Our Mathematics Bridges Program

at Swansfield

2011-2012

Our Philosophy of Intervention

Our Philosophy of Intervention

Students have been chosen based on need: basic* students and low proficient.

Groupings based on grade level & area of need.

Pre/Post Test Model. Follow pace of intervention, not pace of

mathematics class Frequent monitoring of student

understanding.

Students have been chosen based on need: basic* students and low proficient.

Groupings based on grade level & area of need.

Pre/Post Test Model. Follow pace of intervention, not pace of

mathematics class Frequent monitoring of student

understanding.

The ModulesThe Modules

Subtraction Kits B, C Multiplication Kits A, B, C Division Kits A, B, C

Subtraction Kits B, C Multiplication Kits A, B, C Division Kits A, B, C

Each ModuleEach Module

Beginning of Module Assessment 30 lessons/30 minutes each Every 5th lesson is an assessment and

game day. End of Module Assessment

Beginning of Module Assessment 30 lessons/30 minutes each Every 5th lesson is an assessment and

game day. End of Module Assessment

The Materials: Your Baby, Please Take Good Care

The Materials: Your Baby, Please Take Good Care

Teacher Guide Workspace Workbooks CD-ROMS Tradebooks Teaching Arithmetic Prof. Books

Teacher Guide Workspace Workbooks CD-ROMS Tradebooks Teaching Arithmetic Prof. Books

The LessonsThe Lessons

Lesson Summary Objectives Materials Language Development- key math

vocabulary in English and Spanish Step by Step directions to use with

children.

Lesson Summary Objectives Materials Language Development- key math

vocabulary in English and Spanish Step by Step directions to use with

children.

Instructional Strategies Used

Instructional Strategies Used

Cooperative Learning

Think Alouds

Literature/Math/Real World Connections

Scaffolding

Explicit Instruction

Gradual Release

Meaningful Practice

Differentiation

Scaffolded ContentScaffolded Content

Organized into manageable chunks.

Lessons are explicit and focused.

Carefully sequenced

Organized into manageable chunks.

Lessons are explicit and focused.

Carefully sequenced

Explicit InstructionExplicit Instruction

Step by Step lessons Help Students Develop Understanding Learn Skills See Relationships Make Connections

Step by Step lessons Help Students Develop Understanding Learn Skills See Relationships Make Connections

Multiple StrategiesMultiple Strategies

Manipulatives

Games

Children’s Literature

Contexts that make math ideas accessible

Manipulatives

Games

Children’s Literature

Contexts that make math ideas accessible

Gradual ReleaseGradual Release

Phase 1 - Teacher models and records the mathematic representation on the board.

Phase 2 - Teacher models again, eliciting responses from students, and again records on board.

Phase 3 - Students work in pairs to do the mathematics and then the teacher, once again, records on the board.

Phase 4 - Students work independently, monitored and supported by the teacher.

Phase 1 - Teacher models and records the mathematic representation on the board.

Phase 2 - Teacher models again, eliciting responses from students, and again records on board.

Phase 3 - Students work in pairs to do the mathematics and then the teacher, once again, records on the board.

Phase 4 - Students work independently, monitored and supported by the teacher.

Community News pg. 150Community News pg. 150

Explains to parents and classroom teachers what students are doing in the classroom.

Includes a game for them to play.

Explains to parents and classroom teachers what students are doing in the classroom.

Includes a game for them to play.

AssessmentsAssessments

Beginning of Module Every 5th lesson

Objectives Tracker

End of Module

Beginning of Module Every 5th lesson

Objectives Tracker

End of Module

Until Further NoticeUntil Further Notice All grades will administer Addition/Subtraction

Module B pre-assessment. Students that score below 80% should work on

Addition/Subtraction Module B during instruction. Please start from the Lesson 1 – Combine lessons or

Jazz them up, but do not skip lessons.

Students that score above 80% should work on Module C pre-assessment. Students that score below 80% should work on

Addition/Subtraction Module C during instruction. Please start from the Lesson 1 – Combine lessons or Jazz them

up, but do not skip lessons

Students that score above 80% should work on Multiplication Module A pre-assessment.

All grades will administer Addition/Subtraction Module B pre-assessment. Students that score below 80% should work on

Addition/Subtraction Module B during instruction. Please start from the Lesson 1 – Combine lessons or

Jazz them up, but do not skip lessons.

Students that score above 80% should work on Module C pre-assessment. Students that score below 80% should work on

Addition/Subtraction Module C during instruction. Please start from the Lesson 1 – Combine lessons or Jazz them

up, but do not skip lessons

Students that score above 80% should work on Multiplication Module A pre-assessment.

Questions/Concerns?!Questions/Concerns?!

How did you Jazz it Up last year? Ideas . . .

Read Alouds Games/Centers focused on that Lessons topic Students create stories, powerpoints, videos,

etc… to display learning Discovery Streaming – videos, clips, etc…

How did you Jazz it Up last year? Ideas . . .

Read Alouds Games/Centers focused on that Lessons topic Students create stories, powerpoints, videos,

etc… to display learning Discovery Streaming – videos, clips, etc…

Break Time – 0 to 100Break Time – 0 to 100

How fast are you? How fast are you?

Bridges & Basic FactsBridges & Basic Facts

30 minutes in the AM dedicated to facts 15 minutes = instruction 15 minutes = practice/games

Students will be grouped by facts (+,-,x,÷) not grade level Data from math class diagnostic (Week of

Sept. 13)

30 minutes in the AM dedicated to facts 15 minutes = instruction 15 minutes = practice/games

Students will be grouped by facts (+,-,x,÷) not grade level Data from math class diagnostic (Week of

Sept. 13)

Strategies are Still the KeyStrategies are Still the Key

Fact Families +,- 2 Make 10 Five facts X3 X 9

Fact Families +,- 2 Make 10 Five facts X3 X 9

Which Way Do We Go?Which Way Do We Go?

SAW DR Use enrichment lessons or follow up

activities

Greg Tang Kits (my office) 2 Addition/Subtraction 2 Multiplication/Division

SAW DR Use enrichment lessons or follow up

activities

Greg Tang Kits (my office) 2 Addition/Subtraction 2 Multiplication/Division

Coming At Ya!Coming At Ya!

SAW Diagnostic scores Students grouped by facts needed and

strategies to cover Masters of Greg Tang Lessons &

Student Sheets

SAW Diagnostic scores Students grouped by facts needed and

strategies to cover Masters of Greg Tang Lessons &

Student Sheets

Questions/Concerns/Other Ideas?Questions/Concerns/Other Ideas? Thank you! Thank you!