Report

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 thought of the answer 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 administration with information on student progress TEACHER AND ADMINISTRATOR TRAINING 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: 4th grade 2009 66% proficient 5th grade 2010 82% proficient 6th grade 2011 86% proficient 7th grade 2012 88.1% proficient