Category:5 Easy Steps to a Balanced Math Program
From OpenContent Curriculum
Recommendations for Math Review
Format:
 Printed out for students or students copy from board
 Categories for problems labeled.
 Collect student papers each day to look at error analysis and student reflection.
 Levels 02 can be verbal responses, whiteboards, or manipulatives.
 Students must show work for each problem.
 The goal is to reach 5 problems; start with 3 if necessary.
 The entire Math Review Process should take approximately 1518 minutes daily.
Processing Math Review:

Levels 02
 Math Review Weekly Report
 Math Review Template
 Verbal response by students based on error analysis.
 Emphasize key ideas and mathematical vocabulary.
 Student reflection verbally or in writing each day.
Levels 311
 Student generated error analysis for each problem.
 Student reflection in writing each day.
 Initial modeling by teacher of error analysis.
Essential Categories for Vertical Alignment
Key Concepts per Level
Categories for Math Review
Level 02  Level 35 and Grade 6 (Integrated Mathematics I)  Grade 7+  
Fractions  PartWhole
ex: Shade ‚"3 of 4" Divide the shape into parts. Equal parts
 Equivalent, Operations
14/21 = 2/3 2/3 + 4/3 = 6/3 = 2
2/3 > 4/7
 Fractions/Decimals/Percent/Proportions
1/8 = x/32 13/5 divided by 11/7 13/5 x 7/11 = 91/55
 
Probability  Likely vs Unlikely
Choose from spinners, dice, bags of tiles Averaging Graphing  Pull from a set using dice, spinners, and chips
 Statistics/Probability (independent, dependent)
 
Geometry  Recognize shapes
Attributes Vocabulary (shapes, lines) Lines ‚rays, segments, points  Shape names, area, perimeter, circumference
Find the area of a 3x5 rectangle Find the perimeter of a 6x2 rectangle Find the area and circumference of a circle with radius = 3  Basic Formulas (perimeter/area)
A = 1/2x8(10 + 16) A = 4(26) A = 104 cm^{2}  
Measurement  * Metric
 U.S./Metric, units
Time: elapse time base 60/12 6am to 10:30pm is how much time?  Unit Conversions ‚ time, length/area, US/Metric
3ft x 3ft = 9ft^{2}  
Multiplication  With 3 twos, how many do you have?
2+2+2= 3x2
Area
3x4 grids Skip counting (by 10's, 5's, 2's, etc.)  2digit, 3digit, 10's
5^{3} = 5x5x5
 
Division  Equal Sharing  Long division with remainder  Division of fractions  
Place Value  Groups of 10
Values of place (whole numbers) Decompose numbers  Reading decimal, expanded notation
Value of digits 1,234,567.59 underline the tenths place  Scientific Notation
 
Number Sense  * Anchors of 5 and 10
1+4=5, 2+3=5, 4+1=5, 3+2=5
 Anchor of 5 and 10
Inequalities Addition patterns Patterns in multiplication Basic facts  Less than, more than, less than or equal to, more than or equal to.
Reasonable answer  
Integers  Integers: Basic Operations
6 x 2 = 12 4 x (2) = 8  
Exponents  Exponents: Negative, Basic Operations
(3)^{2} = 9 3^{2} = 9 
Math Review Quiz Recommendations
 Every week (primary) or every other week (secondary).
 2 questions for each category used in Math Review (610 questions).
 Grade papers together with students using error analysis and student reflection.
 Use quiz results for flex grouping.
 Use quiz results to change categories on Math Review.
Mental Math Recommendations
Frequency:
 13 problems per day.
When:
 This can be done during transitions and math times.
Processing:
 Have students share out their reasoning to arrive at an answer.
 In Upper Levels have students record answers and occasionally reflect on progress.
Themes:
Problem Solving Recommendations
Elements of Problem Solving Tasks:
 Multiple steps
 Allows for various strategies to solve
Frequency:
 Two or more times a month.
 At least one problem solving task for each unit.
Format:
 In the table below are the recommended, districtwide forms and templates for problem solving.
 Start with small cooperative groups, using the Poster Method. Then move towards the more formal Alternative Method writeup.
Culturally Relevant Math Problems
  
Poster Method Steps
Kindergarten Level 1 Level 2  Poster Method Steps
Alternative Problem Solving Task Writeup Individual Problem Solving (for assessment/independent problem solving)  Teacher/Student Expectations
Group Problem Solving Individual Problem Solving Task WriteUp Guide Individual Problem Solving (for assessment/independent problem solving) 
 After doing individual work student are allowed to come up to the board and give “hints”.
Hint Process is:

Problem Solving Rubrics
 
  
  
Units of Study/Conceptual Units
The units of study will be broken down into groups:
  
Click on the Level you are looking for.
Participants in Five Easy Steps Training
During CASC 2009
 Ryan Woodruff  rwoodruff@bssd.org
 Mary Huntington  mhuntington@skk.bssd.org
 Amy Norman  anorman@kts.bssd.org
 Eric Lowry  elowry@wbb.bssd.org
 Steve Alston  salston@shh.bssd.org
During Early August Workshop (2009)
  



November Workshop
 Ryan Woodruff  rwoodruff@bssd.org
 Shon Bernard  sbernard@bssd.org
 Josh Bullock  jbullock@tla.bssd.org
 Donald Eldridge  deldridge@sva.bssd.org
 LaRee Eldridge  llindsey@sva.bssd.org
 Tracie Nash  tnash@wbb.bssd.org
 Amy Norman  anorman@kts.bssd.org
 Heidi Hargraves  hhargraves@bssd.org
 Scott Herrmann  sherrmann@sva.bssd.org
 Melinda Oxereok  moxereok@waa.bssd.org
 Mona Landrum  mlandrum@tla.bssd.org
 Brian Bailey  bbailey@shh.bssd.org
 Jessica Keller  jkeller@bssd.org
 Bonnie Pickner  bpickner@wbb.bssd.org
 Frank Amaktoolik  famaktoolik@glv.bssd.org
Resources
CASC 2009 book recommendations
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