origo math
DESCRIPTION
Origo Math . Specially Designed Instructional Tool for Students with concerns in Mathematics . CLO. - PowerPoint PPT PresentationTRANSCRIPT
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Origo Math Specially Designed Instructional Tool for Students with concerns in Mathematics
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CLOParticipants will be able to orally explain what ORIGOMath is, the profile of a student who would benefit from the ORIGOmath program, and how to use the ORIGOmath program, using academic vocabulary after -Review of the program-Watching OrigoMath Video -Practicing the OrigoMath Box of Facts -Practicing a few OrigoMath activities
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PPT is available at http://sdimathdps.wikispaces.com/home
Additional Resources at http://www.origoeducation.com/
Origomath Videos http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C
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34.00Four people equally share the total cost of $34 for a take out meal. How many whole dollars will each person have to pay? How do you know?
$32.00 ÷ 4 = $8.00$2.00
$2.00 ÷ 4 = $.50
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Using money to interpret remainders
$8.00 + .50 = $8.50 8 r 2
4 34 -32 2
.54 2.0 -2.0 0
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What is OrigoMath?
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What is ORIGOmath? Number Sense and Computation
Intervention Math fact fluency Multi-Sensory, direct, systematic and
sequential addition to a core curriculum Some inquiry approaches utilized Grades 1st through 5th grade
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What ORIGOmath Is and Is NOTIs: An intervention
program for mathematics OR a resource for specially-designed instruction
Foundational building for students’ understanding of number sense, computation, and early algebraic thinking
Is NOT: A replacement for the
core program Initial instruction of
mathematical concepts and/or topics
8
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Number Sense
Addition and Subtraction
Multiplication and
DivisionAlgebra
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Origo’s Teaching Stages Introduce
ReinforcePracticeExtend
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2nd Grade Multiplication Skills
Introducing the Doubling Strategy
Reinforcement of Doubling Strategies
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3rd Grade Multiplication Skills
Practice Doubling Facts Expend Doubling Strategy Practice x 2 and x 5 facts Introduce the ten strategy Reinforce the 10 strategy Practice the 10 facts Extend the 10 strategy Introduce a rule strategy Reinforce a rule strategy Practice a rule strategy
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4th Grade Multiplication
Skills Practice Reinforce Extend
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Grade 1-5 Teacher Source Book
Purchased for
Elementary Traditional School Mild Moderate
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Source Book Scavenger Hunt
In groups of two or three explore one grade level Source Book. Use post it’s to label the following parts
An addition lesson
Prerequisite Checklist
Post Test End of Unit test Resource Overview
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Grade 1-5 Student Journal
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Make the worksheet CRA C- do first with Concrete objects
R- do the worksheet for the Representational
A- Create a worksheet with out the pictures and only the algorithm, thus making it abstract
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Box of Facts
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Origo handbookOptional:
Building are encouraged to purchase
Math DictionaryResources
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Figure It!Optional:
Building are encouraged to purchase
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Fundamentals Optional:
Building are encouraged to purchase
Games for Mental
Computation
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Book of Facts Optional:
Building are encouraged to purchase
Extensionof the
Box of Facts
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MATHeMENTALS Optional:
Building are encouraged to purchase
FluencyPractice
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Who is ORIGOMath for?
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Who benefits from ORIGOmath? Students who struggle with computation
conceptual understanding Student who need number sense
development in the context of computation
Students who need additional computation practice to develop fluency and mastery
Student with number processing disorders
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Types of Math Disorders
Number Sense
Counting Skill
Deficits Arithmetic Skill
Procedural Disorders
Memory Deficit
Visual-Spatial Deficit
Associated with Number Module dysfunction
Difficulty understanding the concept associated with fluid reasoning
Associated with Executive Functioning
Rapid Recall of over learned material
Non-verbal reasoning
Origo will help but will need additional work
Origo will address this need
Origo does NOT address this need
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How do I determine what the student needs? Collect the Body of Evidence
Universal Data Core Curriculum Assessment Math their Way or New Zealand Ministry of
Education Diagnostic Interview Monitoring Basic Skills Progress Fluency
(computation and application Math Navigator Screener with Interview KeyMath
Conduct a Root Cause Fishbone analysis
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Number Sense Operations
Reasoning and Problem Solving Fluency
Counting by Rote Memory: to 100One-to-One Correspondence: to 10 Instant Recognition: 10/10Conservation of Number: 1/3Counting Backwards: from 30Estimation of Objects: 3/3Numeral Recognition: 10/10Numeral Forms : 10/10Cardinality: 5/5
Fluency Assessment: 1. 14%iles2. 18%ile 3. 22%ile
Color naming RAN: 5 grade level
Problem Solving and Applications and Interview : SS 92 Key Math
Pattern Block Design or Visual Spatial Reasoning : SS 88 Key Math
+ Concept Level: 3/3+ Connecting Level: 0/3+ Symbolic Level: 3/3+ Visualization Level: 2/3
Regrouping + Concept Level: 0/3Regrouping + Connecting Level: 0/3Regrouping + Symbolic Level: 3/3
Place Value Concept Level: 3/3Place Value Connecting Level: 3/3Place Value Symbolic Level: 3/3
Name: _____Greg_____Grade: 5th
Executive Functioning Skills (structured or unstructured):- Poor focus in Math; excellent focus in Reading and unstructured environments
Other:-Older sibling have no issues with math; parents didn’t report any
history of math difficulty
- Concept Level: 3/3- Connecting Level: 0/3- Symbolic Level: 3/3- Visualization Level: 3/3
Regrouping - Concept Level: 0/3Regrouping - Connecting Level: 0/3Regrouping - Symbolic Level: 1/3
Verbal Reasoning: SS 102
Poor performance in Math
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Number Sense Operations
Reasoning and Problem Solving Fluency
Counting by Rote Memory: to 100One-to-One Correspondence: to 10 Instant Recognition: 3/10Conservation of Number: 1/3Counting Backwards: from 30Estimation of Objects: 0/3Numeral Recognition: 10/10Numeral Forms : 10/10Cardinality: 0/5
Fluency Assessment: 1. 8%iles2. 8%ile 3. 7%ile
Color naming RAN: 6th grade level
Problem Solving and Applications and Interview : SS 81 Key Math; evidence of strong reasoning ability
Pattern Block Design or Visual Spatial Reasoning : SS 71 Key Math
+ Concept Level: 2/3+ Connecting Level: 0/3+ Symbolic Level: 2/3+ Visualization Level: 2/3
Regrouping + Concept Level: 0/3Regrouping + Connecting Level: 0/3Regrouping + Symbolic Level: 3/3
Place Value Concept Level: 1/3Place Value Connecting Level:1/3Place Value Symbolic Level: 0/3
Name: ___Samuel_____Grade: 5th
Executive Functioning Skills (structured or unstructured):- Poor focus in in structured and unstructured environments
Other:
-Parents didn’t report any history of math difficulty
- Concept Level: 2/3- Connecting Level: 0/3- Symbolic Level: 0/3- Visualization Level: 0/3
Regrouping - Concept Level: 0/3Regrouping - Connecting Level: 0/3Regrouping - Symbolic Level: 1/3
Verbal Reasoning: SS 88
Poor performance in Math
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Number Sense Operations
Reasoning and Problem Solving Fluency
Counting by Rote Memory: to 100One-to-One Correspondence: to 10 Instant Recognition: 10/10Conservation of Number: 3/3Counting Backwards: from 30Estimation of Objects: 3/3Numeral Recognition: 10/10Numeral Forms : 10/10Cardinality: 5/5
Fluency Assessment: 1. 25%iles2. 34%ile 3. 34%ile
Color naming RAN: 6th grade level
Problem Solving and Applications and Interview : SS 75 Key Math; evidence of weak reasoning ability
Pattern Block Design or Visual Spatial Reasoning : SS 71 Key Math
+ Concept Level: 3/3+ Connecting Level: 3/3+ Symbolic Level: 3/3+ Visualization Level: 3/3
Regrouping + Concept Level: 3/3Regrouping + Connecting Level: 3/3Regrouping + Symbolic Level: 3/3
Place Value Concept Level: 3/3Place Value Connecting Level:3/3Place Value Symbolic Level: 3/3
Name: ___Samantha_____Grade: 5th
Executive Functioning Skills (structured or unstructured):Excellent
Other:
-Parents didn’t report any history of math difficulty
- Concept Level: 3/3- Connecting Level: 3/3- Symbolic Level: 3/3- Visualization Level: 3/3
Regrouping - Concept Level: 3/3Regrouping - Connecting Level: 3/3Regrouping - Symbolic Level: 3/3
Verbal Reasoning: SS 92
Poor performance in Math
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Approaches to instructionMastery
Requires fluid reasoning
Skills are developed sequentially
Inquiry Students discover
how to solve the problem
Guided or Open Inquiry
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Prerequisite Skills for ORIGOmathInstant
recognition of an amount up to
4 (perceptual subitizing)
Instant recognition of
an amount on a 10 frame
(conceptual subitizing )
Counts on from any given number
(cardinality)
Counts to 20
Read and Write number to 20
Compare and Order three quantities
Add and Subtracts simple story problems
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How do we implement ORIGOmath after determine they would benefit form ORIGOmath?
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4 Operations
• 1st -2nd Grade
Addition
• 2nd -3rd Grade
Subtraction
• 2nd-4th Grade
Multiplication
• 4th-5th Grade
Division
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Case Study Samual- 5th grader
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Number Sense Operations
Reasoning and Problem Solving Fluency
Counting by Rote Memory: to 100One-to-One Correspondence: to 10 Instant Recognition: 10/10Conservation of Number: 1/3Counting Backwards: from 30Estimation of Objects: 3/3Numeral Recognition: 10/10Numeral Forms : 10/10Cardinality: 5/5
Fluency Assessment: 1. 14%iles2. 18%ile 3. 22%ile
Color naming RAN: 5 grade level
Problem Solving and Applications and Interview : SS 92 Key Math
Pattern Block Design or Visual Spatial Reasoning : SS 88 Key Math
+ Concept Level: 3/3+ Connecting Level: 0/3+ Symbolic Level: 3/3+ Visualization Level: 2/3
Regrouping + Concept Level: 0/3Regrouping + Connecting Level: 0/3Regrouping + Symbolic Level: 3/3
Place Value Concept Level: 3/3Place Value Connecting Level: 3/3Place Value Symbolic Level: 3/3
Name: _____Greg_____Grade: 5th
Executive Functioning Skills (structured or unstructured):- Poor focus in Math; excellent focus in Reading and unstructured environments
Other:-Older sibling have no issues with math; parents didn’t report any
history of math difficulty
- Concept Level: 3/3- Connecting Level: 0/3- Symbolic Level: 3/3- Visualization Level: 3/3
Regrouping - Concept Level: 0/3Regrouping - Connecting Level: 0/3Regrouping - Symbolic Level: 1/3
Verbal Reasoning: SS 102
Poor performance in Math
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Before After
Count on 0
Count on 1
Count on 2
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Start with 1st Grade
Unit 3
Move as fast as you can,But as slow as you must!
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Session 3.1 Introducing the Use-Doubles Addition Strategy Daily number sense activity introduces
the use of doubles Define the word doubles Use pictures of things in nature that are
already doubled Use stacks of cubes to introduce
doubles Reflection activity
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Doubles Use real objects that are naturally doubles to provide a model (concrete), then have them draw pictures of these objects (representational) then do the fact (abstract)
+ =
+
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Origo Box of Facts- Doubles
Say the number you see (reveal second number) what is the fact?
Write the fact
Count On Doubles Bridge to 10
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Doubles Video - ORIGOmath
http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C
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Move onto Doubles +1To use the near doubles strategy a student first has to master the doubles. Then, if the double is known, they use that and count up or down one to find the near double. Example: 4 + 4 = 8 5 + 4 = 9 (count up one)Or: 4 + 4 = 8 so 4 + 3 = 7 (count down one)
If 4+4 = 8 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
than 5+4 = 9
If 4+4 = 8 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
than 3+4 = 7
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Doubles + 2To add fives look for the five in both numbers to make a ten then count on the extra digits. Example: 5 + 7 = (10 + 2) = 125 + 8 = 5 + 5 + 3 = 13 Students who can see the five in 8 should have no difficulty. Students who can’t visualize numbers will find this hard. Most students can be taught to do this with some extra work.
5+75+5+210+2
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Origo Box of Facts- Near Doubles
how can you figure out the total number of dots without counting
open the flap to reveal the double
Write the fact
Count On Doubles Bridge to 10
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How long is that unit?
Move as fast as you can,But as slow as you must!
Cognitive Ability Estimated Amount of Time
Strong fluid reasoning, memory and executive functioning
30 min
Weak reasoning, strong memory and executive functioning
90 min
Weak reasoning, memory and executive functioning
120 min
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Assessment for the UnitWritten Task Multiple Choice
Personal Interview
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Digging deeper into the box of Facts?
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Bridge to 10- ORIGOmath
http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C
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Origo Box of Facts- Bridge to 10
9+5
10+4
build
move objectsto make a complete 10write the new number
Count On Doubles Bridge to 10
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Origo Box of Facts- Bridge to 10
9+5
10+4
build
move objectsto make a complete 10write the new number
Count On Doubles Bridge to 10
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Count On -ORIGOmath
http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C
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Origo Box of Facts- Count on
5+2=7
What is the number without counting?
Count on two more
Write the numbersentence
Count On Doubles Bridge to 10
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Origo Box of Facts- flash cards
show, students reads, explains how they will answer
show, reveal the turn around fact and answer
show and write answer
3+2= ___2+3= ___
Count On Doubles Bridge to 10
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Think-addition Subtraction ORIGOmath
http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C
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Origo Box of Facts- Count on
2
1 1cover one end; tell me what you see
how can we figure out the number of dots that are covered
write the fact
repeat with other flap covered
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Origo Box of Facts- flash cards
How can we figure out this number
think addition strategies
show and write answer
3+2= 5
Count On Doubles Bridge to 10
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Origo Box of Facts- flash cards
show, students reads, explains how they will answer
show, reveal the turn around fact and answer
show and write answer
18-8= ___18-10=
___Count On Doubles Bridge to 10
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Use-Ten Strategy for Multiplication ORIGOmath
http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C
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Origo Box of Facts Multiplication
3x10=____10x3=____
using tens strategies
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Double, Double, Double ORIGOmath
http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C
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Origo Box of Facts Multiplication
2x4=__= 4x2
double, double double, double double double
4x4=__= 4x48x4=__= 8x4
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Build Up Build Down ORIGOmath
http://www.youtube.com/playlist?list=PLC16FE7FD2F10E42C
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Origo Box of Facts Multiplication
10x2=__= 2x10
build up; build down
9x2=__= 2x9
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Origo Box of Facts Think Multiplication Division
15 dots3 equal rows
using tens strategies
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Origo Box of Facts Missing Factor Division Cards
7x4=28
using tens strategies
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Where do I find Origo in School Net?
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School Net
Hover mouse over Classroom
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School Net
Click on Instructional Materials
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School Net
Select a Subject
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School Net Select Special
Education
Click OK
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School Net
Subject is now Special Education
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School Net
Select the Curriculum Tab
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School Net
Select Special Education
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School Net Hands on Standards
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ORIGOmath
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Wrap up?
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With a partner, answer the following questions?What is ORIGOmath?Who will benefit from ORIGOmath?How do you use ORIGOmath?
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