### Balanced Math Program - Jurupa Unified School District

```BALANCED MATH PROGRAM
BOARD PRESENTATION
Jurupa Unified School District
Dave Doubravsky
Our Children, Our Schools, Our Future!
THE NEED FOR A BALANCED MATH PROGRAM
Cultural:
“I’m not a math person.” - Personal
 “My parents were bad at math.” - Family
 “Other cultures are better at math.” - World

BALANCE MATH DEFINED
Computational
and Procedural
Skills
Problem
Solving
“Where” the math
works
“How” the math
works
Conceptual
Understanding
“Why” the math works
ENGAGE STUDENTS IN A “BALANCE” OF
ACTIVITIES THAT:
 Build
computational skills
 Deepen conceptual understanding
 Develop mathematical reasoning and
problem solving abilities
 Allow students to demonstrate their
understanding in a variety of ways
BALANCED MATH STEPS AND SPECIFIC
MATCHES TO THE COMMON CORE
Five Easy Steps to a Balanced Math Program:
• Promotes the same level of reasoning and rigor as Common Core
•
Is based on the same research and philosophy as common core (
Adding It Up- National Research Council; Principles and StandardsNCTM)
•
Promotes the practices that are necessary for success with common
core
•
Proven to be effective in a wide range of educational settings all over
the United States
COMPONENTS OF BALANCED MATH PROGRAM
Step 1- Math Review and Mental Math
Step 2- Problem Solving
Step 3- Conceptual Understanding
Step 4- Mastery of Math Facts
Step 5- Common Formative Assessment
COMPONENTS OF BALANCED MATH PROGRAM
Step 1- Math Review and Mental Math:
 A systematic method to deal with student
errors using analysis, feedback, and reflection
 This step creates immediate gains in student
learning
 Mental math promotes number sense
development and enhances math fact
development.
STEP 1- MATH REVIEW
 Choose
2-5 categories of math to review
 Provide one problem in each category
 Provide a “bonus problem”
 Students solve problems, and check their
partner’s work
 Teachers and students model think-aloud
for solutions
STEP 1- MATH REVIEW
 Students
check their work
 Stars for correct work, circle mistakes
 Students reflect in writing on their work
 A quiz is given every 2 weeks
 90% of the class must master a category
 Change the category when mastered
REFLECTIONS
To subtract a number from zero in the ones
column, I must regroup the tens column.
 The numerator is the number of equal pieces I
have. The denominator is the number of equal
pieces in the whole.
 Area(A) = Length (L) x Width (W)
Perimeter (P) = 2 (L x W)

STEP 1 - MENTAL MATH
 Teacher
says a string of numbers and
operations (i.e., 5 + 10 – 3 x 2)
 Students think, then write the answer
 Teacher repeats the string of operations
 Students check their work mentally
 The whole class tells the answer chorally
 Teacher asks 3 students to tell how they
 Do 2-3 problems altogether
COMPONENTS OF BALANCED MATH PROGRAM
Step 2- Problem Solving:
 Two specific methods presented-develop
student capacity to solve problems.
 The Poster Method
 The Alternative Method
COMPONENTS OF BALANCED MATH PROGRAM
Step 3- Conceptual Understanding:
 Teaching mathematics for understanding –
prioritize concepts
 A unit of study approach develops big ideas
and essential questions
COMPONENTS OF BALANCED MATH PROGRAM
Step 4- Mastery of Math Facts:
 Fluency in math - automaticity
 Information about number patterns and
instructional concepts
 Mastery before middle school
 Parent support
 Daily practice
COMPONENTS OF BALANCED MATH PROGRAM
Step 5- Common Formative Assessment:
 Aligns to Common Core State Standards
 Provides parents, students, teachers, and
progress
A SAMPLE OF PAST DISTRICT RESULTS
New Albany, Indiana
2009
68.5 % proficient
2012
89% proficient
(increase of over 800 students passing)
Special Education Students
2009
39.1% proficient
2012
80.5 % proficient
Example of cohort of students over 4 years: