Recommended
More Related Content
What's hot
What's hot (19)
Viewers also liked
Viewers also liked (20)
Similar to Bridges math
Similar to Bridges math (20)
Recently uploaded
Recently uploaded (20)
Bridges math
- 1. Word Work with Magnetic Letters
- 2. Phonics 1. Sound match • Display pictures • Place the matching beginning or ending sound on top
- 3. Identify the beginning sound
- 4. Identify the beginning sound
- 5. Identify the ending sound
- 6. Identify the ending sound
- 7. Phonics
- 8. Syllables
- 10. Word Parts
- 11. Word Families
- 12. Sight Words
- 13. Sight Words
- 14. Compound Words
- 17. Agenda • Analyze Q4 teaching goals • Using manipulatives effectively • Application to curriculum
- 18. Quarter 4 Standards 1. Look at your grade level’s upcoming standards to be covered. Focus on: • Grade 1: Geometry • Grade 2: Length and Measurement • Grade 3: Fractions 1. How do they change? Compare to the grade level before and after your grade level.
- 19. A Deeper Look Review your grade level standards: •What other standards are related to your focus standards? How? (Think outside the box.) •How can you use the Standards for Mathematical Practice to enhance learning?
- 20. Manipulatives
- 21. We learn… • ___% of what we hear • ___% of what we see/read • ___%of what we discuss • ___% of what we experience • ___% of what we teach to others 10 20 50 80 90
- 23. CRA: Instructional Approach Use of Manipulatives Pictorial Representations Symbols ConceptualConceptual Understanding!Understanding!
- 26. Lakeshore Math Manipulatives Library 1. With your table, find at least two grade level standards that you can connect to the manipulatives on the table. 2. Then, identify an activity or game for each standard.
- 27. Lakeshore Math Manipulatives Library With your grade level team, use the Lakeshore manipulatives and tools to create a model lesson for a curricular goal. •Grade 1: Geometry •Grade 2: Addition and Subtraction •Grade 3: Fractions
- 28. Best Practices • Focus on what standard asks students to accomplish • Get student hands busy for deeper levels of understanding • Scaffold use of manipulatives to get to abstract proficiency levels
- 29. Agenda • Analyze Q4 teaching goals • Using manipulatives effectively • Application to curriculum
- 30. Meredith Jones Elementary Account Manager (443) 571-8513 mejones@lakeshorelearning.com
Editor's Notes
- Cover agenda items
- Cover agenda items
- Cover agenda items
- Cover agenda items
- Cover agenda items
- Can also display ending sound, add in beginning sound
- Cover agenda items
- Cover agenda items
- Cover agenda items
- Cover agenda items
- Cover agenda items
- Cover agenda items
- Cover agenda items
- Cover agenda items
- Introduction of self and Lakeshore. Training needs: Bridges vertical alignment: Numbers and Number Sense Bridges Overview of Objectives for each grade level Large sticky post it pads to put on wall Markers writing utensils Share extension resources:
- Cover agenda items
- This should take 20 minutes or possibly more. Have participants sit in grade level teams with the standards for their appropriate grade level. On chart paper, have them complete the task on the slide. Then hold a whole group discussion. You will want them to examine more than just the standards that state “fractions.” How do some of the other standards lead into and support acquisition of fractions throughout the year. (they can also consider what students have learned in the previous year or upcoming year). Often we read the standards and make assumptions about what students need to learn, but it’s worth talking to the team about what the standard actually expects the student to accomplish.
- This is based on Edgar Dale’s “Cone of Experience.” Participants to discuss what they think will fit in each blank. Let them know the blanks do NOT add up to 100. Hold a whole group discuss as you unveil each blank. Have them back up their thinking and provide examples. -possible examples to use: Hearing: when someone calls you and you are making dinner, doing kid homework, etc. See: ask for directions to the nearest Starbucks, how many look up at the ceiling to see the route in their heads Discussion: would you rather read your insurance manual or have someone answer your questions? Experience: many of us need to try it first. Confirm that experience is not always realistic, but the payback is often worth the effort. Teach to others: Often in education we are on a 3 year cycle. So in year one, we often feel frustration. Year two we make adjustments and it doesn’t seem so bad. And in year three it’s like old hat. However, that is usually the end of the cycle. The key is, we know in order for students to get the deepest learning possible, we have to integrate manipulatives in order to provide them that hands on experience they need to solidify the concepts.
- The ultimate goal is to take teacher directed learning into student directed learning! That means we have to scaffold ourselves and other tangible items out of their strategies over time. So, how do we get kids there with the use of manipulatives?
- In order for true conceptual understanding, students will likely need more support than in the past. They need to experience the concept at a concrete level, being able to touch, feel and experience the concept. They need to be able to move it around. Once they have a concrete understanding, they can move to a representational level of understanding. This is often when a student draws their understanding to reinforce their thinking. The first two steps then lead to thinking abstractly about the concept. Each step is not always necessary, but when each step is used, there is a depth of understanding to prepare for full and abstract understanding. The representative stage makes me think of NCTM Processes! Providing a time and means for students to create representations of their thinking, without the manips…leading them into abstract understanding or better yet, a deep conceptual understanding they can access and transfer to new contexts as needed. That’s good stuff! Have teachers use the manipulatives on their table to complete a graphic organizer with concrete/rep/abstract
- Review features and benefits. Discuss how to use effectively: Can be used under doc cam for modeling whole or small group Can be used in small group instruction or practice Could be used during intervention Remind them how important discussion and experience are (from Edgar Dale’s Cone of Experience) Remind them to use the concrete/pictoral/abstract charts in mind.
- Review features and benefits. Discuss how to use effectively: Can be used under doc cam for modeling whole or small group Can be used in small group instruction or practice Could be used during intervention Remind them how important discussion and experience are (from Edgar Dale’s Cone of Experience) Remind them to use the concrete/pictoral/abstract charts in mind.
- Review best practices and ask participants to add to the list.
- Cover agenda items
- Closing