Math Success 4 All

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Math Success 4 All
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Greatest Obstacles to Math Proficiency

• Poor Number Sense
• a. Making sense of numbers
• Irag War costing 62 Billion dollar Just how
  much is that really?
• 62 Billion amounts to 150 million a day or
  100,000 a minute
• b. Ability to manipulate/decompose numbers
• 1. .50 180 .5100 .580
•          2. 5 ½ 4 ¾ 5.50 4.75 10.25
  (10 ¼ )

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• 2. Lack of Instant Recall of Basic Facts
• Top 28 countries, the recall of basic facts is
  done by the end of grade two, if not a must by
  grade three.
• b. No formal way of addition/subtraction taught
  until the third grade after mastery of facts.

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• Fear of Mathematics
• In a NEF (National Education Foundation) survey,
  72 of K-5 teachers chose math as the subject
  they least desire to teach.
• Lack the desire to explore and persevere
• Prefer the Nike approach, Just Do It
• IF YOU OVERCOME, OBSTACLES 1 AND 2, THEN 3
  DISAPPEARS!

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Math Instruction

• The United States is the only country not to
  average 90 minutes of daily math instruction.
• Instead we rely on a 50 minute instructional
  model.

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Typical 50 Minute Instructional Model
(USA)

• 15 minutes Organizing/Checking Homework
• 15 minutes Direct Instruction
• 15 minutes Students Practice
• 5 minutes Clean up/ Assign Homework
•  
• According to Myers and Jennings (2001), which has
  not changed significantly sense 1950.

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Suggested 60 Minute Math Instructional Model

• (see attached handout)
• 1st 90 seconds you have students is the best time
  to get a point across.

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Something to Ponder

• Court case in PA where parents are suing the
  state arguing that its illegal to hold a student
  accountable for homework (no penalty) due to the
  schools lack of assuring that the home
  environment is conducive for the completion of
  the homework.

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FACT OF THE DAY I.                  
I. School-wide program of memorizing basic
facts.                                  i.     
Primary (K-2) fact of the day (,-)               
                  ii.      Intermediate (3-5)
fact of the day () II.                 II.
Facts of the Day are announced over the intercom
every morning III.              III. Student
Interaction                                 
i.      Student write the fact on every piece of
paper they use
throughout the day.                         
        ii.      Students chant the fact when
lining up to transition                           
     iii.      Students are stopped in hallway
and asked to recite the fact
of the day by school
faculty/staff/ and students                       
         iv.      Students complete morning work
activity (see handout) I
V. Develops of sense of a community of learners.

 
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Mastery of Basic Facts
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So How do I do it?

• Games (see handout with websites)
• Triangle flash cards
• Daily Review
• Homework
• Partner Practice/Student Interaction
• Math Support Practice
• Fearsome 15 (handout)
• Facts on the Brain
• Singapore Math (handout)

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Facts on the Brain

• Game involving three active players
• Two players each draw two cards. The other
  player is the judge.
• Put one card on top of your head while holding
  the other out to the side. You can see the one
  card out to the side.
• Judge then says the product of your number and
  you find missing number using the product and
  given number.

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Da Vincis Universal Man

• Closed fist with thumb out width of foot
•  
• Crease in wrist to elbow shoe size
•  
• 2 times the circumference of widest part of neck
  waistline
•  
• Tip of nose to arm extended to base of thumb is
  inseam size

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Counting Up Method

• 84
• 26
• 4 (30)
• 50 (80)
• 4 (84)
• 58

• Ask Do I need to regroup.
• Identify the highest place value position
  (locator) in the problem. You will use this as a
  standard in counting up. Here its tens
• Now using the bottom number, count up to the next
  ten.
• Next count up to tens in the top number (80).
• Finally count up to the entire top number.
• Add up numbers.

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You Try!

• 73
• - 27
• (30)
• (70)
• (73)

• Ask Do I need to regroup.
• Identify the highest place value position
  (locator) in the problem. You will use this as a
  standard in counting up. Here its tens
• Now using the bottom number, count up to the next
  ten.
• Next count up to tens in the top number (70).
• Finally count up to the entire top number.
• Add up numbers.

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• 73
• - 27
• 3 (30)
• 40 (70)
• 3 (73)
• 46

• Ask Do I need to regroup.
• Identify the highest place value position
  (locator) in the problem. You will use this as a
  standard in counting up. Here its tens
• Now using the bottom number, count up to the next
  ten.
• Next count up to tens in the top number (70).
• Finally count up to the entire top number.
• Add up numbers.

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Lets Step It Up a Notch!

• Ask Do I need to regroup.
• Identify the highest place value position
  (locator) in the problem. You will use this as a
  standard in counting up. Here its hundreds
• Now using the bottom number, count up to the next
  hundred.
• Next count up to tens in the top number (80).
• Finally count up to the entire top number.
• Add up numbers.

• 724
• 469
• 31 (500)
• 200 (700)
• 24 (724)
• 255

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Can you do it on your own?

• Solve this problem with Counting up Method on
  your marker boards.
• 756
• - 289

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• 756
• - 289
• 11 (300)
• 400 (700)
• 56 (756)
• 467 (Difference)

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Numbered Heads Together

• Teacher poses a question
• Students think and write
• Heads Together share and discuss
• Students agree on an answer
• Possible coaching by students
• Team Signals when ready
• Teacher calls number (1-4)
• Number stands and answers.

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Fourth Graders Can Do This Can You?

• 9,007
• 3,649

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Fourth Graders Can Do This Can You?
Easiest way to count up to the next thousand is
to have students count up by the biggest number
to get them as close as possible to the desired
number. Here I count by hundreds (3,749 3,849
3, 949) then by tens (3,959 3,969 3,979 3,989
3,999) and then up one to 4,000

• 9,007
• 3,649
• 351 (4,000)
• 5,000 (9,000)
• 7 (9,007)
• 5,358

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It Helps with Elapsed Time!

• If I get home from school at 325 pm and I
  left home at 740 am, how long have I been gone?
• 325 pm
• - 740 am

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• If I get home from school at
• 325 pm and I left at 740 am,
• how long have I been gone?
• 325 pm
• - 740 am
• 20 minutes (800 am)
• 4 hours (1200
  noon)
• 3 hours (300 pm)
• 25 minutes (325 pm)
• 7 hours 45 minutes

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Backdoor Math
56 X 54
2,500 200 300 34
3,024
6
50
50
4
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Now You Try!
87 X 34

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87 X 34
2,400 320 210 28
2,958
80
7
30
4
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Websites

• mathwire.com
• nctm.org
• naep.org
• math.com
• mountainmath.com
• teacher2teacher.com
• brainchild.com
• mathcat.com

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More Websites

• internet4classrooms.com
• achievementinfo.com
• dositey.com
• geocites.com
• aaamath.com
• funbrain.com
• education.usatoday.com
• singaporemath.com