The future of UX design support tools - talk Paris March 2024
New Teacher Institute 2013
1. Katie Costello
K-5 Intervention
kcostell@somsd.k12.nj.us
973-476-8440
Kimberly Beane
K-5 Supervisor of Math & Science
kbeane@somsd.k12.nj.us
973-769-2413
K-5 Math & Science
New Teacher Institute
Welcome!
We re excited to do
math & science with you!
Think of a
number that
has meaning to
you. Build it
with
manipulatives.
2. Agenda
&
Goals
• Favorite
Numbers
and
Describing
Numbers
• Instruc9onal
blocks
and
minutes
• Singapore
Math
&
Math
in
Focus
• Lesson
Structure
• Curriculum
Documents
and
Pacing
• Assessment
and
Progress
Reports
• Mee9ng
individual
student
needs
5. Pedagogy:
C-‐P-‐A
• Concrete
(manipula9ves)
to
• Pictorial
(visual
models
or
drawings)
to
• Abstract
representa9ons
(numbers,
symbols)
Jerome
Bruner’s
research
proved
that
instruc9onal
strategies
build
understanding
for
students
when
they
move
from…
6. Pedagogy:
Rela9onal
Understanding
Richard
Skemp’s
research
proved
that
for
long
term
learning
to
occur
rela,onal
understanding
is
more
successful
than
instrumental
learning.
Rela,onal
Understanding
Instrumental
Understanding
Conceptual
WHY
before
HOW
One
to
One
Correspondence
Quan99es
and
Values
Anchoring
to
10
or
Tens
PART-‐WHOLE
models
Reading
with
understanding
Procedural
How
Oral
Coun9ng
Wri9ng
numbers,
Spelling
numbers
Isolated
steps
or
steps
without
meaning
Phone9c
or
word
calling
7. Pedagogy:
Perceptual
Variability
Zoltan
Diene’s
research
proved
that
children
gain
the
most
conceptual
understanding
when
they
are
exposed
to
a
concept
through
a
variety
of
materials
or
experiences.
Perceptual
Variability
p! /!
q!
z!
?
"
;!
21. Place
Value
Strips
1.
Find
a
partner
to
compose
one
of
these
numbers:
61
42
23
35
14
56
2.
With
your
partner
say
these
about
your
number:
a.
____
tens
and
____
ones
make
_____
b._____
+
_____
=
_______
22. Place
Value
Strips
3.
Find
another
pair
to
add
these
numbers
mentally:
61
+
35
=
42
+
23
=
56
+
14
=
4. Use
the
hundreds
around
the
room
(and
a
partner)
to
make
these
numbers…
142
361
523
435
614
256
23. Place
Value
Strips
5. Come
to
the
front
of
the
room
and
put
the
3-‐digit
numbers
in
order
from
least
to
greatest.
6.
Find
another
pair
to
add
these
numbers
mentally:
435
+
361
=
523
+
142
=
256
+
614
=
30. Linking
Cubes
&
Base
Ten
Blocks
Solve
these
problems
using
base
ten
blocks…
124
+315
579
-‐
432
33
x
4
323
-‐
265
267
+145
31. Place
Value
Discs
Gr.
3-‐4
Solve
these
problems
using
base
ten
blocks…
124
+315
579
-‐
432
33
x
4
323
-‐
265
267
+145
32. Homework
K-‐1
• Number
Sense
Games
or
Hands-‐on
Tasks
• Fact
Games
• ST
Math
Gr.
2-‐5
• FACT
PRACTICE
Online
Games
and
Tasks
(LiveBinder,
Math
in
Focus)
• Extension
word
problems
of
what
has
been
taught
• ST
Math
38. Addi9on
Part-‐Whole
Bar
Model
1.
Allison
jogs
6,860
meters
and
Calvin
jogs
5,470
meters.
How
far
do
they
jog
altogether?
2.
Mr.
Michaels
has
$1,685.
Ms.
Kajy
has
$2928
more
than
Mr.
Michaels.
How
much
money
does
Ms.
Kajy
have?
39. Subtrac9on
Part-‐Whole
Bar
Model
1.
Brad
has
1,300
stamps.
He
has
938
Canadian
stamps
and
the
rest
are
Malaysian.
How
many
Malaysian
stamps
does
Brad
have?
2.
There
are
3,160
books
in
a
shop.
1,226
are
in
English.
817
books
are
in
Spanish
and
the
rest
are
in
French.
How
many
French
books
are
there?
40. Mul9plica9on
Part-‐Whole
Bar
Model
1.
A
refrigerator
costs
5
9mes
as
much
as
a
television.
The
televisions
costs
$429.
How
much
do
they
cost
all
together?
2.
Lilian
sold
114
9ckets
to
the
fair.
Rohani
sold
2
9mes
as
many
9ckets
as
Lilian.
Daquan
sold
3
9mes
as
many
9ckets
as
Lilian.
How
many
9ckets
did
they
sell
all
together?
41. Division
Part-‐Whole
Bar
Model
1.
Desmond
and
Melissa
collect
cards.
They
have
92
cards
in
all.
Melissa
has
three
9mes
as
many
cards
as
Desmond.
How
many
cards
does
Desmond
have?
2.
The
florist
buys
4
boxes
of
carna9ons.
There
are
21
carna9ons
in
each
box.
The
florist
puts
the
carna9ons
into
bouquets
of
6
carna9ons
each.
How
many
bouquets
of
carna9on
are
there?
42. Frac9on
Part-‐Whole
Bar
Model
1.
Rachel
bakes
a
pie
for
her
friends.
Priscilla
eats
2/6
of
the
pie
and
gives
the
rest
to
Tom.
How
much
pie
did
Tom
get?
2.
Three
friends
share
a
grapefruit.
Elena
at
1/3
of
the
grapefruit.
Lee
at
1/9
of
the
grapefruit.
Sara
at
4/9
of
the
grapefruit.
What
frac9on
of
the
grapefruit
did
they
eat
altogether?
44. Differen,a,on
vs.
Individualiza,on
60
Minute
Math
Lesson
30
Minute
Individualized
Math
Instruc9on
Follows
curriculum
Covers
all
standards
New
content
Similar,
,ered
tasks
Same
concept
for
all
Meets
child
where
he/she
is
Focuses
on
founda,onal
skills
Familiar
content
Individualized
tasks
Concepts
individualized
45. Kim’s
Math
PD
Resources
Find
ALL
of
Kim’s
PowerPoints
by
searching
Kbeane
on
SlideShare.net.
hjp://www.slideshare.net/KimberlyBeane/presenta9ons
Find
ALL
of
Kim’s
STEM
LiveBinders
by
searching
Kbeane
on
LiveBinders.com
hjp://www.livebinders.com/shelf/search_display_author?
terms=KBeane
Follow
Kim’s
educa9onal
research,
policy,
and
STEM
tweets
@KimberlyLBeane
For
STEM
updates,
PD
discussions,
and
general
collegiality
friend
Kimberly
Beane
on
Facebook