Everyday Mathematics Pilot Training

1
Everyday Mathematics Pilot Training

• Presented by
• Nikki Hutcheson
• Everyday Mathematics Consultant

2
Getting Started

• Using an index card, create a name tent for
  yourself.
• On the front side, write your name and the
  grade(s) you work with in your school.
• On the reverse side, write something you like
  about math
• your favorite math symbol
• favorite math concept
• a favorite game
• Be prepared to introduce yourself to our group.

3
Philosophy

• Everyday Mathematics Offers
• A realistic approach to problem-solving in
  everyday situations, applications and purely
  mathematical contexts.
• Frequent and distributed practice of basic skills
  through ongoing program routines and mathematical
  games.
• What does frequent and distributed mean to you?
  How is this similar to what you do now?

4
Philosophy

• An instructional approach that revisits topics
  regularly to ensure full concept development and
  long-term retention of learning.
• Everyday Mathematics places mathematics learning,
  where it rightfully belongs, right in the midst
  of a child's varied, enjoyable and accessible
  world.
• Based on the philosophy and developed through
  research about how young children learn
  mathematicsslowly expanding knowledge over time.

5
Philosophy

• Activities that explore a wide variety of
  mathematical content and offer opportunities for
  students to apply their skills and understanding
  throughout all mathematical strands.
• Everyday Mathematics seeks to increase the time
  children spend on mathematics learning by
  integrating mathematics into other subject areas
  and by infusing mathematics into both ongoing
  daily routines of the classroom and those odd
  bits of time that occur during every school day.

6
Agenda

• Getting Started/Introductions
• Model Lesson
• Classroom Resource Package Gallery Walk
• LUNCH ?
• Whats News?
• How Do You Plan?
• Wrap-Up

7
Workshop Objectives

• Learn about Everyday Mathematics philosophy.
• Participate in a model lesson.
• Explore all of the components of the Classroom
  Resource Package.
• What do I own?
• How do the pieces support planning and delivery
  of instruction?

8
Getting Started--Philosophy

• Brainstorm
• What do you already know about Everyday
  Mathematics?

9
Model Lesson

• As you participate as a student,
• consider as a teacher..
• What in this model lesson is the same or
  different from the way you teach mathematics now?

10

• 5 birds were in a tree. 1 flew away. What
  fraction of the birds flew away?

• 1/5 of the birds flew away.

11
Fraction Number StoriesMath Journal p. 206

• Mark has 4 shirts to wear. 3 of them have short
  sleeves. What fraction of the shirts have short
  sleeves? _____
• 8 birds are sitting on a tree branch. 6 of the
  birds are sparrows. What fraction of the birds
  are sparrows? _____
• June has 15 fish in her fish tank. 1/3 of the
  fish are guppies. How many guppies does she
  have? _____

12
Model Lesson

• T-chart ? Reflect on the brainstormed list
• Does this surprise you? If so, in what way?
• What did you learn about either an Everyday
  Mathematics lesson or your own experiences?
• Keep these ideas in mind as we review the
  philosophy behind Everyday Mathematics

13
Model Lesson - Philosophy

• Building understanding over a period of time,
  first through informal exposure and then through
  more formal and directed instruction.
• Content is taught in repeated fashion, beginning
  with concrete experiences.
• Pacing is very important! Topics are presented
  briskly and in an interesting way.

14
Classroom Resource PackageGallery Walk

• Seven Components
• Group 1 Teachers Lesson Guide I and II
• Group 2 Math Masters, Minute Math and all
  posters
• Group 3 Assessment Handbook
• Group 4 Differentiation Handbook
• Group 5 Home Connection Handbook and Teachers
  Reference Manual
• Group 6 Journals, Reference Book, Template/s
• Group 7 Kindergarten Components

15
Classroom Resource PackageGallery Walk

• What do I own and what does it do?
• Review components
• Create a work of art that describes your
  component of your Classroom Resource Package
• Hang your work of art
• Gallery Walk to learn about various components
• Summary and Questions

16
LUNCH Break
17
Third Edition Highlights

• Maintained
• Hands-on approach
• Rigorous content
• Research basis
• Emphasis on developing student thinking
• Development of basic skills

• Changes
• No more B, D, and S
• Clearly defined program and grade level goals
• More teacher-friendly design and support
• Enhanced Kindergarten program
• More ongoing assessment opportunities and
  differentiation options
• New technology

18
Assessment Opportunities and Statements Activity

• Directions
• Separate pink opportunities cards from purple
  statements cards.
• Match corresponding opportunities and statements
  cards.
• If needed, use Teachers Lesson Guide and
  Assessment Handbook to locate examples of each
  opportunity.

19
Lesson Analysis

• Kindergarten Activities 1.11, 1.12, and 1.13
• 1st grade Lesson 1.2 2nd grade Lesson 1.7
• 3rd grade Lesson 1.10 4th grade Lesson 1.3
• 5th grade Lesson 1.6 6th grade Lesson 1.6
• Find the assessment opportunities.
• How do these opportunities assess instruction?
• How will you use these opportunities as you
  prepare to teach this lesson?

20
Balanced Assessment Model

• Ongoing Assessment
• Informing Instruction
• Recognizing Student Achievement
• Writing/Reasoning Prompts
• Periodic Assessment
• Written Assessment
• Oral and Slate Assessment
• Open Response Questions

21
Recognizing Student Achievement

• Included in every lesson
• Noted by big red star
• Identifies
• task
• content or skill
• Gives description for making adequate progress
• Tasks vary throughout the unit

22
Recognizing Student Achievement
Mental Math and Reflexes Write the following sets
of numbers on the board. On an Exit Slip ask
children to find the median of each set. Remind
children to first put the sets in ascending or
descending order. 17, 34, 22, 15,
13 100, 500, 200, 200 3, 9, 7, 15
23
Check Yourself ?
Ongoing Assessment
Recognizing Student Achievement Use Mental
Math and Reflexes to assess childrens progress
with finding the median. Children are making
adequate progress if they are able to find the
median of the first set of data. Some children
may be able to find the median of the second
and/or third sets.
Data and Chance Goal 2
24
Recognizing Student Achievement

• Discussion Questions
• Do these notes make sense?
• What value does this Recognizing Student
  Achievement have for me?
• What can I do if students are not making adequate
  progress? Exceeding expectations?
• What does the reference to a specific goal have
  to do with this Recognizing Student Achievement?
  How do I find out?

25
Periodic Assessment

• Review Unit 1s Progress Check
• How do the assessment opportunities in the
  Progress Check match up to the key concepts and
  skills found in the units lessons?
• What do you notice about Part A and Part B in the
  written assessment?
• How will these two parts to the written
  assessment help you better communicate with
  families?

26
How Do You Plan?

• Think Pair Share
• What do you typically need to know and do in
  order to plan a new unit of study in
  mathematics?

27
(No Transcript)
28
Planning a Lesson

• Kindergarten Activity 1.6
• 1st grade Lesson 1.13 2nd grade Lesson 1.11
• 3rd grade Lesson 1.8 4th grade Lesson 1.2
• 5th grade Lesson 1.6 6th grade Lesson 1.6
• How do the planning suggestions for the lesson
  compare with the way you typically plan?
• What planning strategies have you found most
  helpful and will use when planning an Everyday
  Mathematics lesson?

29
Game Demonstration

• As you participate as a student,
• consider as a teacher..
• How will your students benefit from regularly
  being engaged in math games?

30
Geometric Shapes Wrap-Up
Something that squared with what you already
thought about Everyday Mathematics
Something you now view from a new angle.
Helped close the circle for you
An action or new approach you will take as a
result of training
31
Questions
nhutcheson_at_mbgsd.org