Comprehensive Math Model K-5

Comprehensive Math Model K-5 provides a framework for designing learning units in mathematics that incorporate the components of a quality comprehensive mathematics model: comprehension, skills, problem solving, and application.

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Description:

Comprehensive Math Model K-5 provides a model for designing lessons and units that incorporate exemplary practices in mathematics instruction. The model connects the four interlocking pieces of a total mathematics program which should be included when designing a learning unit for mathematics instruction – comprehension, problem solving, skill building, and application in authentic use.

Workshop Agenda

A.    Interlocking Pieces

  • Essential Question:  What are the four interlocking pieces of the Learning-Focused Math model?
  • Participants will learn the four interlocking pieces of the Learning-Focused Math model.
  • Essential Question:  How do I connect standards to student learning maps?
  • Participants will understand the connection between standards and student learning maps.

B.    Teaching Strategies for Comprehension

  • Essential Question: How do I use exemplary practices to design mathematics instruction?
  • Participants will identify the parts of an acquisition lesson.
  • Essential Question:  How are teaching strategies chosen and used effectively in mathematics?
  • Participants will identify appropriate research-based strategies for mathematics instruction.
  • Essential Question:  How do I plan for extending thinking in mathematics?
  • Participants will understand the importance of extending thinking in a unit.

C.    Exemplary Practices in Problem Solving

  • Essential Question:  How do I design problem solving lessons in the Learning-Focused framework?
  • Participants will identify and use the steps of the problem solving process – ROPES.

D.    Computational Fluency

  • Essential Question:  What exemplary practices are used to support skill building in mathematics?
  • Participants will understand that conceptual understanding as well as fluency in computation is important in mathematics instruction.

E.    Culminating Activities

  • Essential Question:  How are culminating activities designed to create authentic, relevant experiences for students?
  • Participants will design authentic, relevant activities for mathematics instruction.
     

Know-Understand-Do Organizer

Know

 

Understand

 

Do
  • Four interlocking pieces
  • Connection between standards and student learning map
  • EATS – acquisition lesson planning format
  • Comprehension
  • Problem solving
  • Skill building
  • Culminating activity

 

A unit for mathematics instruction should include all four interlocking pieces: comprehension, problem solving, skill building, and authentic use.

 
  • Identify the four interlocking pieces in a unit
  • Design acquisition lessons for comprehension, problem solving, and skill building
  • Create a culminating activity for authentic use

Workshop Standards

Participants will:

  • Analyze a unit to identify the four interlocking pieces of the Learning-Focused Mathematics Model.
  • Complete a graphic organizer explaining the four pieces with 90% accuracy.

Professional Development Opportunities:

At my school

When you need effective professional development for all of your teachers and schools leaders at your location, Learning-Focused is your ideal partner. The benefits of bringing Learning-Focused experts to train at your facility includes:

  • Having the experience and expertise of a Learning-Focused instructional specialist at your location. Learning-Focused instructors are recognized leaders in their respective field, with extensive knowledge achieved through years of real-world experience, education, training and instruction.
  • Learning-Focused will customize the solution to fit your needs
  • Entire teams, departments, grade levels, and schools can be trained together.
  • Implement strategies learned more effective with on-site, email, or telephone follow-up support provided by our Instructional Specialists.

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