Solutions for Classrooms & Buildings
Page 7
22) Easily Integrate Generic & Common Strategies with CSM
23) Implementing Ideas for CSM in the Classroom & Building
( ) Marzano Strategies ( ) Resource, Intervention, Advanced Class 1 ) Identify Similarities & Differences 2) Summarize & Take Notes 3) Reinforce Effort 4) Assign & Allow Practice (includes
(on-threatening practice) 5) Create Visual Representations 6) Use Cooperative Learning 7) Get Immediate Feedback 8) Generate Hypothesis & Test
( ) Differentiated Instruction “Something for All Learners” Content: Presented Material & Concept
and how it is delivered Process: Activities for making sense,
practicing, and learning for all learners Product: Outcome of Lesson – Show
what students have learned
Readiness: Prior knowledge and current
skills. Dust off cob webs and fill gaps
( ) MTSS (Multi-Tiered Support) What will . . . .
a) All students be able to do?
b) Some be able to do?
c) Few be able to do?
1) Provide for students who need 2X or 4X
(twice or more of the planned instruction),
as well as, students who need 1/2X & 1/4X
(half or a fourth of planned instruction) at
Tier 1, 2 and 3.
2) Communicate with all Tiers & Home
( ) Ruby Payne Strategies
Give students tools that keep them from :
1) "being taken advantage of "
2) "being cheated"
3) "being controlled"
Show students how good number sense,
estimation, & mental math skills help in real
life and in the math classroom. They like
knowing “tricks, tips, short[-cuts” and will buy
into what the teacher is teaching.
( ) Multiple Intelligences
1) Visual / Spatial
2) Verbal / Linguistic
3) Logical / Mathematical
4) Bodily / Kinesthetic
5) Musical / Rhythmic
( ) Literacy First (Lesson Structure)
1) State Objective
2) Activate Prior Knowledge
3) Student Active Participation
4)Teacher Input
5) Identify Student Success
( ) PLC’s (Learning Communities) ( ) Kagan (Cooperative Learning)
1) What do we want students to know
and be able to do?
2) How do we know they know it?
3) What do we do if they don’t?
4) What do we do if they already know it?
( ) OTHER: 1) Positive Interdependence
(everybody gain)
2) Individual Accountability
(everyone required)
3) Equal Participation
(everyone participating)
4)Simultaneous Interaction
(everyone at once)
( ) OTHER: 1) pre-teach, re-teach & practice in steps and parts;
2) allow for 2X & 4X of the same classroom lesson
3) use common, consistent vocabulary & concepts
4) adjust classroom work for IEP’s
5) communicate with RegEd classroom using “What’s
My Class Doing Section”
6) do oral assessments and track progress
7) Allow unique and alternate instruction while
keeping consistent what needs to be consistent
Advanced Students
8) tools for extending & challenging those who “get it”
9) allows for 1/2x and1/4x to be challenged
10) access to all levels, all tutorials, all workouts
( ) Peer-Tutoring 1) Easily communicate and keep everyone on same
page with voc and concepts using “What’s My
Class Doing” 2) Saves time for everyone ,no need to “meet & ex
plain”. Use Online Tutorials & Workouts. 3) Makes it easier for the Peer-Tutor to know what
to do (use CSM Online Tutorials & Workouts) 4) Peer-Tutor can do oral assessments of facts
5) Keep track on CSM Checklists
6) Allows unique and alternate instruction while
keeping what needs to be consistent
( ) 1:1 Common Assessing (oral) 1) Listen to students do basic facts (or any workout) 2) Student can do as quickly as 1 sec interval s
because answers are written by partner 3) Use checklist to show what facts need work
4) Share with parents – what they want to know and
are comfortable working on. Tutorial online
( ) 1:1 Student / Computer Time 1) watch tutorials (rr, fw, pause, play) 2) do flashcard workouts (video game philosophy) 3) allow students to practice using their own style
(differentiate instruction) 4) differentiate instruction by letting students
choose speed, amount, what to work on 5) reset same problems to work in steps & parts 6) get students participating and engaged
7) work in pairs - one writes, one says aloud
8) race each other and race the teacher
9) non-threatening practice—do 5, throw paper over
shoulder do 5 more & throw paper. . . .Continue . . .
( ) Cross-Curricular Activities 1) use what is valuable and from the perspective
of the non-math classroom (%’s; Proportions;
Measurement; Mental Math; Fractions; etc) in
Home Room, Seminar or Guided Study. Keep
everyone on same page with vocabulary and
concepts as it is needed for state assessments. 2) use what is specific to each subject: a) Art – Geometry, Proportions, Scale b) Science – Measurement, Metric, Charts,
Graphs, Equations, Ratios, Proportions c) Music – Fractions d) Consumer Science – Money, Fractions, %’s
Mental Math, Measurement, Estimation e) PE – Probability, Percents f) Ind Arts – Measurement, Scale Fractions,
Proportions, Scale, Formulas g) Social Studies – Ratios, Rates, Scale,
Charts & Graphs h) Business – Charts, Graphs, Formulas,
Percents, Rates, Probability, Odds
( ) Parent Math Nights 1) Use parents and or other adults as partners 2) Network through a committee to help with
“math phobia” 3) use “What’s My Class Doing” to communicate
( ) Parent Groups (PTO/PTA) 1) Great project that directly affects parents 2) Help with funding
3) Network with a Committee of Parents
( ) Volunteers (& Outside Tutoring) 1) Easily communicate & keep everyone on
same page with voc and concepts using
“What’s My Class Doing” 2) Saves time for everyone
3) Allows unique and alternate instruction while
keeping what needs to be consistent
( ) TEAM Collaboration 1) Solution oriented – Teachers already know the
problem, now they can focus on solutions 2) Pre-Made content & resources saves time, so
teachers can focus on teaching and students 3) Consistent content to align vertically K-12, as
well as, horizontally between resources 4) Common Content promotes Collaboration
5) Easily Share Ideas
Sample Concept “Clusters” - Create & Customize Your Own!
Computation Basics
Mental Math & Properties
Measurement
Fractions
Addition Facts
8-1
Split & Solve (E)
8-7
Multiples & Factors
3-3
Telling Time (Analog & Digital)
9-5
Combo's of 9
8-3
Split & Solve (EM)
1-6
Lowest Terms
3-4
Telling Time (EE) Hr & 1/2 Hr
11-11
Combo's of 100
8-4
Group & Order (E)
8-8
Common Denominators
3-5
Measurement Facts
2-1
Subtraction Facts
8-2
Group & Order (EM)
1-7
(Adding & Subtracting - Actual Answers)
(3-5)
Sensible / Estimate Measures
4-1
Multiplication Facts (E)
8-5
Zero Strategy (E)
8-9
Mixed & Improper
3-6
Convert Metric
4-2
Zero Strategy (EM)
1-8
Compare Fractions
3-7
Convert Customary (Standard)
4-3
9-3
Short Cut Division (EM)
1-9
Estimate Fractions
3-8
Convert & Compare Measurements
4-4
Division Facts (E)
8-6
Short Cut Division (E)
8-10
Multiply Fractions
7-3
Division Facts (EM
1-4,5
Multiply 2-digit Numbers by 11
9-3
Divide Fractions
7-4
Perimeter, Area, Volume, Surface Area
4-5
Short-Cut Division (E)
8-10
Spatial Patterns with dice, dominoes, cards
11-9
Distributive w/Fractions
7-6
Short-Cut Division (EM)
1-9
Spatial Patterns with Counting Pennies
11-10
Identify Polygons
Congruent & Similar
5-4
5-5
Divisibility Rules
2-5
Multiplication Facts (EM)
1-1,2,3
Multiply by 11's
Properties
Numbers, Counting & Sequencing
Basic (pennies only) (EE)
Money (change) (E)
Words to Numbers (EE, E) a,b,c,d,e
Numbers to Words (EE, E) a,b,c,d,e
Words to Numbers (E, EM) decimals
9-1
9-1
11-01
11-02
2-4
Sequence & Counting (EE,E) by 1, 2, 5, 10 11-3,4,5,6
2-10
Expressions, Substitutions & Equations
9-2
Distributive w/Whole #'s
7-5a
Order Integers
4-6
Factoring Basics Whole #'s
7-5b
Coordinate System (Ordered Pairs)
4-7
Compensation (Distributive)
8-11
Transformations
4-8
Distributive w/ Fractions
7-6
Add, Subtract Integers
6-1,2
Multiply, Divide Integers
6-3,4
Exponents & Square Roots
Spatial Patterns with dice, dominoes, cards
11-9
Spatial Patterns counting pennies
11-10
Square 2-Digit #'s (Short-Cut)
7-12
Estimate Sq Roots with Right Triangles
9-11b
Number Sense Basics
11-1
Numbers to Words (EE, E) a,b,c,d,e
11-2
Sequence Numbers (EE, E) by 1, 2, 5, 10
Place Value (decimals in multi-levels)
11-3,4,5,6
2-3a,b
Compare #'s <, >, = (whole #'s) a, b, c, d, e
11-8
Compare #'s <, >, = (decimals & whole #s)
2-4
Estimation Decimals
2-2
Estimation Fractions
3-8
Connecting Decimals, Fractions, %'s
2-6
Prime & Composite Numbers
3-1
Divisibility Rules
2-5
Basic Patterns
Sequencing,, find Missing Numbers
11-3,4,5,6
Patterns & 0th Terms to y = mx + b
7-9a,b,c
2-8
Identify Properties
Basic Exponents & Square Roots
Words to Numbers (EE, E) a,b,c,d,e
Algebra Number Sense & Basics
Order of Operations
2-9
Decimals
Zero Strategy with Decimals
2-11
ID if 3 Side Measures Makes a Triangle
9-10
Combine Like Terms
6-9
Multiply Binomials (try 9-3 for basics)
7-13
ID if 3 Side Measures Makes a Triangle
9-10
Factor 2nd Degree Polynomials
7-14
Identify Right Triangles by Sides
9-11a
Missing Sides in Right Triangles
9-11b
1-Step Equations (Integers)
6-7
2-Step Equations (Integers)
7-8
Expressions ,Substitution & Variables
9-2
Using Proportions (Scale)
3-11
Congruent & Similar (Perspective)
5-5
5-7
6-8
3-2
3-9
3-10
5-6
Missing Angles in Polygons
Simplify Monomials
Scientific Notation
Ratio, Rates, Unit Rates
Proportionality
5-3
Corresponding Sides & Angles
5-8
7-7
Ratio, Rates & Proportions
5-2
Complementary & Supplementary
5-11
1- & 2-Step Equations (Whole #'s)
2-7
5-1
Classify Angles
Polyhedron/Cylinder Nets (Surface Area)
7-2b
Finding Percent of Numbers
Naming Lines, Angles, Rays, Lines
Classify Triangles
Multiply by .1, .01, .001 (Actual)
8-12
Geometry Basics
6-6
7-1
Fractions, %'s, Words, Visuals
5-10
6-5
7-2a
2-6
5-9
Formulas to Shapes
Distributive Property with Integers
Multiply by .1, .01, .001 (L & R)
Percents
Shapes to Formulas
Absolute Value
Group & Order Decimals (adding)
Fractions, Decimals, Percents
Shapes & Formulas
Equations, Expressions & Variables
Slope, Y-Intercept, Line Patterns
0th Term; Y– Intercept, (Input / Output)
7-9a
Pattern; Slope (Input / Output Tables)
7-9b
Nth Term Rule; Y = mx + b
7-9c
ID Slope & Y-Intercept in Equations
7-10
Slope from 2 Points
7-11
ID Parallel & Perpendicular Slope Patterns 9-12a,b
Systems of Equations (use 9-12a to find solutions)
Pythagorean Theorem
Probability & Odds
Simple Probability
9-6
(Spatial Patterns for Counting)
(11-9,10)
Identify Independent & Dependent Probability
9-7a
Compound Probability - Independent
9-7b
Compound Probability - Dependent
9-7c
Convert Probability & Odds
9-9
DATA
Mean, Mode, Median, Range
4-9
Predict Trends & Find Missing Data
9-4a
Interval Scale Changes & Misleading Graphs
9-4b