2014 Webinar Ready Set Review - NC Mathematics

Report
April 2, 2014 Webinar
Ready, Set
Review
Kitty Rutherford and Denise Schulz
Welcome
This webinar will begin at 3:30
• While you are waiting, please:
mute your sound.
• During the webinar, please:
type all questions in the question/chat
box in the go-to task pane on the right
of your screen.
This webinar will be available on the NCDPI
Mathematics Wiki:
http://maccss.ncdpi.wikispaces.net/Webinars
Due to the number of participants in
attendance we ask for all questions about
this webinar to be typed into the question
box to the right of your screen.
If you have other math questions not
pertaining to this webinar please feel free
to email:
[email protected] or
[email protected]
April 2, 2014 Webinar
Ready, Set
Review
Kitty Rutherford and Denise Schulz
maccss.ncdpi.wikispaces.net
Almost no student masters
something new after one or
two lessons or one or two
homework assignments.
The most effective strategies
for fostering mastery and
retention of critical
mathematics skills and
concepts is daily cumulative
review.
Number your paper one to six?
1. _
2. _
3. _
4. _
5. _
6. _
Mini-Math
1. 6 x 7
2. What number is 1000 less then 18,294?
3. About how much is 29¢ and 32 ¢?
4. What is 1/10 of 450?
5. Draw a picture of 1 2/3.
6. Estimate the weight in kilograms of any
average 6 foot man?
1. 6 x 7
• Taken affirmative action on fact mastery by
testing one of the more troublesome
multiplication facts
• Ascertained the number of students who still
don’t have a command of this fact
• Provided, if appropriate, positive reinforcement
about the progress your class is making
• Planted 9 x 6 into memory banks as
preparation for tomorrow.
3th Grade – 3.OA.3
O
O
O
O
O\
A.70%
B.8%
C.3%
D.18%
3th Grade – 3.OA.3
A.22%
B.2%
C.73%
D.3%
2: What Number is 1000
Less Than 18,294?
• Broadened place value to an understanding of
10, 100, 1000, and 10,000 more and less than
a given number, and set the foundation for 0.1,
0.01, and 0.001 more and less than a number
• Recognized that topic taught one month earlier
needs periodic attention and reinforcement
• Supported and gradual development of number
sense for all students.
4th Grade – 4.NBT.2
O
O
O
O
O\
A. 60%
B. 7%
C. 5%
D. 28%
4th Grade – 4.NBT.2
A. 23%
B. 62%
C. 4%
D. 11%
3. About How Much is 29 and 32?
• Reinforced a commitment to estimation and the
justification of all estimates
• Clearly communicated that there are many
correct approaches to arriving at an estimate
• Support a classroom culture that values the
development of number sense that transcends
a narrow focus on merely getting correct
answers to exercises.
3th Grade – 3.NBT.1
A.13%
B.8%
C.34%
D.46%
4th Grade – 4.NBT.3
O
O
O
O
O\
A. 14%
B. 15%
C. 53%
D. 18%
4.


of 450
• Are you getting bigger or smaller? Why?

(“Smaller because of a number reduces its

magnitude.”)
• So does the decimal move to the left or the
right? Why? (To the left because you’re getting
smaller.”)
• And how many places must you move the
decimal point? Why? (Only one place because
it’s 10”)
4th Grade – 4.NF.4
O
O
O
O
O\
A. 55%
B. 14%
C. 25%
D. 1%
5th Grade – 5.NF.7
O
O
O
O
O\
A. 3%
B. 52%
C. 32%
D. 12%
5. Draw a Picture of

 ?

• Concretizing the mathematics by means of
pictures and visualization
• Amazingly informative, is clear
misunderstanding
3th Grade – 3.NF.1
O
O
O
O
O\
A. 57%
B. 11%
C. 18%
D. 22%
3th Grade – 3.NF.2
O
O
O
O
O\
A. 50%
B. 18%
C. 24%
D. 8%
6. The weight in Kilograms
• Measurement is often the lost strand of the
mathematics curriculum
• Students need multiple opportunities to
estimate and establish referents
3th Grade – 3.MD.2
O
O
O
O
O\
A. 10%
B. 41%
C. 37%
D. 17%
5th Grade – 5.MD.1
A.38%
B.19%
C.27%
D.16%
Commit to helping students
visualize mathematics
• Another way to view the 5 to 8 minutes
allocated to this daily activity is to consider that
5 minutes x 180 days equal 900 minutes, or 15
hours!
• You know that you can change the world in 15
hours.
• Or think about how much can be accomplished
in 15 one-hour tutoring sessions
Easy to Modify
2nd grade example could look like this:
1. What is the difference of 9 and 5?
2. What number is the same as 5 tens and 7
tens?
3. What number is 10 less than 83?
4. Draw a four-sided figure and all of its
diagonals.
5. About how long is this pencil in centimeters?
Quick, focused, aligned with the curriculum,
reflective of what is coming on assessments,
and wonderfully informative.
What more could we ask from the first few
minutes of a lesson?
Now, your turn…
With someone in your grade level, create your own
mini-math questions.
1. review basic fact concept (challenging facts)
2. place value concept
3. estimation
4. multiplying and dividing numbers by 10, 100 &1000
5. concrete picture/visualization
6. measurement
In Summary
• A deliberate and carefully planned support for ongoing,
cumulative review of key skills and concepts
• Using cumulative review to keep skills and
understanding fresh, reinforce previously taught
material, and give students a chance to clarify their
understandings
• Classes that waste no time and begin with essential
mathematics at the very start of every class
• The use of a brief review and whole-class checking of
“mini-math: questions as an opportunity to re-teach
when necessary
No more ineffective …
Accessible Mathematics
10 Instructional Shifts That Raise
Student Achievement
Steven Leinwand
maccss.ncdpi.wikispaces.net
3th Grade – 3.OA.8
O
O
O
O
O\
A. 27%
B. 8%
C. 6%
D. 60%
5th Grade – 5.NBT.7
O
O
O
A.4%
B.45%
C.47%
D.4%
http://maccss.ncdpi.wikispaces.net/Webinars
Posted
April 1, 2014
Feedback
Please!
Join Our Listserv
1. Send an email to the Listserv by cutting and
pasting the following address into the "To" box
within your email application.
[email protected][Elementary
requests]
2. Leave the subject line and the body of the
message blank.
3. Once successfully subscribed, a confirmation
email will be sent.
For all you do for our students!
What questions do
you have?
Contact Information
Kitty Rutherford
[email protected]
Denise Schulz
[email protected]
Website:
maccss.ncdpi.wikispaces.net

similar documents