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Mathadoption K5 Summary


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PUSD math adoption presentation, 5/2008

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Mathadoption K5 Summary

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