Parent Math Academy-December 11, 2014

We completed our first monthly Parent Math Academy on Thursday, December 11th.  We have received many positive comments from parents.  

We will continue to conduct these meetings each month through April.  

Many thanks to Laney Horn for helping to present the third grade session on Developing Multiplication Fluency, Jana Walls for designing and presenting the 4th grade session on the Partial Quotient Method, and to Monica Bramlett for designing and leading the 5th grade session on Multiplying Fractions.  They did a fabulous job!!!

Also, thank you to Mrs. Bruno, Dr. Jeter, and the following teachers who stayed to provide support to both parents and teacher presenters:  Nancy Camara, Sara Wessel, and Niki Lincoln.

You will find the links to the PowerPoints from each session below.  

Overview Session - How the Area Model can be used for Conceptual Understanding

3rd Grade Break-out Session - Multiplication Fluency

4th Grade Break-out Session - Partial Quotient Method

5th Grade Break-out Session - Multiplying Fractions

Our next Parent Math Academy will be on Tuesday, January 13th.   We will have a morning session from 9:00-10:00 am and an evening session from 5:00-6:00 pm.  

NCTM Regional Conference in Houston, Texas - November 2014

Eight educators at Paine Intermediate attended the NCTM Regional Conference in Houston, Texas, November 19th-21st.  We learned some new instructional approaches, strategies, tasks, games, etc, The conference also served as an affirmation of the great things we are doing in our school!  We will be sharing some of the things we learned in upcoming professional development.

Monica Bramlett, Lisa Lothspeich, Laney Horn, Rachel Davis,
Lynette Summers, Sara Wessel, Mary Elaine Williamson, & Dr. Autumm Jeter

Teaching Fraction Concepts - Key Shift with Common Core

Our approach to teaching fractions is one of the key shifts with the common core standards.  This video provides a brief explanation of the instructional changes.  In the past, the focus was on providing lessons with shaded parts of a whole to represent fractions.  Today, we should be emphasizing that fractions are numbers that can be placed on a number line.  We are putting fractions into context, and expecting students to connect fractions to other mathematical concepts.

Understanding of fractions has been an area of weakness in the U.S.  In 2010, the U.S. Department of Education's Institute of Education Sciences released the following:  "Half of 8th graders could not place three fractions in order from least to greatest on the 2004 National Assessment of Educational Progress in math.  It also found that fewer than 30 percent of 17-year-olds could convert 0.029 into a fraction" (Heitin, 2014).

These instructional shifts outlined in the common core will result in increased student understanding of fractions.

Sources:

Heitin, L. (2014, November 10). Approach to Fractions Seen as Key Shift in Common Standards. Education Week, pp. 6-8.

Estimate...then Calculate

Math Practice Standard #5 includes estimation as an important skill our students should be using regularly.  “Students who can estimate well for computations rely on an understanding of many mathematical topics, including a strong number sense, which facilitates understanding the mathematical operations and contextual evidence within a problem.”  Students build number sense by estimating and it provides them with a way to check their answers for reasonableness (Cochran & Dugger, 2013).

The use of estimation is mentioned directly in several of our content standards.

• 3^rd Grade - Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. [3-OA8]
• 4th Grade - Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.  [4-OA3]
• 5th Grade - Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally, and assess the reasonableness of answers. [5-NF2]

It is important that students develop the habit of estimating before calculating.  When they progress to more complex calculations such as 11.2 + 19.75 + 3, having the estimate of 33 (10 + 20 + 3) to reference will help them to quickly determine if an error was made when lining up the numbers. When students multiply and divide fractions and decimals, checking the estimate for reasonableness can eliminate many errors.   For example, in the calculation of 8.75 x 31.3, the ability to see that the answer should be around 270 (9 x 30) can help a student who may have placed the decimal point in the wrong place.  Students should even estimate when solving problems such as 7/8 x 3; 7/8 is close to a whole and 1 whole x 3 is 3.  The answer should be close to 3. 

Please continue to remind your students to estimate before they calculate, and to use the estimate to check answers for reasonableness.  If there is anything I can do to help you with this, please let me know.

Sources:

Cochran, J., & Dugger, M. H. (2013). Taking the Guesswork out of Computational Estimation. The Mathematics Educator, 60-73.

Number Talks - Refining our Practice

Mrs. Camara's class was highly engaged in this number talk emphasizing grouping strategies.

Number talks provide our students with opportunities to calculate with flexibility,  efficiency, and accuracy.  According to Sherry Parrish in her book Number Talks, mental math number talks are a “pivotal vehicle for developing efficient, flexible, and accurate computation strategies that build upon the key foundational ideas of mathematics such as composition and decomposition of numbers, our system of tens, and the application of properties".

Mrs. Bramlett captured students' division strategies by sketching open area models.

Refining our Number Talks

There are several strategies that can improve the effectiveness of number talks:

•  Designated Location - Parrish suggests that teachers have a designated location for number talks where the teacher is in close proximity to students, for observations and interactions.  She stated, “While many teachers wish to have their students remain at their desks, I have found that it is easier to build a cohesive community and a focused discussion when students shift away from their regular routines and are removed from typical desk distractions.”
• Wait Time – It is important to allow the appropriate wait time (until most students have an answer).  If students have a “thumbs up”, they should be thinking of other strategies while waiting.  If you have provided the wait time, and students are still pondering the problem, have students turn and talk to find a strategy together.
•  Student Communication – It is critical that all students be engaged in communication throughout the number talk.  Students can be engaged in these discussions through strategies such as restating strategies used by others, and participating in turn-and-talk to arrive at a strategy.
• Teacher Role – Since the goal is to have a classroom conversation, the teacher’s primary role is that of facilitator, as well as listener, questioner, and learner.  It is important that the teacher record each child’s thinking on the board as the child is talking.  Visual models such as area models, number lines, etc. can be used.   

Professional Development - 10/1/14

Thank you for your participation in our professional development today.  We learned about the importance of teaching academic vocabulary (Tier II words), and the impact it will have on student achievement in all content areas.  We discovered today that math and science problems contain many Tier II words.  If students do not know these words, it may prevent them from understanding many problems.  We also talked about how often these words are used in directions provided to students.

Reminder:  A new word will be introduced each A Day by the homeroom teacher (beginning October 6th). Brief activities (1-2 minutes) will also be facilitated by the homeroom teacher on days B-H.

We are all a critical piece of Academic Vocabulary Instruction.

Computer Lab Rotation-DreamBox Lesson

Paine Intermediate's technology teachers will begin a rotation on August 28th where students will learn more about DreamBox.  
Students will learn how to select units/lessons to work on, what various icons mean, and what to do if lessons become challenging. The following is a summary of what they will learn.

(Information in this post was obtained from Dreambox.com).

You can access DreamBox from a computer or an IPAD (once your download the DreamBox app).  

IPAD School Code is:
3nz9/paineis





When a student logs in to DreamBox, the "Choose a Unit" screen appears.  Students should look for units that have a gold coin by the unit label.  These are units DreamBox recommends for that particular student.  The units have labels on them (as indicated by the red arrows). 

 The following is a list of the Unit Labels and descriptions of each.

Watch - Units labeled Watch contain videos that will introduce students to new concepts they will see in upcoming lessons.

Practice - These units were automatically skipped by the student, because DreamBox determined the student was already proficient.  They give the student an opportunity for more practice, if needed.

Open - An open unit is one where the student opened it, but did not complete a lesson or watch a concept video.  Once the student watches a concept video or completes a lesson, this will change to "In Progress".

In Progress - This label will appear if a student has completed one or more of the lessons, but not all of them.  If the unit contains one or more "locked" lessons, the unit will remain "In Progress".  To unlock the remaining lessons, the student will need to complete gold coin lessons in other units.

Complete - The student has completed all lessons within the unit.

Exemplary - This indicates mastery of the unit, because the student completed lessons multiple times.  Our goal is to complete gold coin lessons, not to earn exemplary status.

When the student opens a unit, the Lesson Grid shows which lessons are available for play. The red "you are here" arrow points to the exact lesson DreamBox suggests the student play next. 

If the student clicks on any other lesson, the lesson icon box (below) will appear.

Recommended (gold coin) - These are lessons recommended by DreamBox for the student. DreamBox gathers information regarding student understanding through gold coin lessons. That is how they suggest additional lessons. Students earn more gold coins by completing these lessons.

Locked lesson - Lessons that the student is not yet ready to pursue.  DreamBox will unlock these lessons once the student has completed gold coin lessons in the unit, and/or other units.

Locked Placement - This is a placement lesson, but it will remain locked until the student has completed other recommended lessons.

Placement - DreamBox is using this lesson to assess the student, and determine subsequent lessons the student will need.

Tutorial - This shows the student how to use some of the tools that will appear in the unit lessons.

Placement Passed - DreamBox has determined the student is already proficient with this lesson. Students may select these lessons for additional practice, but they will not move the student forward.

Open for Play - These lesson are ready for play.  If they also have a gold coin and red arrow, the student should work on these lessons first.

In Progress - Between "Open for Play" and "Complete"; color gradually changes from yellow to green as progress is made.

Complete - The student has completed the lesson.

Exemplary - The student repeated the lesson until mastery was obtained.

Meet Stella!!!

Remind students to always wear their headphones at school, or turn the volume up at home, when playing DreamBox.  Stella will provide them with directions and hints when needed.  When lessons become challenging for students, Stella will help them if they simply use the following tools.  

A special "thank you" to Lauren Long, Elizabeth Wilson, and Jill Christopher for training our students on how to effectively utilize DreamBox.

DreamBox - Optional Math Teacher Meeting

Math teachers were invited to attend an optional DreamBox meeting this week.  The objective was to make important decisions regarding the utilization and implementation of DreamBox this school year.  Thank you to those who participated.  They shared valuable insights from our experiences last year.  The following decisions were made:




Time on DreamBox at School

• Third graders will complete 30 minutes of DreamBox at school each week.  Thirty minute slots will be designated in the computer labs.  Once IPADs are ready for use, they should be utilized for DreamBox.
• Fourth and fifth graders will complete one hour of DreamBox at school each week.  We will schedule 1-hour slots in the computer labs.  These slots will also be used for unit assessments to be completed on Achievement Series.

Homework

• All students will be asked to complete 30 minutes of DreamBox for homework each week.  This should be listed in the Husky Pad and parents should sign off to indicate completion.

DreamBox Goals

• Third grade teachers will not set goals initially.  They will focus on engaging the students to spend time on DreamBox.  If an issue arises where the time is not productive (there is a flag by the student's name on DreamBox), the teacher will meet with that student individually and provide guidance.
• Fourth and fifth grade teachers will meet with students and set goals for lessons completed (not unique lessons).  Achievement of these goals will not be included in math grades.  Teachers may provide affirmation/recognition, through small rewards, for achievement of goals.

DreamBox Preferences

• During school hours, preferences will be set where time is spent on lesson completion.
• After school hours, the preferences will be set where students can visit all areas of DreamBox.

Assemblies

• We will continue to recognize students for significant achievements (outside of the norm) for time on DreamBox and/or lessons completed.  The math coach will run a monthly report to identify these students.

Parent Communication

• Teachers will be provided with a math PowerPoint to be used for Parent Chat Night.  It will include an overview of DreamBox, as well as a link to access DreamBox as a "hypothetical" student.  Parents will be able to use this link to "play" with DreamBox at home.  Teachers should model how use the link to access DreamBox during Chat Night.
• Soon, a parent letter will be emailed to you for distribution to your parents.

Teacher Training

• All teachers will attend training (through a webinar) on Monday, August 18th in the media center.  Please bring your laptops to this training.

Thank you for your valuable input, and well-thought out decisions regarding the utilization of DreamBox.  It is such a powerful supplement to our classroom math instruction.  We have a great plan!  Of course, we will continue to assess throughout the year and make and necessary adjustments.

Summer Flex Days - 5th Grade

Fifth grade math teachers met on July 15th & 16th.  It was a great two days!  They selected their Professional Learning Teams for the year.  They participated in training on how to facilitate a 4-2-1 free write after Math Congress, in order to deepen student understanding.  They condensed their Problem Solving Unit down to five days, and revised the curriculum guide.  They created a rigorous assessment and located appropriate homework.  They also created an assessment for the Place Value/Powers of Ten Unit and made necessary revisions.  Their division and algebra unit assessments are almost complete, and their division PowerPoint was revised.

Thank you to our wonderful 5th grade math teachers!  It is going to be a great year of learning!

Summer Flex Days - 4th Grade Math

Fourth grade math teachers met July 9th & 10th for professional learning and curriculum design.  We identified important considerations for writing problems that promote critical thinking.  We discussed the characteristics of focused mini-lessons.  We also learned about a writing strategy that can be used following math congress to guide student reflection on the big math ideas.

We worked on the Problem Solving and Number Sense units, beginning with redesigning the common assessments to make them more rigorous.  This was followed by assessing the effectiveness of component parts of the unit, and redesigning portions to increase rigor, engagement, and overall effectiveness.

We had two GREAT days of learning and collaboration!