add+vantage math woodland park school district. why add+vantage? focuses on foundational...
TRANSCRIPT
ADD+VANTA
GE MAT
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WHY ADD+VANTAGE?
• Focuses on foundational mathematical thinking for all students
• Common language across the whole school
• Daily routines in the classroom along with more intensive focused instruction for struggling students
• Logical mathematical thinking and flexibility
• Screeners to assist with diagnosis of mathematical deficiency in order to target appropriate instruction
• Sequence for learning about number, counting, addition, subtraction, multiplication and division.
• Helping students gain a meaningful understanding of number going from unitary to composite strategies
ADD+VANTAGE MATH DOES NOT…
• Replace core curriculum
• Teach algorithms
• Guarantee students will “catch up” with classroom scope and sequence through an intervention time….HOWEVER, it does fill foundational gaps that are preventing the student from accessing grade level math curriculum.
INFORMED ASSESSMENT
Where are they
now?
Where do I want
them to be?
How will they get there?
How will I know when
they get there?
Teaching &
Learning Cycle
Screeners allow teachers
to pinpoint student’s stage and
levels
Screeners allow teachers to
pinpoint student’s stage
and levels
Teacher knowledge as
a developmental continuum of mathematics
Informed instruction
that develops underlying
strategies & skills
LEARNING FRAMEWORK IN NUMBER
• Six Categories • Number Words• Numerals• Additional & Subtraction• Structuring Numbers• Place Value• Multiplication & Division
• Students develop in all categories simultaneously• Students having gaps in earlier foundational skills will struggle and continue to fall further behind
Number Words NumeralsAddition and Subraction
Structuring Numbers
Place ValueMultiplication and
Division
Chapter 3 Chapter 3 Chapters 4 & 6 Chapters 5 & 7 Chapters 8 & 9 Chapter 10
Forward/Backward Number Word
Sequences to 10Numerals to 5
Emergent Counting(learning to count
visible items)
Early Spatial Patterns and Finger
Patterns
Forward/Backward Number Word
Sequences to 30Numerals to 10
Perceptual Counting(can count, but not
when hidden)
Facile Structures of 5 Initial Grouping
Forward/Backward Number Word
Sequences to 100Numerals to 20
Figurative Counting(can count, but not
“counting on”)
Intermediate Structures to 10
Numerals to 100
Forward/Backward Number Word Sequences for
Composite Units
Numerals to 1000 and beyond
Initial Number Sequence
(Counting-on and Counting-back)
Facile Structures to 10 Tens and Ones Perceptual Counting
in Multiples
Intermediate Structures to 20
Tens and Ones with Materials (Jump
&/or Split)
Figurative Composite Grouping
Forward/Backward Number Word
Sequences to 1000 and Beyond
Facile Number Sequence
(uses range of non count-by-one
strategies)
Facile Structures to 20
Tens and Ones without Materials (Jump &/or Split)
Repeated Abstract Composite Grouping
Mental computation involving addition
and subtraction with 2- and 3-digit
numbers
Multiplication and Division as Operations
Stu
dent
Th
inki
ng P
rogre
ssio
n t
o M
ore
C
om
ple
x
UNITARY COMPOSITE
• Students functioning in the “unitary” construct is one-to-one only• They count by ones as a strategy to solve• Often, these are PreK- 1st grade students, developmentally appropriate• For older students, this becomes a problem• They may have memorized algorithms to appear as though they are using
composite thinking, but typically are using only unitary strategies• Accurate but slow • Place value problems• Struggle with multiplication, fractions, decimals, word problems, multi-
digit problems, etc.• Don’t recognize when an answer clearly is wrong
• Composite Thinking – • Can use more than one strategy• Multiple mental math strategies• By 1st or 2nd grade, should be developing• Critical for future successful learning of mathematics
Structuring Numbers (Levels 0-5) : Finger Patterns / Spatial Patterns / Combining and Partitioning
Written Labels: Numerals (Levels 0-5) and Numeral Sequences, Recording Symbols
Addition and Subtraction Arithmetical Strategies• Unitary
Constructs 0-3
Addition and Subtraction Arithmetical Strategies• Composite• Constructs 4-
5
Multiplication and Division Arithmetical Strategies• Composite
Constructs 0-5
Place Value Base-Ten Arithmetical Strategies• Composite
Constructs 0-5
Unitary Strategies Composite StrategiesThe Learning Framework in Number
Forward and Backwards Number Word Sequences
related to Composite Units
Forward and Backward Number Word Sequences by Ones
(Levels 0-5)
OUR GOAL
• Develop foundational skills for all students• Most core curriculum address these steps, but it often moves too
fast• Most of these strategies are not paper/pencil activities
• Know and understand the continuum of mathematical learning
• Analyze and diagnose how students are thinking about math
• Target instruction to extend mathematical thinking and apply to core curriculum
• Target instruction to fill gaps for struggling students
SCREENERS
GENERAL INSTRUCTIONS FOR SCREENERS
• Should focus on responses and strategies rather than right or wrong answers – the goal is to learn about the child’s thinking and strategies.
• The key, is watching the strategies the student is using to solve
• The follow-up for every question is….• How did you figure it out?
• Give neutral responses to answers…not great job, you got that one, that was close, etc.
• Should not repeat or re-phrase the question, unless you’re sure it’s necessary.
• Make sure you give plenty of wait time in order for them to think through
• Avoid the temptation to talk to the student when they are engaged in solving the task
• Watch closely for lip, finger, head, body movements – those will give you important clues as to what strategies they are using.
• Avoid having students check every answer.
• Make sure you have all of the materials you need.
KINDERGARTEN MATH SCREENER
• Constructs assesssed:• Forward Number Word Sequences 0-10• Numeral Identification 0-10• Addition and Subtraction – count visible numbers
BIG QUESTIONS:
1. Where is my student performing?
2. What is their next step?
3. If you’re screening a class….where are most of my kids?
1ST GRADE SCREENER
Constructs assessed:
• Forward Number Word Sequence (1-22)
• Backward Number Word Sequence (from 10)
• Numeral Identification (up to 20)
• Addition & Subtraction
• Structuring Numbers
(*subitize means to perceive at a glance the number of items presented)
BIG QUESTIONS:
1. Where is my student performing?
2. What is their next step?
3. If you’re screening a class….where are most of my kids?
2ND GRADE SCREENER
Constructs Assessed:
• Forward Number Word Sequences
• Backward Number Word Sequences
• Numeral Identification
• Addition & Subtraction (screened/covered)
• Structured Numbers
BIG QUESTIONS:
1. Where is my student performing?
2. What is their next step?
3. If you’re screening a class….where are most of my kids?
3RD GRADE SCREENER
Constructs assessed:
• Backward Number Word Sequences
• Numeral Identification
• Multiplication and Division
• Addition and Subtraction
• Place Value Base-Ten (no paper/pencil, mental math only)
• Structuring Numbers
BIG QUESTIONS:
1. Where is my student performing?
2. What is their next step?
3. If you’re screening a class….where are most of my kids?
4TH GRADE SCREENER
Constructs assessed:
• Forward Number Word Sequences
• Backward Number Word Sequences
• Numeral Identification
• Multiplication and Division
• Place Value Base-Ten (no paper/pencil, mental math only)
BIG QUESTIONS:
1. Where is my student performing?
2. What is their next step?
3. If you’re screening a class….where are most of my kids?
5TH GRADE SCREENER
Constructs assessed:
• Backward Number Word Sequences
• Numeral Identification
• Multiplication and Division
• Place Value Base-Ten (no paper/pencil, mental math only)
BIG QUESTIONS:
1. Where is my student performing?
2. What is their next step?
3. If you’re screening a class….where are most of my kids?
YOU’V
E SCREENED…
NOW
WHAT
?
NEXT STEPS GUIDE
• Addvantage Math Next Steps Guide – by Grade• Aligns specific strategies based on screening results
• Instructional Activities are explained:• Teaching Number in the Classroom (purple book)• Includes how to vary the activities
• DENS – Developing Efficient Numeracy Strategies (posted on the web)
CLASSROOM ROUTINES BY GRADE
This is a menu of SHORT routines for daily work. A few minutes daily working with each of these areas will reap HUGE benefits, especially as students become older. Pick a few from the list in each skill area - it is not necessary to do all areas every day. Whatever you do forward, also do backward. For example, structuring fluidly is essential for success in algebra.
PUTTING IT ALL TOGETHER
• Classroom Routines for all students• Transitions between activities• Lining up, ticket out the door, have a few minutes • Redirection strategies• Math warm-up• Align with the Math Big Ideas for your grade that will be coming up
• Screener • Primary – helpful to do with all students• Intermediate – should do at least those for whom you have
concerns
• Small groups in the classroom /Interventionist/parent volunteer, etc.• Targeted games or activities
WHAT’S YOUR PLAN FOR NEXT STEPS
1. Identify at least 3 classroom routines you will begin using. Gather materials, practice, decide when, etc.
2. What screeners would you use? With which students? Gather materials, decide which students, practice, etc.
3. Recognizing that you have not yet completed the screeners, what kind of focus areas do you anticipate needing to meet student needs? After screening, debrief and plan targeted instruction.
4. How will you progress monitor students? Frequency?