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Mathadoption K5 Summary
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Mathadoption K5 Summary



PUSD math adoption presentation, 5/2008

PUSD math adoption presentation, 5/2008



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    Mathadoption K5 Summary Mathadoption K5 Summary Presentation Transcript

    • Piedmont K-5 Math Adoption May 29, 2008
    • Overview
      • What Elementary Math Looks Like
      • Historical Perspective
      • District Philosophy
      • Process and Criteria
      • Why We Chose Everyday Math?
      • Next Steps
      • Questions & Discussion
    • Goals for K-5 Mathematicians
      • Love of math and appreciation for numbers
      • True understanding of number
        • to be “mathematically powerful”
      • Efficient and accurate strategies for problem solving
      • Fluent use of mathematical language
      • Concrete experiences with skill applications
    • Mathematical Competencies
      • Conceptual Competence:
        • Knowing WHAT to do and WHY
      • Procedural Competence:
        • Knowing HOW to do it
      • Mathematical Reasoning Competence:
        • Knowing WHEN and WHERE to do it
        • Knowing how to explain reasons
    • Philosophy of Piedmont’s K-5 Mathematics Program
      • Students will learn mathematical content and become mathematical thinkers
      • Students will apply mathematical concepts across curricular areas and to real world situations
      • Teachers will encourage creative thinking and offer multiple methods and strategies for problem solving
      • Teachers will provide challenges for all levels of competency through differentiation
    • Criteria Development
      • Curriculum Council Presentation
      • Collaboration Day meetings
      • K-5 Articulation Meetings
      • Professional Development Days
        • With Math Solutions Staff
      Fall 2007
    • Review Criteria
      • Presents a rigorous program that is well aligned with state and national standards in scope and sequence
      • Balances conceptual understanding and skills development
      • Follows a logical progression and establishes routines for learning
      • Incorporates concrete models and constructs as pathways to abstract understanding
      • Emphasizes the development of number sense and its application to real-world problem solving
      • Supports differentiated instruction
      • Engages students in collaborative learning activities in order for them to communicate, refine and extend their mathematical reasoning
      • Provides quality assessment materials
      • Incorporates the use of technology as learning tools
      • Supports all members of the learning/teaching community
    • Review Process (continued)
      • Curriculum Council Teacher Team reviewed state approved materials using criteria developed at prior meetings
        • Narrowed choices to 5 possibilities
      • Teacher review
        • Pilots, discussions, publisher presentations
      • Narrowed down to 2 choices
        • Everyday Mathematics & Envision
      • Further articulation meetings and discussion
      • Consensus reached – Everyday Mathematics
      • Planned – Ongoing review and evaluation and supplementation as needed
    • Overview of Key Materials
      • For Students
        • Student Reference Book/My Reference Book
        • Student Math Journal – 2 volumes
        • Study Link (homework)
        • Manipulative sets
      • For Teachers
        • Teacher Reference Book
        • Math Masters – additional activities
        • Differentiation Handbook
        • Skills Link – additional computation practice
        • Home Connection Handbook
        • Assessment Handbook
        • English Learners Handbook
    • Balanced Program
      • Conceptual Understanding
        • Knowing what to do and being able to explain
          • Vocabulary
          • Hands on Activities & Games
          • Opportunities to explain and Discuss
      • Computation and Procedural Skills
        • Knowing how to do it
          • Math Facts
          • Algorithms
      • Problem Solving
        • Knowing When and Where to do it
          • Mixed problem sets
          • Complex problems
          • Identifying the appropriate operations
    • Math Facts
      • Goal: All students learn their math facts to automaticity
      • Current practices:
      • students develop understanding of the concept of addition, subtraction, multiplication, or division using concrete models
      • students connect abstract symbols (+ - x  ) to concept
      • students develop understanding of the commutative properties of addition and multiplication
      • students develop understanding of the inverse relationships between addition and subtraction/ multiplication/division
      •   students learn math facts to automaticity
        • flash cards – regular and triangular
        • practice sheets
        • games
        • 9 Lines ® method
    • Algorithms
      • US standard algorithms are good for doing fast, accurate computation
      • They are not very good for helping students understand concepts
      • Some alternate algorithms can help students understand what they are doing
      • When students understand underlying concepts they can use algorithms more effectively and appropriately
    • Algorithms
      • In Everyday Mathematics children discover and use alternate algorithms for addition, subtraction, multiplication & division
      • They are also taught the US standard algorithms
      • If we don’t see students mastering skills, we will supplement – and we have lots of materials already to teach these skills
    • Differentiation
      • Embedded in the program – daily lessons
        • Readiness - for everyone
        • Enrichment - added depth and breadth in the same concept for advanced students
        • Extra Practice - not just more problems but another format to reinforce foundation concept
      • Math Boxes
        • Preview material not yet learned – have reference to page in Student Reference book
      • Projects
        • Naturally varied extensions which students can connect with on their own level – added adjustments provided in Differentiation handbook
      • Separate resources for English Language Learners
    • Progressive Sequence With Spiraling
      • Curriculum follows a progressive sequence but concepts keep coming back for review and further development. This also allows students to discover and develop connections and deepen understanding.
      • ‘ Like climbing a spiral staircase – with each twist of the stairs, the previous steps can be seen but you are farther and higher.’
    • Assessment
      • Traditional summative assessments at the end of each unit
      • Basic skills assessment & tracking tools
      • Self assessment
      • Informal observation & slate assessments
    • Home School Connection
      • Family letters by unit to keep families informed and provide information on how to assist students
      • Do Anytime activities provided to families
      • FAQ on topics of interest
      • Parent education to be provided as needed by math specialists and classroom teachers
    • Pacing of Program
      • Pacing Chart to keep on target
      • Extra days to reteach or expand or supplement
        • 60-70 lessons each semester
        • 90 instructional days each semester