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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