Report

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 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=PLC16FE7FD2F1 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 Grades 1st through 5th grade 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 Addition and Subtraction Multiplication and Division Algebra Origo’s Teaching Stages Introduce Reinforce Practice Extend 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 4th Grade Multiplication Practice Reinforce Extend Skills Grade 1-5 Teacher Source Book Purchased for Elementary Traditional School Mild Moderate Source Book Scavenger Hunt An addition lesson In groups of two Prerequisite or three explore Checklist one grade level Source Book. Use Post Test post it’s to label End of Unit test the following parts Resource Overview Grade 1-5 Student Journal 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 Students who need additional 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 additional work Counting Skill Deficits Arithmetic Skill Number Sense Memory Deficit Origo will address this need Procedural Disorders Difficulty understanding the concept associated with fluid reasoning Associated with Executive Functioning Rapid Recall of over learned material 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 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_____ Grade: 5th 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_____ Grade: 5th 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_____ Grade: 5th 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 Read and Write number to 20 Add and 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 Addition • 1st -2nd Grade Subtraction • 2nd -3rd Grade Multiplication • 2nd-4th Grade Division • 4th-5th Grade Case Study Samual- 5th grader 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_____ Grade: 5th 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 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 Count On (reveal second number) what is the fact? Doubles Write the fact Bridge to 10 Doubles Video - ORIGOmath http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C 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 Written Task Multiple Choice Personal Interview Digging deeper into the box of Facts? Bridge to 10- ORIGOmath http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C 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 http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C 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= ___ show, students reads, explains how they will answer Count On show, reveal the turn around fact and answer Doubles show and write answer Bridge to 10 Think-addition Subtraction ORIGOmath http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C 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 think addition strategies Doubles show and write answer Bridge to 10 Origo Box of Facts- flash cards 18-8= ___ show, students reads, explains how they will answer Count On 18-10= ___ show, reveal the turn around fact and answer Doubles show and write answer Bridge to 10 Use-Ten Strategy for Multiplication ORIGOmath http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C Origo Box of Facts Multiplication using tens strategies 3x10=____ 10x3=____ Double, Double, Double ORIGOmath http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C Origo Box of Facts Multiplication 2x4=__= 4x2 4x4=__= 4x4 8x4=__= 8x4 double, double double, double double double Build Up Build Down ORIGOmath http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C 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, answer the following questions? What is ORIGOmath? Who will benefit from ORIGOmath? How do you use ORIGOmath?