Presentations text content in Balanced Math
Slide1
Balanced Math
Lisa Lemaster-Brizendine
Teacher Professional Development
Summer Teacher Institute, 2014
lisa.lemaster@cms.k12.nc.us
Slide2
“Placemat Consensus”
What does ‘balanced math’ mean to YOU?
Slide3Objectives for today…
Review the
Balanced Math Framework
Discuss how to plan for a Balanced Math Classroom
Slide4Balanced Math
Slide5‘Where’ the math works (finding a product; application)
‘How’ the math works (process & procedures)
‘Why’ the math works (explaining your answer)
What are the 3 elements of
balanced Math ?
Slide6Balanced Math is...
Slide7Balanced Math
in
Practice
Slide8What are some ways to incorporate more problem solving?
Slide9Varied levels of learning…
Slide10Day15-20 minutes40 minutes5 minutes1Mini-lesson(whole group)Balanced Math StationsConferring (Individual or Strategy groups…)Closure2Mini-lesson(whole group)Balanced Math StationsConferring (Individual or Strategy groups…)Closure3Mini-lesson(whole group)Balanced Math StationsConferring (Individual or Strategy groups…)Closure4Mini-lesson(whole group)Balanced Math StationsConferring (Individual or Strategy groups…)Closure5Assessment day…Math journaling, intervention groups, review
Balanced Math Framework
Slide11Closure
What - Representations of key concepts and relevant connections . Opportunity to use math vocabulary/word wall in context. Students articulate their thinking including pictures and words. Why - Writing can assist math instruction in two ways - by helping children make sense of mathematics and by helping teachers understand what children are learning. When – Typically, this occurs at the conclusion of math class. It should take only a few minutes of the lesson. How - Math Journals Vocabulary Exit Tickets
See: “40 Ways To Leave a Lesson” in your packet…
Slide12Planning
for a balanced math classroom
Slide13Slide14Balanced Math is…
Standards based NOT textbook based!!!
Your text book is an AWESOME
resource/ reference book.
Slide15Balanced Math
Group 1:Independent Math
Group 2: Shared Problem-Solving
Group 3: Math Games (Investigations)
Group 4:Math Facts
(Students work independently to explain and justify their own thinking about math concepts; using math word walls to build their understanding; putting strategies from today’s mini-lesson into practice.)
(Small groups of students work together to solve a math problem; promotes teamwork, communication, and the opportunity to build skills for problem-solving by seeing varying methods.)
(Small groups of students or partners play games together; Students become actively involved in a math concept, share strategies with peers, and scaffold learning from prior math units with the spiraling Investigations games.)
(Student knowledge of basic math facts is critical, but it is difficult to schedule adequate time for daily practice within a math curriculum; this station gives students the consistency needed to build their knowledge and skills through ongoing practice.)
Conferring allows you the opportunity, as a teacher, to meet with each student individually. During this time, We are able to support students in thinking about their mathematical reasoning and articulating their thinking; scaffold their thinking to expand the boundaries to new ideas; highlight or focus on a particular math strategy they may need extra help with; foster use of math vocabulary; have ongoing assessment data for each student and differentiate their learning according to their needs.
Writing about Math (Journaling or Argumentative Writing)
(Attending to precision and constructing viable arguments…)
Slide16Assessments
FORMATIVE—checking on learning
as students progress
SUMMATIVE—checking on learning
at the end of the learning
experience
“When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative.”
(Stake, 2005)
Slide17Formative & Summative Assessments
Pre-TestQuizzes Teacher ObservationMath JournalsExit TicketsTeacher Made TestsChapter and Unit TestsDiscovery Education Assessments Benchmark Assessments Performance TasksProjects
Slide18Exit Ticket
What is the most significant thing you learned today? What support do you need next as you implement Balanced Math?
Balanced Math
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