Origo Math 2.0 - SDImathDPS

```Origo Math
Specially Designed
Instructional Tool for
Students with concerns in
Mathematics
CLO
Participants 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
-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
http://www.origoeducation.com/
Origomath Videos
0E42C
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?
Using money to interpret remainders
What is
OrigoMath?
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
8
What ORIGOmath Is and Is NOT
Is:
 An
intervention
program for
mathematics OR a
resource for speciallydesigned 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
Number
Sense
Subtraction
Multiplication
and Division
Algebra
Origo’s
Teaching
Stages
Introduce
Reinforce
Practice
Extend

Multiplication Skills


Introducing the
Doubling Strategy
Reinforcement of
Doubling Strategies

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
 Multiplication



Practice
Reinforce
Extend
Skills
Purchased
for
Elementary
School Mild
Moderate
Source Book Scavenger Hunt
An
In groups of two
Prerequisite
or three explore
Checklist
Source Book. Use Post Test
post it’s to label
End of Unit test
the following parts
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
Box of Facts
Origo handbook
Optional:
Building are
encouraged
to purchase
Figure It!
Optional:
Building are
encouraged
to purchase
Fundamentals
Optional:
Building are
encouraged
to purchase
Book of Facts
Optional:
Building are
encouraged
to purchase
MATHeMENTALS
Optional:
Building are
encouraged
to purchase
Who is
ORIGOMath for?
Who benefits from ORIGOmath?
 Students
who struggle with computation
conceptual understanding
 Student who need number sense
development in the context of
computation
computation practice to develop fluency
and mastery
 Student with number processing disorders
Types of Math Disorders
Associated
with
Number
Module
dysfunction
VisualSpatial
Deficit
Non-verbal
reasoning
Origo will help
but will need
Counting
Skill
Deficits
Arithmetic
Skill
Number
Sense
Memory
Deficit
Origo will
need
Procedural
Disorders
Difficulty
understanding
the concept
associated
with fluid
reasoning
Associated
with Executive
Functioning
Rapid Recall of
over learned
material
Origo does NOT
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
Counting by Rote Memory: to
100
One-to-One Correspondence:
to 10
Instant Recognition: 10/10
Conservation of Number: 1/3
Counting Backwards: from 30
Estimation of Objects: 3/3
Numeral Recognition: 10/10
Numeral Forms : 10/10
Cardinality: 5/5
Name: _____Greg_____
Poor
performanc
e in Math
Operations
+ Concept Level: 3/3
+ Connecting Level: 0/3
+ Symbolic Level: 3/3
+ Visualization Level: 2/3
- Concept Level: 3/3
- Connecting Level: 0/3
- Symbolic Level: 3/3
- Visualization Level: 3/3
Regrouping + Concept Level: 0/3
Regrouping + Connecting Level: 0/3
Regrouping + Symbolic Level: 3/3
Regrouping - Concept Level: 0/3
Regrouping - Connecting Level: 0/3
Regrouping - Symbolic Level: 1/3
Place Value Concept Level: 3/3
Place Value Connecting Level: 3/3
Place Value Symbolic Level: 3/3
Fluency Assessment:
1. 14%iles
2. 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
Verbal Reasoning: SS 102
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
Fluency
Reasoning and Problem Solving
Number Sense
Name: ___Samuel_____
Poor
performanc
e in Math
Operations
+ Concept Level: 2/3
Counting by Rote Memory: to
+ Connecting Level: 0/3
100
+ Symbolic Level: 2/3
One-to-One Correspondence:
+ Visualization Level: 2/3
to 10
- Concept Level: 2/3
Instant Recognition: 3/10
- Connecting Level: 0/3
Conservation of Number: 1/3
- Symbolic Level: 0/3
Counting Backwards: from 30
- Visualization Level: 0/3
Estimation of Objects: 0/3
Regrouping
+ Concept Level: 0/3
Numeral Recognition: 10/10
Regrouping + Connecting Level: 0/3
Numeral Forms : 10/10
Regrouping + Symbolic Level: 3/3
Cardinality: 0/5
Regrouping - Concept Level: 0/3
Place Value Concept Level: 1/3
Regrouping - Connecting Level: 0/3
Place Value Connecting Level:1/3
Regrouping - Symbolic Level: 1/3
Place Value Symbolic Level: 0/3
Fluency Assessment:
1. 8%iles
2. 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
Verbal Reasoning: SS 88
Executive Functioning Skills (structured or unstructured):
- Poor focus in in structured and unstructured environments
Other:
-Parents didn’t report any history of math difficulty
Fluency
Reasoning and Problem Solving
Number Sense
Name: ___Samantha_____
Poor
performanc
e in Math
Operations
+ Concept Level: 3/3
Counting by Rote Memory: to
+ Connecting Level: 3/3
100
+ Symbolic Level: 3/3
One-to-One Correspondence:
+ Visualization Level: 3/3
to 10
- Concept Level: 3/3
Instant Recognition: 10/10
- Connecting Level: 3/3
Conservation of Number: 3/3
- Symbolic Level: 3/3
Counting Backwards: from 30
- Visualization Level: 3/3
Estimation of Objects: 3/3
Regrouping
+ Concept Level: 3/3
Numeral Recognition: 10/10
Regrouping + Connecting Level: 3/3
Numeral Forms : 10/10
Regrouping + Symbolic Level: 3/3
Cardinality: 5/5
Regrouping - Concept Level: 3/3
Place Value Concept Level: 3/3
Regrouping - Connecting Level: 3/3
Place Value Connecting Level:3/3
Regrouping - Symbolic Level: 3/3
Place Value Symbolic Level: 3/3
Fluency Assessment:
1. 25%iles
2. 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
Verbal Reasoning: SS 92
Executive Functioning Skills (structured or unstructured):
Excellent
Other:
-Parents didn’t report any history of math difficulty
Fluency
Reasoning and Problem Solving
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 to 20
number to 20
Subtracts simple
story problems
Counts on from
any given
number
(cardinality)
Compare and
Order three
quantities
How do we
implement
ORIGOmath after
determine they
would benefit
form
ORIGOmath?
4 Operations
Subtraction
Multiplication
Division
Case Study
Number Sense
Counting by Rote Memory: to
100
One-to-One Correspondence:
to 10
Instant Recognition: 10/10
Conservation of Number: 1/3
Counting Backwards: from 30
Estimation of Objects: 3/3
Numeral Recognition: 10/10
Numeral Forms : 10/10
Cardinality: 5/5
Name: _____Greg_____
Poor
performanc
e in Math
Operations
+ Concept Level: 3/3
+ Connecting Level: 0/3
+ Symbolic Level: 3/3
+ Visualization Level: 2/3
- Concept Level: 3/3
- Connecting Level: 0/3
- Symbolic Level: 3/3
- Visualization Level: 3/3
Regrouping + Concept Level: 0/3
Regrouping + Connecting Level: 0/3
Regrouping + Symbolic Level: 3/3
Regrouping - Concept Level: 0/3
Regrouping - Connecting Level: 0/3
Regrouping - Symbolic Level: 1/3
Place Value Concept Level: 3/3
Place Value Connecting Level: 3/3
Place Value Symbolic Level: 3/3
Fluency Assessment:
1. 14%iles
2. 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
Verbal Reasoning: SS 102
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
Fluency
Reasoning and Problem Solving
Before
After
Count on 0
Count on 1
Count on 2
Session 3.1 Introducing the Use-Doubles
 Daily
number sense activity introduces the
use of doubles
 Define the word doubles
 Use pictures of things in nature that are
 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
Count On
(reveal second
number)
what is the fact?
Doubles
Write the fact
Bridge to 10
Doubles Video - ORIGOmath
Move onto Doubles +1
To 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)
-2
-2
-1 0
-1 0
1
1
2
2
3
3
4
4
5
5
6
6
7
7
8
8
9 10 11 12 13 14
9 10 11 12 13 14
Doubles + 2
To add fives look for the five in both numbers to make a ten then
count on the extra digits.
Example: 5 + 7 = (10 + 2) = 12
5 + 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+7
5+5+2
10+2
Origo Box of Facts- Near Doubles
how can you figure out
the total number of dots
without counting
Count On
open the flap to
reveal the double
Doubles
Write the fact
Bridge to 10
How long is that unit?
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
Assessment for the Unit
Multiple Choice
Personal Interview
Digging deeper
into the box of
Facts?
Bridge to 10- ORIGOmath
Origo Box of Facts- Bridge to 10
build
move
objects
to make a
complete
10
write the
new
number
Count On
Doubles
Bridge to 10
Origo Box of Facts- Bridge to 10
build
move
objects
to make a
complete
10
write the
new
number
Count On
Doubles
Bridge to 10
Count On -ORIGOmath
Origo Box of Facts- Count on
What is the number
without counting?
Count On
Count on two
more
Doubles
Write the number
sentence
Bridge to 10
Origo Box of Facts- flash cards
3+2= ___
2+3= ___
explains how they will
Count On
show, reveal the
turn around fact
Doubles
show and
Bridge to 10
Origo Box of Facts- Count on
1
1
cover 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
2
Origo Box of Facts- flash cards
3+2= 5
How can we figure out
this number
Count On
strategies
Doubles
show and
Bridge to 10
Origo Box of Facts- flash cards
18-8= ___
explains how they will
Count On
18-10=
___
show, reveal the
turn around fact
Doubles
show and
Bridge to 10
Use-Ten Strategy for Multiplication ORIGOmath
Origo Box of Facts Multiplication
using tens strategies
3x10=____
10x3=____
Double, Double, Double ORIGOmath
Origo Box of
Facts
Multiplication
2x4=__= 4x2
4x4=__= 4x4
8x4=__= 8x4
double, double double, double double
double
Build Up Build Down ORIGOmath
Origo Box of
Facts
Multiplication
10x2=__= 2x10
9x2=__= 2x9
build up; build down
Origo Box of Facts Think Multiplication
Division using tens strategies
15 dots
3 equal
rows
Origo Box of Facts Missing Factor
Division Cards
using tens strategies
7x4=28
Where do I find
Origo in School
Net?
School Net
Hover mouse over
Classroom
School Net
Click on
Instructional
Materials
School Net
Select a Subject
School Net
Select Special
Education
Click OK
School Net
Subject is now
Special Education
Click Search
School Net
Select the
Curriculum Tab
School Net
Select Special
Education
School Net
Hands on
Standards
Mathematics
Navigator
ORIGOmath
Wrap up?
With a partner,