Jersey City

800.852.2435 www.movingwithmath.com RESULTS Speaking at a recent National Title 1 Conference, Sean Healy, Lead Teacher for the Jersey City RISE programoutlined their district’s progress and their partnershipwithMathTeachers Press. He highlighted how their schools have improved and math achievement has increased, with a 24% increase in students at or above grade level on an independent assessment. He also shared their districts outstanding performance versus other large districts in New Jersey on the State Assessment. The only other large urban district who performed slightly better was Elizabeth, NJ and they also use the Moving with Math Learning System! WHY CRA INSTRUCTIONWORKS Mr. Healy noted that many of their Special Education teachers come from a language arts background and aren’t as expereienced at teaching math. The Moving with Math program provides support so that all teachers can be effective and guide the CRA instruction. His teachers love that “Moving with Math provides concrete activities for difficult concepts in an easy to understand format and that students learn to represent and model the abstract math to promote deeper understanding.” When asked about his teacher’s favorite lessons he said “Most of the fraction lessons, especially at the younger grades, get rave reviews. Students being able to see what a fraction really is and compare different fractions with the models, both the circles and the bars, is very powerful.” Mr. Healy noted that the Moving with Math Learning System was a “Perfect fit for New Jersey’s Tiered System of Support and matched well with the spirit and content of New Jersey’s new standards.” He shared that even thought the district would be conducting a curriculum review next year, the Special Education Department has decided to continue to use the Moving with Math programs indefinitely. Future department goals are expanded use throughout the district and improved implementation with fidelity. We are all looking forward to continued success for this district and their students. 40 35 30 25 20 15 10 5 0 % of Students At or Above Grade Level on Overall ADAM Grade Score 34% Test 2 10% Test 1 ete–Representational–Abstract (CRA) instruction is the heart of all Moving with Math ms. All Lesson Plans guide teachers and students through the three stages of learning concrete manipulatives to discover every math concept from Pre-K through Pre-Algebra. CRA instruction addresses all 3 learning styles. Kinesthetic Auditory ©MathTeachersPress, Inc.Reproduction by anymeans is strictly prohibited. 2 Three-DigitPlaceValue 1. 1 hundred 2 tens 2 ones = “one hundred twenty-two” Write the number.Shade the bubble next to the correct name. one hundred five three one hundred fifty-three Hundreds Tens Ones 2. one hundred seventy-six one hundred seven six Hundreds Tens Ones 3. one hundred ninety one hundred nine Hundreds Tens Ones Hundreds Tens Ones We an show this number with base ten blocks. WayneGretzky scored a total of 122NHL playoff goals in his career. 1 5 3 1 7 6 1 9 0 Objective: To explore and name base ten blocks. To match the blocks ith their place value names. Materials: Base ten blocks, Place Value Mats (Masters 1 and 2) Note: Before class, make copies of Master 20 (Vocabulary Cards). Make copies of Master 21 (My Math Glossary) and distribute to each student. Vocabulary: different, place value names, same One Hundred Is a Family, Ryan, Pam Munoz (Activity 2) Introducing Base Ten Blocks The main reason students make errors with whole number algorithms is that they do not understand multi- digit numeration. They do not know that 43 means 4 tens and 3 ones or 40 + 3. Base ten blocks are ideal for teaching numeration concepts because students can see the abstract concept of place value each time they pick up a block. One tens block is always seen both as 1 ten and 10 ones. Each pair or small group should have 20 ones blocks, 10 tens blocks, 10 hundreds blocks, and a place value mat. Explain the benefits and proper use of manipulatives. Set ground rules for using them and discuss take-out and clean-up routines. We are going to begin using base ten blocks. See what you can discover about your blocks. Allow exploratory time. Students might make buildings, roads Read to Me How many different sizes do you have? (3) Put 1 of each size in front of you. We call the smallest block the “ones” or “units” block. How many ones does it take to make the next-sized block? (10) We name this block the “tens” or “long” block. How many of the ones blocks are the same as the largest block? (100) We name this block the “hundreds” or “flat” block. The words “ones,” “tens,” and “hundreds” are Representational Abstract te Moving with Math ® Difference Lesson from Teacher Manual Concrete Manipulative Representational Picture Abstract Written Symbol CRA Instruction Model