K-16 Small Learning Community Project: YES

Math Academy Collaborative

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

Learning Community

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

Goals

Content Enhancement Technology Enhancement – use of

manipulatives Discussion of Current Research Collaborative lesson planning

Project Activities

STEM Project: Graphing Football Statistics for 10 Weeks(Sept.-Dec.)

Experiences at Rock Eagle Math Conference

Exemplar Problem Solving Session

Word ProblemUnderline the important information and key words.

Visual Representation/DrawingYou may need to draw pictures, make a chart, or graph to answer this problem.

Number SentenceUse numbers and symbols to work out the problems.

Explain in WordsDescribe the steps you took to find the correct answer.

KindergartenDiagramSet Model(number words 0-10, =, <, > )NumbersShare ModelManipulativesSymbolsDraw PicturesOrder Daily EventsPicture Graphs

Visual Representations

In K-5

(Math Tool Box)

FirstDiagramSet Model(number words 0-10, =, <, > )Number SentencesShare ModelManipulativesSymbolsDraw PicturesOrder Daily EventsPicture GraphsBar GraphsTally MarksTableHundred Chart99-Chart Ten-Grid FramePlace-Value ChartNumber LineFraction Model(1/2, 1/4)

SecondDiagramSet Model(number words 0-10, =, <, > )Number SentencesShare ModelManipulativesSymbolsDraw PicturesOrder Daily EventsPicture GraphsBar GraphsTally MarksTableHundred ChartTen-Grid FramePlace-Value ChartNumber LineFraction Model(1/2, ¼, 1/3, 1/6, 1/8, 1/10)Pictograph (Key)Venn DiagramChartsArea Model (Arrays)Multiplication Table (Grid)Graph Scales: 1, 2, & 5

ThirdDiagramSet Model(number words 0-10, =, <, > )Number SentencesShare ModelManipulativesSymbolsDraw PicturesOrder Daily EventsPicture GraphsBar GraphsTally MarksTableHundred 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 ModelManipulativesSymbolsDraw PicturesOrder Daily EventsPicture GraphsBar GraphsTally MarksTableHundred 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 ModelManipulativesSymbolsDraw PicturesOrder Daily EventsPicture GraphsBar GraphsTally MarksTableHundred 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 and common fractions)Geometric NetsCircle GraphMultiple ways to represent Percent (10 X 10 Grid)Graph Scales: 1, 2, 5, & 10

Rock Eagle Math in Motion Session 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.”

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.

Yes Teachers Become a Living Graph

Rock Eagle Session on Problem Types Based on Children’s Mathematics; Cognitively Guided Instructionby Thomas P. Carpenter, Elizabeth Fennema, megan Loef Franke, Linda Levi, Susan B. Empson

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)

Next Professional Learning Training in April

Developmental Problem Solving Strategies Direct modeling Counting Derived number facts Base ten understandings View DVD with actual students

Using Rock Eagle Experiences in Professional Learning and

with YES Students 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 3-5by John A. Van de Walle and LouAnn H. Lovin

January-April: Yes Students are investigating and representing mathematical relationships between quantities using mathematical expressions in problem-solving 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.

Motivation of participants◦ Time of day◦ Fatigue level◦ Voluntary vs. “encouraged” participation

Materials◦ Manipulatives not always available for use

Concerns