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Math Strategies forStruggling Students
Addressing Achievement Gaps
Presented by: Susie Funk & Anna Farmer
Focus:
Division and School Level SOL Alignment and ResourcesTeacher Level SOL
Alignment and Resources
SOL Comparison Data
Division & School LevelStrategies
Curriculum Alignment
Data TrackerIdentify Tier 2 and
Tier 3 StudentsProvide Effective Interventions
Curriculum Alignment
• Vertical Alignment• Assessment
Alignment• New Curriculum
Resource Guide
GRADE LEVEL MEETING Fourth and Fifth Grade
AGENDA October 23, 2014
WELCOME (10 Minutes) Share Celebrations
Warm-up Activity (10 Minutes)
Influences on student learning
Workshop Sharing (30 Minutes) SOL Math Institute
SOL English Institute Thinking Critical
Best Practice
Data Sheets (20 Minutes) Review sample copy
Examine and discuss in group areas of concern Accountability
Comprehensive Instructional Strategies (10 Minutes)
Common Assessments Website Resources
VDOE Resources (10 Minutes) Alignment and Cognitive Levels
IXL Math Resource
Assessment AlignmentGOAL: Review Curriculum Math Resources and check alignment of assessments to the SOLs.
1. Review of Curriculum Resources
2. VDOE Website Review of Materials – Curriculum Framework
3. Teaching Channel Resources for Math
4. IXL Math Discussions
5. Assessments - Compare items and discuss the different ways to assess the skill. Review the verbs used in the SOL and examine assessments for understanding of what students should be able to do.
Common Release Envision Ixl
6. Team Work
Organize Resources in Binder Label Release Question with SOL# Label Practice Questions with SOL# Review Curriculum Framework and discuss verbs
New Math Resource Document SOL # Unit/SOLs Release Resources Essential
The student will: Test Items Printed Technology Vocabulary3.3
Strand
Number/Number
Sense
a) name and write fractions (including mixed numbers) represented by a model;b) model fractions (including mixed numbers) and write the fractions’ names; andc) compare fractions having like and unlike denominators, using words and symbols(>, <, or =). Assessments Chapter Test pp. 300-301Teacher-made TestSOLAR Skill Assessments
2009 – 11 “Each figure below is shaded to represent a fraction. Which statement is true?”
VDOE Enhanced Scope & Sequence Lessons:Naming and Writing FractionsModeling FractionsComparing Fractions
Envision Math Chapter 12 Chapter 12 Lesson 12-1 thru Lesson 12-9 pp. 276-299 Reteach pp. 302-303
VDOE Instructionwww.doe.virginia.gov/instruction http://ttaconline.org/ http://illuminations.nctm http://mathstory.com http://quantiles.com/tools/quantile-teacher-assistant/knowledge-cluster/?statestandard=18505
compare denominator equal to (=) fraction greater than (>) greatest least less than (<) mixed number symbol unit fraction value thirds fourths eighths tenths twelfths halves mixed numbers like unlike improper fraction denominator numerator parts part of a group part of a whole whole
Data TrackerReading and Math
GradesAssessment InformationDiscipline ReferralsEnrollment DateAbsencesIntervention Services
Data Tracking Spreadsheet
Minor Referra
ls
Major Referrals
Services
Enrollment Date
ABS Thru 5/29/15
Reading Grades Math Grades IXL Istation STAR Rdg SOLAR-Eng/Rdg
Reading SOL
SOLAR-Math
Math SOL1st 2nd 3rd 4th 5th 6th 1st 2nd 3rd 4th 5th 6th
1st Semester
February
April Sep Oct Nov Dec Jan Feb Mar Apr May
Fall 2014
Mid-yr.
Spring 2015
Pre-Test
1st Bnch Mk
2nd Bnch Mk
3rd Bnch Mk
Pre-Test
1st Bnch Mk
2nd Bnch Mk
3rd Bnch Mk
TI M 8/13 7 C B C B C C D D C F C F 83 82 68 1963 1901 1969 2008 2014 2033 1887 2110 4.5 4.9 3.9 73 61 76 73 365 30 72 62 64 420
TI R/M 8/13 3 F F F F F F F F D F F D 63 56 52 1891 1853 1802 1773 1576 1784 1949 1817 3.4 3.1 2.9 35 46 43 60 301 32 46 44 52 312
8/13 1 B A A A A B B A A B A A 100 96 98 2199 2190 2186 2277 2263 2416 2177 2433 7.1 11.6 8.2 80 76 90 85 542 56 71 98 78 558
8/18 51 A A B B B B B B C C A C 80 92 93 2046 2253 2084 2185 2117 2213 2115 6.3 5.2 7.9 52 81 93 489 44 52 69 68 446
8/13 17 C A A A A B B B A B A B 89 95 84 2292 2366 2412 2423 2380 2339 2421 8.1 8.1 7.6 83 61 90 90 465 56 89 89 66 470
SPED 8/13 14 C B D B B D C D B C B B 82 76 78 1843 1871 1941 1902 1929 2055 1956 1966 4.1 4.4 5.1 60 57 64 75 402 40 61 69 74 426
5 SPED 8/13 6 D B C A C C C C B C D B 63 60 57 1688 1728 1741 1695 1835 1775 1757 1716 1.4 2.6 2.1 30 50 43 55 342 28 50 56 66 407
5 TI R/M 8/13 9 F B F F F F F C C F D C 63 61 61 1924 2114 1987 2076 2056 2086 1912 2155 2.7 4.6 4.2 40 46 52 55 365 32 54 62 44 412
TI R/M 8/13 6 B B B B B D C C C C C D 67 64 54 1848 1902 1867 1965 1927 1940 1812 2012 4.1 5.2 4.8 73 52 69 73 402 34 86 54 58 420
TI R/M 8/13 7 C B F D C F C C C D C C 100 93 90 1945 1988 1974 2018 1981 2049 1908 2043 5.3 4.5 4.3 65 63 60 80 408 22 61 73 62 402
1 TI R/M 8/13 16 D C F F C 2030 2109 2208 2100 6.3 75 48 44 68
TI M 8/13 2 A A B A A B B B A B B A 100 88 76 1986 2056 2053 2062 2190 2125 2060 2117 7.0 7.5 7.3 90 72 83 90 542 56 75 82 68 461
8/13 0 B A A A A B A B A B A A 100 96 96 2181 2235 2260 2261 2274 2248 2230 2308 6.6 7.8 7.8 88 89 88 98 521 58 86 89 82 534
Effective Interventions Are Key!
Standards of Learning Curriculum Framework SOL Released Test Items SOL Practice Items – TestNav Using Statewide SOL Results to Guide
Instruction Test Blueprints (Calculator Allowed – 4th and
up)
Know Your Stuff!
Computation and Estimation – 3rd Grade
3.4 The student will estimate solutions to and solve single-step and multistep problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping.
Solve practical problems involving the difference of two whole numbers, each 9,999 or less, with or without regrouping…
Steps to Solving:
1. Read2. Identify “difference” as
Subtraction3. Rewrite Problem Vertically4. Line Up the Digits5. Subtract 6. Regroup when Needed
Find difference of 5,008 and 947.
Steps to Solving:
1. Subtract2. Regroup when Needed
4.4 The student willb) add, subtract, and multiply whole numbers;
Find the product of 845 and 28.
SUMDIFFERENCEPRODUCTQUOTIENT
•Lining up numbers for:•Adding/Subtracting Decimals
•Multiplication/Division•Comparing Decimals
•Area/Perimeter•Fractions•Prime/Composite•Multiplication Table
Grid Paper 5 6 . 9+ 4 3 . 8
2 7 0 . 9 2 7 0 . 3 5 2 7 . 5 3
Multiplication Chart - Organized
1 3 4 5 6 7 8 9 1021
3456789
21 3 4 5 6 7 8 9 102
3456789
2 4 6 8 10 12 14 16 18 20681012141618
May be used for:
• Multiplication• Division• Reducing
Fractions9 12 15 21 24 27 30181215
212427
18
LET’S
PRACTICE
Find the product of 6 and 9.
5 x 8
24 ÷ 3Simplify: 8 3 12 24
16 20 24 28 4032 362024283236
25 35 4030 45 50
3540
30
45
36 48 54 6042
4854
42
These two lines appear to be…a. Perpendicularb. Parallelc. Intersecting
Increase the Rigor
LowerLevel
HigherLevel
(error analysis)
Think Like a Kid
Identify the place value for each digit in the number 453,021.
Digit Place Value0
1
2
3
4
5
Ten Thousands
Thousands
Ones
Tens
Hundred Thousands Hundreds
Millions
Use Appropriate ManipulativesWith Explicit Instruction
K & 1: Hour & Half Hour
Red Hand is the Hour HandBlue Hand is the Minute Hand
Use Interactive Clocks www.exchange.smarttech.com – clock widget
Tricks - Measurement Land of Gallon King Henry Died Unfortunately
Drinking Chocolate Milk (Metric Conversion)
Elapsed TimeBeginningTime
8:35
EndingTime
10:58
1 hour
9:35
10:35
10 min. 10 min.
10:45
10:55
Spiral Review
First5 – 10
Minutes ofEvery Lesson
Schedule K-2: Fluency (5 min.) 3rd – 5th: Spiral Review
Lesson: 20 – 25 min. Teacher
Directed/Guided Practice with Explicit Strategy Instruction
Student Practice• Wrap Up
– Behavior Bucks
Technology Resources
www.exchange.smarttech.com (Free) IXL Math (Subscription) Ten Marks Math – Free Version Comprehensive Instructional Program:
www.cip.education (membership required) www.poraportal.com (Guest Access:
friesmath)Links for Many Useful Websites for
Grades K – 5
Contact Information
Susie Funk, Supervisor of Elementary Education
Anna Farmer, Title I Math Teacher
