Name Tag Glyph

Name Tag GlyphFollow the directions on the first page in the “Situational Problems” section of your binder.

You will find blank paper, markers, and crayons on the tables.

When you are finished see if you can learn something new about the people at your table.

Welcome!

Morning Meeting

Greeting: Introduce yourself to at least two people you don’t know. Tell them your name and where you teach.

Share: What would you be doing right now if you didn’t have to be at this training today?

Activity: Hollywood Squares

Balanced Math

Three elements of equal importance

Balanced Math FrameworkThree elements taught within a

framework consisting of four components:

Daily Spiral ReviewMental Math

Concept LessonClosure

Day 15 minutes 40 minutes 5 minutes

1 Math Review

Mental Math

Concept Lesson MenuProblem solving, manipulatives, small groups, centers

Closure/math

journals

2 Math Review

Mental Math

Concept Lesson MenuProblem solving, manipulatives, small groups, centers Closure

3 Math Review

Mental Math

Concept Lesson MenuProblem solving, small groups , centers Closure

4 Math Review

Mental Math


5 Math Facts Practice/Math Review Quiz

Problem-based activities, centers, games, small groups

6 Math Review

Mental Math


7 Math Review

Mental Math


8 Math Review

Mental Math


9 Math Review

Mental Math


10 Assessment/Math Review Quiz

Assessment

Rationale“Effective teaching requires being able to

support students as they work on challenging tasks without taking over the process of thinking for them.”

NCTM, 2000

“In this session teachers will learn about three types of situational word problems that can provide students with an understanding of the structure of problems and foundation that links directly to a set of key mathematical understandings that can be built directly from students’ solution paths.”

-Warfield, 2001

Kindergarten: Operations and Algebraic Thinking

1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

First Grade: Operations and Algebraic Thinking

1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Second Grade: Operations and Algebraic Thinking

1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, puttingtogether, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Common Addition and Subtraction Situations

4 problem types to be mastered by the end of the kindergarten year

11 problem types to be mastered by the end of the first grade year

All 15 problem types to be mastered by the end of the second grade year

Using the CommonAddition and Subtraction Situations Table write an

equation for each problem on the handout and determine which type of problem it is.

Stand Up...HandUp…Pair Up…Students stand up, put their hands up, and quickly

find a partner with whom to share or discuss

1. Teacher says, “When I say go, you will ‘stand up, hand up, and pair up’.” Teacher pauses, then says, “Go!”

2. Students stand up and keep one hand high in the air until they find the closest partner who’s not a teammate. Students do a “high five” and put their hands down.

3. Teacher may ask a question or give an assignment, and provides think time.

4. Partners interact using: Rally Robin or Timed Pair Share

Kagan, Spencer, and Miguel Kagan. Kagan Cooperative Learning. Moorabbin, Vic.: Hawker Brownlow Education, 2009. Print.

Stand Up...Hand Up…Pair Up…

Which word problems might be easiest for students?

Why?

Which word problems might be hardest for students?

Why?

Performance TasksConstructed Response Assessments given to

3rd and 4th grades in October and FebruaryStudents need weekly practice with

performance tasks to succeed on the CRAAlthough the CRA is not required in 1st and 2nd

grades it is recommended that students gain experience with performance assessments. Examples can be found on the TN Core website:

http://tncore.org/

•Individual work time (5 minutes) to generate solution•Small group sharing (10 minutes) to compare solutions•Share and discuss (30 minutes) to focus on key mathematical concepts•Quick write (10 minutes) to reflect on process

Performance Based Assessments

• PBAs are read aloud to students in K-2

Example of a kindergarten performance task:

Jack has some magic beans . If he gives his mother 3 beans every day how many days will it take before he gives her 12 beans?

Grade Level Problem SolvingAt your tables solve the problem in your

handout. Use diagrams, pictures, number lines, and/or equations to show your solution.

Equations have equal signs (22 + 7 = 29)Expressions are a strategy to solve a

problem.22

+ 7

Be prepared to explain and share your solution.

Explore phase/Private Work Time (5 minutes)

http://www.mathrack.com/

http://www.k-5mathteachingresources.com/Rekenrek.html

Dueling Flipcharts 1. Students line up in front of flipchart. 2. Each team has one marker. 3. Student writes 1 idea and hands the marker

to the teammate behind him/her.4. Repeat until teacher calls time.

Kagan, Spencer, and Miguel Kagan. Kagan Cooperative Learning. Moorabbin, Vic.: Hawker Brownlow Education, 2009. Print.

Dueling FlipchartsRecord one thing that you

learned today. It can be an idea, strategy, or “take away” that

you found to be useful.

THANK YOU!!!!!

Documents

Name Tag Glyph