3+ Connecting Level: 0/3+ Symbolic Level: 3/3+ Visualization Level: 2/3
Regrouping + Concept Level: 0/3Regrouping + Connecting Level: 0/3Regrouping + Symbolic Level: 3/3
Place Value Concept Level: 3/3Place Value Connecting Level: 3/3Place Value Symbolic Level: 3/3
Name: _____Greg_____Grade: 5th
Executive Functioning Skills (structured or unstructured):- Poor focus in Math; excellent focus in Reading and unstructured environments
Other:-Older sibling have no issues with math; parents didn’t report any
history of math difficulty
- Concept Level: 3/3- Connecting Level: 0/3- Symbolic Level: 3/3- Visualization Level: 3/3
Regrouping - Concept Level: 0/3Regrouping - Connecting Level: 0/3Regrouping - Symbolic Level: 1/3
Verbal Reasoning: SS 102
Poor performance in Math
Number Sense Operations
Reasoning and Problem Solving Fluency
Counting by Rote Memory: to 100One-to-One Correspondence: to 10 Instant Recognition: 3/10Conservation of Number: 1/3Counting Backwards: from 30Estimation of Objects: 0/3Numeral Recognition: 10/10Numeral Forms : 10/10Cardinality: 0/5
Fluency Assessment: 1. 8%iles2. 8%ile 3. 7%ile
Color naming RAN: 6th grade level
Problem Solving and Applications and Interview : SS 81 Key Math; evidence of strong reasoning ability
Pattern Block Design or Visual Spatial Reasoning : SS 71 Key Math
+ Concept Level: 2/3+ Connecting Level: 0/3+ Symbolic Level: 2/3+ Visualization Level: 2/3
Regrouping + Concept Level: 0/3Regrouping + Connecting Level: 0/3Regrouping + Symbolic Level: 3/3
Place Value Concept Level: 1/3Place Value Connecting Level:1/3Place Value Symbolic Level: 0/3
Name: ___Samuel_____Grade: 5th
Executive Functioning Skills (structured or unstructured):- Poor focus in in structured and unstructured environments
Other:
-Parents didn’t report any history of math difficulty
- Concept Level: 2/3- Connecting Level: 0/3- Symbolic Level: 0/3- Visualization Level: 0/3
Regrouping - Concept Level: 0/3Regrouping - Connecting Level: 0/3Regrouping - Symbolic Level: 1/3
Verbal Reasoning: SS 88
Poor performance in Math
Number Sense Operations
Reasoning and Problem Solving Fluency
Counting by Rote Memory: to 100One-to-One Correspondence: to 10 Instant Recognition: 10/10Conservation of Number: 3/3Counting Backwards: from 30Estimation of Objects: 3/3Numeral Recognition: 10/10Numeral Forms : 10/10Cardinality: 5/5
Fluency Assessment: 1. 25%iles2. 34%ile 3. 34%ile
Color naming RAN: 6th grade level
Problem Solving and Applications and Interview : SS 75 Key Math; evidence of weak reasoning ability
Pattern Block Design or Visual Spatial Reasoning : SS 71 Key Math
+ Concept Level: 3/3+ Connecting Level: 3/3+ Symbolic Level: 3/3+ Visualization Level: 3/3
Regrouping + Concept Level: 3/3Regrouping + Connecting Level: 3/3Regrouping + Symbolic Level: 3/3
Place Value Concept Level: 3/3Place Value Connecting Level:3/3Place Value Symbolic Level: 3/3
Name: ___Samantha_____Grade: 5th
Executive Functioning Skills (structured or unstructured):Excellent
Other:
-Parents didn’t report any history of math difficulty
- Concept Level: 3/3- Connecting Level: 3/3- Symbolic Level: 3/3- Visualization Level: 3/3
Regrouping - Concept Level: 3/3Regrouping - Connecting Level: 3/3Regrouping - Symbolic Level: 3/3
Verbal Reasoning: SS 92
Poor performance in Math
Approaches to instruction
Mastery Requires fluid
reasoning Skills are
developed sequentially
Inquiry Students discover
how to solve the problem
Guided or Open Inquiry
Prerequisite Skills for ORIGOmath
Instant recognition of
an amount up to 4 (perceptual
subitizing)
Instant recognition of
an amount on a 10 frame
(conceptual subitizing )
Counts on from any given number
(cardinality)
Counts to 20
Read and Write number to 20
Compare and Order three quantities
Add and Subtracts simple story problems
4 Operations
• 1st -2nd Grade
Addition
• 2nd -3rd Grade
Subtraction
• 2nd-4th Grade
Multiplication
• 4th-5th Grade
Division
Number Sense Operations
Reasoning and Problem Solving Fluency
Counting by Rote Memory: to 100One-to-One Correspondence: to 10 Instant Recognition: 10/10Conservation of Number: 1/3Counting Backwards: from 30Estimation of Objects: 3/3Numeral Recognition: 10/10Numeral Forms : 10/10Cardinality: 5/5
Fluency Assessment: 1. 14%iles2. 18%ile 3. 22%ile
Color naming RAN: 5 grade level
Problem Solving and Applications and Interview : SS 92 Key Math
Pattern Block Design or Visual Spatial Reasoning : SS 88 Key Math
+ Concept Level: 3/3+ Connecting Level: 0/3+ Symbolic Level: 3/3+ Visualization Level: 2/3
Regrouping + Concept Level: 0/3Regrouping + Connecting Level: 0/3Regrouping + Symbolic Level: 3/3
Place Value Concept Level: 3/3Place Value Connecting Level: 3/3Place Value Symbolic Level: 3/3
Name: _____Greg_____Grade: 5th
Executive Functioning Skills (structured or unstructured):- Poor focus in Math; excellent focus in Reading and unstructured environments
Other:-Older sibling have no issues with math; parents didn’t report any
history of math difficulty
- Concept Level: 3/3- Connecting Level: 0/3- Symbolic Level: 3/3- Visualization Level: 3/3
Regrouping - Concept Level: 0/3Regrouping - Connecting Level: 0/3Regrouping - Symbolic Level: 1/3
Verbal Reasoning: SS 102
Poor performance in Math
Session 3.1 Introducing the Use-Doubles Addition Strategy
Daily number sense activity introduces the use of doubles
Define the word doubles Use pictures of things in nature that are
already doubled Use stacks of cubes to introduce
doubles Reflection activity
Doubles Use real objects that are naturally doubles to provide a model (concrete), then have them draw pictures of these objects (representational) then do the fact (abstract)
+ =
+
Origo Box of Facts- Doubles
Say the number you see (reveal second number) what is the fact?
Write the fact
Count On Doubles Bridge to 10
Doubles Video - ORIGOmath
http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C
Move onto Doubles +1To use the near doubles strategy a student first has to master the doubles. Then, if the double is known, they use that and count up or down one to find the near double. Example: 4 + 4 = 8 5 + 4 = 9 (count up one)Or: 4 + 4 = 8 so 4 + 3 = 7 (count down one)
If 4+4 = 8
-2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
than 5+4 = 9
If 4+4 = 8
-2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
than 3+4 = 7
Doubles + 2To add fives look for the five in both numbers to make a ten then count on the extra digits. Example: 5 + 7 = (10 + 2) = 125 + 8 = 5 + 5 + 3 = 13 Students who can see the five in 8 should have no difficulty. Students who can’t visualize numbers will find this hard. Most students can be taught to do this with some extra work.
5+75+5+210+2
Origo Box of Facts- Near Doubles
how can you figure out the total number of dots without counting
open the flap to reveal the double
Write the fact
Count On Doubles Bridge to 10
How long is that unit?
Move as fast as you can,But as slow as you must!
Cognitive Ability Estimated Amount of Time
Strong fluid reasoning, memory and executive functioning
30 min
Weak reasoning, strong memory and executive functioning
90 min
Weak reasoning, memory and executive functioning
120 min
Bridge to 10- ORIGOmath
http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C
Origo Box of Facts- Bridge to 10
9+5
10+4
build
move objectsto make a complete 10write the new number
Count On Doubles Bridge to 10
Origo Box of Facts- Bridge to 10
9+5
10+4
build
move objectsto make a complete 10write the new number
Count On Doubles Bridge to 10
Count On -ORIGOmath
http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C
Origo Box of Facts- Count on
5+2=7
What is the number without counting?
Count on two more
Write the numbersentence
Count On Doubles Bridge to 10
Origo Box of Facts- flash cards
show, students reads, explains how they will answer
show, reveal the turn around fact and answer
show and write answer
3+2= ___
2+3= ___
Count On Doubles Bridge to 10
Think-addition Subtraction ORIGOmath
http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C
Origo Box of Facts- Count on
2
1 1cover one end; tell me what you see
how can we figure out the number of dots that are covered
write the fact
repeat with other flap covered
Origo Box of Facts- flash cards
How can we figure out this number
think addition strategies
show and write answer
3+2= 5
Count On Doubles Bridge to 10
Origo Box of Facts- flash cards
show, students reads, explains how they will answer
show, reveal the turn around fact and answer
show and write answer
18-8= ___18-10=
___Count On Doubles Bridge to 10
Use-Ten Strategy for Multiplication ORIGOmath
http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C
Double, Double, Double ORIGOmath
http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C
Origo Box of Facts Multiplication
2x4=__= 4x2
double, double double, double double double
4x4=__= 4x4
8x4=__= 8x4
Build Up Build Down ORIGOmath
http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C
With a partner, answer the following questions?What is ORIGOmath?Who will benefit from ORIGOmath?How do you use ORIGOmath?