Transcript K-16 Small Learning Community Project: YES Math Academy

Eagle Ridge and GCSU
4 elementary teachers from Eagle Ridge
Elementary involved in the YES
2 mathematics education professors
Weekly meetings for 4 months lasting
approximately 1.5 hours
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Provide mathematical support to YES teachers
Share mathematical ideas and methods to
enhance student learning
Increase content and pedagogical knowledge
Increase success rate in YES students under
these instructors
Improve teacher preparation programs at
GCSU
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Content Enhancement
Technology Enhancement – use of
manipulatives
Discussion of Current Research
Collaborative lesson planning
Word Problem
Underline the important
information and key
words.
Visual
Representation/Drawing
You may need to draw
pictures, make a chart, or
graph to answer this
problem.
Number Sentence
Use numbers and symbols
to work out the problems.
Explain in Words
Describe the steps you
took to find the correct
answer.
KindergartenDia
gramSet
Model(number
words 0-10, =,
<, >
)NumbersShare
ModelManipulati
vesSymbolsDra
w PicturesOrder
Daily
EventsPicture
Graphs
Visual
Representations
In K-5
(Math Tool Box)
FirstDiagramSet
Model(number
words 0-10, =, <, >
)Number
SentencesShare
ModelManipulative
sSymbolsDraw
PicturesOrder Daily
EventsPicture
GraphsBar
GraphsTally
MarksTableHundre
d Chart99-Chart
Ten-Grid
FramePlace-Value
ChartNumber
LineFraction
Model(1/2, 1/4)
SecondDiagramSet
Model(number
words 0-10, =, <,
> )Number
SentencesShare
ModelManipulatives
SymbolsDraw
PicturesOrder Daily
EventsPicture
GraphsBar
GraphsTally
MarksTableHundre
d ChartTen-Grid
FramePlace-Value
ChartNumber
LineFraction
Model(1/2, ¼, 1/3,
1/6, 1/8,
1/10)Pictograph
(Key)Venn
DiagramChartsArea
Model
(Arrays)Multiplicati
on Table
(Grid)Graph Scales:
1, 2, & 5
ThirdDiagramSet
Model(number
words 0-10, =, <,
> )Number
SentencesShare
ModelManipulatives
SymbolsDraw
PicturesOrder Daily
EventsPicture
GraphsBar
GraphsTally
MarksTableHundre
d ChartTen-Grid
FramePlace-Value
ChartNumber
LineFraction
Model(1/2, ¼, 1/3,
1/6, 1/8,
1/10)Pictograph
(Key)Venn
DiagramChartsArea
Model (Arrays,
Tiling)Multiplication
Table (Grid)Model
(add/sub of
decimals and
common
fractions)Line
PlotGraph Scales: 1,
2, 5, & 10
FourthDiagramSet
Model(number
words 0-10, =, <,
> )Number
SentencesShare
ModelManipulatives
SymbolsDraw
PicturesOrder Daily
EventsPicture
GraphsBar
GraphsTally
MarksTableHundre
d ChartTen-Grid
FramePlace-Value
ChartNumber
LineFraction
Model(1/2, ¼, 1/3,
1/6, 1/8,
1/10)Pictograph
(Key)Venn
DiagramChartsArea
Model (Arrays,
Tiling)Multiplication
Table (Grid)Model
(add/sub of
decimals and
common
fractions)Line
PlotLine
GraphPictographs
(Key)Organized
ListModel
(Mult./Div.
decimals)Geometric
NetsGraph Scales:
1, 2, 5, & 10
FifthDiagramSet
Model(number
words 0-10, =, <,
> )Number
SentencesShare
ModelManipulatives
SymbolsDraw
PicturesOrder Daily
EventsPicture
GraphsBar
GraphsTally
MarksTableHundre
d ChartTen
Grid FramePlaceValue ChartNumber
LineFraction
Model(1/2, ¼, 1/3,
1/6, 1/8,
1/10)Pictograph
(Key)Venn
DiagramChartsArea
Model (Arrays,
Tiling)Multiplication
Table (Grid)Model
(add/sub of
decimals and
common
fractions)Line
PlotLine
GraphPictographs
(Key)Organized
ListModel
(Mult./Div.
decimals and
common
fractions)Geometric
NetsCircle
GraphMultiple ways
to represent
Percent (10 X 10
Grid)Graph Scales:
1, 2, 5, & 10
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Why have an outdoor math classroom?
In Seven Ways of Knowing: Teaching for Multiple Intelligences, David
Lazear says of Kinesthietic Intelligence found in Howard Gardner’s
Multiple Intelligence theory: “Attaching a physical gesture
or motion to something being learned can accelerate
and deepen for it moves knowledge beyond ‘facts in
the head’. It literally encodes the learning in the
whole body/mind system, thus creating a greater
integration and application of the knowledge with the
rest of life.”
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The presenters described their process of creating an outdoor math
classroom in their school’s parking lot. They painted the following
on the pavement: number lines, five and ten frames, graph grids,
place value charts, hundreds charts, and a fact house.
K-2 Instructional Facilitator, my partner, has created Motion Mats
using shower curtains and plastic tablecloths to use in trainings.
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Join Result Unknown (JRU)
Join change Unknown (JCU)
Join Start Unknown (JSU)
Separate Result Unknown (SRU)
Separate Change Unknown (SCU)
Separate Start Unknown (SSU)
Part-Part-Whole Whole Unknown (PPW-WU)
Part-Part-Whole Part Unknown (PPW-PU)
Compare Difference Unknown (CDU)
Compare Quantity Unknown (CQU)
Compare Referent Unknown (CRU)
Multiplication (Mult)
Measurement Division (MDiv)
Partitive Division (PDiv)
Developmental Problem Solving Strategies
 Direct modeling
 Counting
 Derived number facts
 Base ten understandings
 View DVD with actual students
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Trained 3rd, 4th, and 5th grade teachers at Baldwin County’s
four Elementary Schools using the text
Children’s Mathematics; Cognitively Guided Instruction
by Thomas P. Carpenter, Elizabeth Fennema, Megan Loef Franke, Linda Levi, Susan B. Empson
Teaching Student-Centered Mathematics Grades 3-5
by John A. Van de Walle and LouAnn H. Lovin
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January-April: Yes Students are investigating and
representing mathematical relationships between
quantities using mathematical expressions in problemsolving situations (Addition, Subtraction, Multiplication,
and Division)
YES Students are being exposed to different problem types
in word problem format and different solution strategies.
This exposure should help students solve word problems
on CRCT.
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Motivation of participants
◦ Time of day
◦ Fatigue level
◦ Voluntary vs. “encouraged” participation
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Materials
◦ Manipulatives not always available for use