Elementary Math Continuum

Elementary Math Continuum
BPS
Barrington Public Schools
Revised SY 14-15
Barrington Public Schools RTI Framework for Math
Kindergarten-Grade 5
10/16/14

Contents:

Section A
Math Continuum Overview (page 3)

Section B
Instruction/Intervention Resources (pages 4-5)

Section C
Intervention Resource Guide (Using Rituals & Routines) (pages 9-19)

Intervention Resource Guide (Using First Steps) (pages 20-25)
10/16/14

Section A Math Continuum Overview

Parameters School-Wide Core Instruction
(ALL students)
Targeted Group Interventions
(SOME students)
Intensive Interventions
(FEW students)
Students
All students K-5 Students who score between the 25
th
and
50
th
percentile on universal screening and/or
district assessments
Students who score below the 25
th
percentile on universal screening and/or
district assessments
Personnel General Education Teacher General Education Teacher
Specially trained personnel/volunteer
Specially trained teacher as determined by
the school
Common Core
Standards of Math
Five Components of Math and Math
Communication

Counting and Cardinality
Operations and Algebraic
Thinking
Number and Operations
Measurement and Data
Geometry
Components of Math and Math Communication that
emphasize number sense

Operations and Algebraic Thinking
Components of Math and Math Communication that
emphasize number sense

Operations and Algebraic Thinking
Instructional
Materials/Strategies
(see Section B for further
detail)
Evidenced- based math program
and strategies
Core program plus select evidence- based
strategies and materials
Core program plus select evidenced-based
strategies and materials
Instructional
Practices
Math Workshop Model
Differentiated Instruction
Cooperative Learning
Data-based decision making
using ongoing formative
assessment
AdditionalExplicit systematic instruction to
strengthen specific skills as identified through
core assessment data
Data-based decision making using ongoing
formative assessment
AdditionalExplicit systematic instruction
to strengthen specific skills as identified via
diagnostic assessment data
Data-based decision making using ongoing
formative assessment
Instructional
Grouping
Flexible grouping
Variety of small and large
groups
Homogenous flexible small groups
(targeted to specific skills)
Homogenous flexible small groups
(targeted to specific skills)
Assessment and
Progress Monitoring
(see Section C for further
detail)
Universal screening (3 times per
year)
District Common Assessments
Ongoing formative assessments
Diagnostic assessment
Progress monitoring 2 times per month with
Curriculum-Based Measures or Computer
Adaptive Measure
Diagnostic assessment
Progress monitoring weekly with
Curriculum-Based Measures
Ongoing progress monitoring with Program
Specific Assessments (when applicable)
Intervention Plan
Documentation
NA Intervention Goal and Graph on STAR Intervention Plan on Aspen
Time Allocation 20-30 minutes per day for
Kindergarten
Minimum 60 minutes per day for
grades 1-5
Additional 10 minutes 2-3 days per week for
Kindergarten
Additional 20-30 minutes 2-3 times per week
for grades 1-5
Additional 10 minutes 4-5 days per week
for Kindergarten
Additional 20-30 minutes 4-5 times per
week for grades 1-5
10/16/14

Section B Instructional/Intervention Resources

School-Wide Core Instruction
(ALL students)
Targeted Group Interventions
(SOME students)
Intensive Interventions
(FEW students)
Instructional
Materials
(Suggested)

Contexts For Learning units
(By C. T. Fosnot )

Everyday Mathematics
(Wright Group/McGraw-Hill)

First Steps in Mathematics
sample learning activities
(STEPS PD)

(K-3)
Number Sense Routines
(By J. Shumway)

(4-5)
Peer Assisted Learning Strategies
(By L. Fuchs, D. Fuchs, K. Karns, N.
Phillips)

(K-3)
Teaching Number in the Classroom
(By R. Wright, J. Martland, A. Stafford
and G. Stanger)

Solving Story Problems

Problem Solver Book II (By grade
level)

First Steps in Mathematics, Number
Volume 2 (Background notes- pages
87-94, Representing Word
Problems in Many Ways)

(See Barrington Math Curriculum for
additional suggested materials for
each grade level.)

(In addition to Core Instructional Materials)

Contexts for Learning ( Minilessons for Early Addition
and Subtraction and Minilessons for Early
Multiplication and Division)

Contexts for Learning (Minilessons for Extending
Addition and Subtraction and Minilessons for
Extending Multiplication and Division)

First Steps in Mathematics (Number)
(for use in small group instruction using sample
learning activities)

Number Sense Routines
(for use in small group instruction)

(See Section D and E for Intervention Resource
Guides)

(In addition to Core and Targeted Instructional
Materials)

Do the Math Number Core Modules, By Marilyn
Burns
(Scholastic)
10/16/14

Instructional
Strategies

Explicit and systematic instruction (This includes providing models of proficient problem solving, verbalization of thought processes, guided practice,
corrective feedback and frequent cumulative review.)
Instruction on solving word problems that is based on common underlying structures
Visual representations of mathematical ideas
Meaningful learning activities that are contextually based
Emphasis on meaning instead of procedure
Use of motivational strategies
10/16/14

10/16/14

10/16/14

Section C Intervention Resource Guide (K-5) Using Rituals &Routines

Kindergarten
Math Target Area
Rituals & Routines Resources
Count to tell the number of objects
(as many as 20 things arranged in a line and 10
things scattered)
Quick Images Using Dot cards (and pictures, dominoes or
dice)
Teaching Number in the Classroom (pp. 47-63)
Subitizing Quick Images Using Dot cards (and pictures, dominoes or
dice)
Arithmetic Rack
Contexts For Learning Minilessons for Early Addition
and Subtraction (Billboards-pp. 12-22)
Number Sense Routines (pp. 36-42 and145-149)

Arithmetic Rack Teaching Number in the Classroom (pp. 98-110)
Count forward to 100 by ones and tens Count Around the Circle Context For Learning Minilessons for Extending
Addition and Subtraction (pp. 11-17)
Number Sense Routines (pp. 14-17)

Choral Counting Number Sense Routines (pp. 66-67)

Start and Stop Counting Number Sense Routines (pp 67-70)
Read and write numbers
(0-20)
Matching and Memory Games
Number lines
Compare numbers
(between 1 and 10 written as numerals and comparing
amounts in a collection using matching and counting
strategies)
Numeral Cards Teaching Number in the Classroom (pp. 40-46)
Compose and decompose numbers
(up to 19)
Ten-Frames Number Sense Routines (pp. 43-48)
Teaching Number in the Classroom (Ch. 5)

Ten Wand Number Sense Routines (pp. 81-83)

Arithmetic Rack Teaching Number in the Classroom (Ch. 7)
Add and subtract fluently
(sums from 5-10)
Screened Collections
Finger Patterns
Ten Frames and Five Frames
Teaching Number in the Classroom (Ch. 4,5)
Use addition and subtraction to solve story problems
(within 10 using objects)

10/16/14

Grade 1
Math Target Area
(see Kindergarten)
dice)
Teaching Number in the Classroom (pp.47-63)
Subitizing Quick Images Using Dot cards (and pictures, dominoes or
dice)
Arithmetic Rack
Contexts For Learning Minilessons for Early Addition
and Subtraction (Billboards-pp. 12-22)
Number Sense Routines (pp. 36-42 and145-149)

Arithmetic Rack Contexts For Learning Minilessons for Early Addition
and Subtraction (pp. 23-43)
Count forward and backward
(up to 120)
Count Around the Circle Context For Learning Minilessons for Extending


Start and Stop Counting Number Sense Routines (pp. 67-70)
Read, write and order numbers
(up to 120)
Matching and Memory Games Teaching Number in the Classroom (pp. 29-46)
Compare numbers
(two-two digit numbers)


Where Do I Go Teaching Number in the Classroom (pp. 58-59)
(up to 100)
10/16/14



Ways to Make a Number Number Sense Routines (pp. 83)

Screened and Unscreened Collections Teaching Number in the Classroom (Ch. 6)
Understand place value
(tens and ones)
(within 10)
dice)
Addition and Subtraction Basic Facts Strategy
Development Handbook


Strategy cards and various other routines Addition and Subtraction Basic Facts Strategy
Handbook

Add and subtract
multi-digit numbers
(add within 100 including adding a two-digit and a one
digit number and a two digit and multiple of 10)
Addition and Subtraction Strategies Teaching Number in the Classroom (Chapter 7 and 8)
(within 20)

10/16/14

Grade 2
Math Target Area
(within 1000)
(skip-count by 5s, 10s and 100s)


Start and Stop Counting Number Sense Routines (pp. 67-70

Open Number Line Minlessons for Extending Addition and Subtraction
(pp.18-59)
(to 1000)
Matching and Memory Games Teaching Number in the Classroom (Ch. 6 and 7)
Compare numbers using symbols , and
(two, three digit numbers)
(up to 1000)


(ones, tens and hundreds)

Ways to Make a Number Number Sense Routines (p. 83)
10/16/14

(within 20)
Ten-Frames Number Sense Routines (p. 43-48)
Contexts for Learning Minilessons for Early Addition
and Subtraction (p. 44-62)
Arithmetic Rack Contexts for Learning Minilessons for Early Addition
Strategy Cards and various routines Addition and Subtraction Basic Facts Strategy
Handbook
(within 20)
I Have, Who Has Teaching Number in the Classroom (p. 175)
Bead Strings Teaching Number in the Classroom (page 92, 136)
Add and subtract
multi-digit numbers
(fluently within 100, add up to four two-digit numbers ,
within1000 using concrete models or drawings and
strategies)
Jump Strategies and Split Strategies Teaching Number in the Classroom (Ch. 8 and 9)
Open Number Line Minlessons for Extending Addition and Subtraction (pp.
18-59)
(within 100)

10/16/14

Grade 3
Math Target Area
Count forward and backward to 1000 Count Around the Circle (on/off the decades and
hundreds)
Context For Learning Minilessons for Extending


18-59)

(See Grade 2)
Matching and Memory Games Teaching Number in the Classroom (Ch. 6 and 7)
Compare numbers
(See Grade 2)
(round whole numbers to the nearest 10 or 100)

(See Grade 2)
Ten-Frames Number Sense Routines (p. 43-48)

and Subtraction (p. 23-43)
Number Sense Routines (p. 49-52)

Strategy Cards and various routines Addition and Subtraction Basic Facts Strategy
Handbook

I Have, Who Has Teaching Number in the Classroom (p. 175)
10/16/14

Fluently multiply and divide
(within 100)
Open Number Line Contexts for Learning, Minilessons for Multiplication
and Division (pp. 19-32, 62-64)

Arrays/Open Arrays Contexts for Learning, Extending Multiplication and
Division (pp.12-55)

Dot Cards Number Sense Routines (pp. 147)
Add and subtract
multi-digit numbers
(within 1000)

18-59)
Use addition and subtraction to solve problems
(two-step word problems)

Problem Solver III

Use multiplication and division to solve problems
(within 100 )

Problem Solver III
Teaching Number in the Classroom (pp.165)
10/16/14

Grade 4
Math Target Area
(using base-ten numerals, number names and expanded
form)
Count Around the Circle- forward & backward, on and
off the decade
Context For Learning Minilessons for Extending

Stop and Start Counting Number Sense Routines (pp. 67)

Compare numbers
(up to 1,000,000 based on meanings of digits in each
place)
Open Number Line Contexts For Learning Minlessons for Extending

Organic Number Line Number Sense Routines (pp. 72)
(up to 1,000,000)
Count Around the Circle Number Sense Routines (pp. 57-62)
Contexts For Learning Minilessons for Extending

Ways to Make a Number Number Sense Routines (pp. 83)

Counting by 10s and 100s Teaching Number in the Classroom (p. 152)
(See Grade 2)
Screened/Unscreened Collections Teaching Number in the Classroom (pp.148-154)

I Have/Who Has Teaching Number in the Classroom (pp. 175)

10/16/14

Fluently multiply and divide I have/Who Has
Count around multiples
Screened/Unscreened Collections and Arrays
Lemonade Stand
Dueling Arrays
Fours a Winner

Pictures
Open Number Line
The Ratio Table
Arrays
Contexts for Learning Minilessons for Early
Multiplication and Division
Add and subtract
multi-digit numbers
(using standard algorithm)
Open Number Line Contexts for Learning Mini lessons for Extending


Focus Math (Grade 3)
(See Grade 3)

Problem Solver IV
Laura Candler leveled books
Multiply and divide multi-digit numbers The Array/Open Array
The Double Number Line and Ratio Table
Contexts for Learning Minilessons for Extending


Laura Candler leveled books
Understand fractions
(ordering, comparing and equivalency)
Organic Number Line Number Sense Routines (pp. 72-78)
10/16/14

Grade 5
Math Target Area
(See Grade 4)
Count Around the Circle- forward & backward, on and
off the decade

Stop and Start Counting Number Sense Routines (p. 67)

Compare numbers
(See Grade 4 and include fractions and decimals)
Open Number Line Contexts For Learning Minilessons for Extending

Organic Number Line Number Sense Routines (p. 72)
(See Grade 4 and include decimals)
Count Around the Circle Number Sense Routines (p. 57-62)
Addition and Subtraction (pages 11-17)


Counting by 10s and 100s Teaching Number in the Classroom (p. 152)
Write and interpret numerical expressions

Hands on Algebra
(See Grade 2)
Screened/Unscreened Collections Teaching Number in the Classroom (pp. 148-154)

I Have/Who Has Teaching Number in the Classroom (pp. 175)

10/16/14

(facts)
I have/Who Has
Count around multiples
Screened/Unscreened Collections and Arrays
Lemonade Stand

Pictures
Open Number Line
The Ratio Table
Arrays
Contexts for Learning Minilessons for Early
Add and subtract
multi-digit numbers
(See Grade 4)
Open Number Line Contexts for Learning Minilessons for Extending


Focus Math (Grade 3) Focus Math (Grade 3)

Problem Solver V
Laura Candler Problem Solving leveled books
Multiply and divide multi-digit numbers The Array
The Double Number Line and Ratio Table
Contexts for Learning Minilessons for Extending


Understand fractions Organic Number Line
Money Model
Clock Model
Landmark Fractions
Arrays
Context for Learning Mini Lessons for Fractions
Perform operations on fractions Organic Number Line
Money Model
Clock Model
Landmark Fractions
Arrays
Context for Learning Mini Lessons for Fractions
10/16/14

Intervention Resource Guide (K-5) Using First Steps

Kindergarten
Math Target Area
First Steps Key
Understanding

TASK
Course Book
Sample Learning Activities
(as many as 20 things arranged in a line
and 10 things scattered)
KU 1 UN
Vol.1
Counting Principles, p. 22
Get Me Task, p 25
Number Trains, p. 15
Keeping Fit, p.14
Subitizing KU 2 UN
Vol. 1

Subitising, p. 35 Straws, p. 27
Snap, p. 27
Count forward to 100 by ones and tens KU 4 UN
Vol. 1
Up to and Over, p. 16
**up to 100, orally
Jack in the Box, p.42
Numbers and Actions, p.42
Read and write numbers
(0-20)
KU 5 UN
Vol 1
Number Labels p. 54
Matching p.54
Compare numbers
(between 1 and 10 written as numerals and
comparing amounts in a collection using
matching and counting strategies)

KU 2 UN
Vol. 1
The More Game Task, p. 34 Separating Collections (Spill the Beans) p.
26
Dot Cards, p.27
(up to 19)

KU 2 UN
Vol 1
Hide the Jelly Beans, p. 37
(required )
Straws, p. 27
Separating Collections (Spill the Beans) p.
26
(within 5-10)
KU 1 UO
Vol 2
Blocks in a Box, p.102 Matching Collections, p.15
Use addition and subtraction to solve story
problems
(within 10 using objects)
KU 1 UO
Vol 2
Kangaroos and Comparing Bananas,
p.116
**within 10
Role Play, p.14
Plus or Minus, p.14
Story Mats
10/16/14


Grade 1
Math Target Area
First Steps Key
Understanding

Task Sample Learning Activities
(see Kindergarten)
KU1 UN
Vol. 1
Ice Cream Task, p. 27
(required)
Counting On, p.18
Large Collections, p.18
Subitizing KU 2 UN Vol.1 Subitising, p. 35 Dice Combinations, p.26
Hands Up, p. 27
(up to 120)
KU 4 UN
Vol. 1
Up to and Over, p. 16
**up to 120, orally
Counting Sequences, p. 43
Numbers Actions, p.42
(up to 100)
KU 4 & 5 UN
Vol. 1
Bingo p.54
Next Number p.54
Compare numbers
(two 2-digit numbers)
KU 8
Vol. 1
Number Sequence, p.76
Peg Up, p.77
*with two digit numbers
(up to 100)
KU 2 UN
Vol 1
Hide the Jelly Beans, p. 37 Straws, p. 27
Separating Collections (Spill the Beans)
p. 26
(ones and tens)
KU 6 UN
Vol 1

Dinosaurs, p. 46
*create task <20
Jigsaw Cards, p. 62
Trading Games, p.63
(within 10-20)
KU 1 UO
Vol 2
Blocks in a Box, p.102 Matching Collections, p.15
Compensating To Ten, p. 101
Add and subtract
multi-digit numbers
(add within 100 including adding a two-digit and
a one digit number and a two digit and multiple
of 10)

KU 1 Cal
Vol 2
How Many? P. 92 Todays Number, p.102
problems
(within 20)
KU 1 UO
Vol 2
p.116
**within 10
Counting Chickens, p. 100
10/16/14


Grade 2
Math Target Area
First Steps Key
Understanding
Task
Course Book
Sample Learning Activities
(within 1000)
(skip-count by 5s, 10s and 100s)
KU 1 UN
Vol. 1
Skip Counting, p. 29 Skip Counting Money, p. 17
Constant Addition (calculator), p. 16
(to 1000)
Write numbers in expanded form
KU 4 & 5 UN
Vol. 1
Up to and Over 100, p. 17 Bicycle Odometer, p. 44
Extending Patterns, p.44
Expanded Notation, p 55
Compare numbers
(two 3-digit numbers, using symbols <,>,=)
KU 8 UN
Vol. 1
Number Sequence, p.76
Peg Up, p.77
*with three digit numbers
(up to 1000)
KU 2 UN
Vol 1
Emus/Rabbits/Sheep p.38
(required)
Whats my Number?
Grid Partitions, p.31
(ones, tens and hundreds)
KU 5 & 6 UN
Vol 1
Dinosaurs, p. 46 Counting On, p.64
Trading, p.65
(within 20)
KU 1,2 UN
Vol. 1
KU 1 Cal
Vol.2
How Many, p. 92 Dice Games, p.100
Add and subtract
multi-digit numbers
(fluently within 100, add up to four two-digit
numbers , within1000 using concrete models or
drawings and strategies)
KU 5 Cal
Vol.2
Number Tiles, p. 98 Choose the Operation, p.136 (+,-)
Target Practice, p. 136 (+,-)
problems
(within 100)
KU 1 UO
Vol 2
p.116
**within 100
Think Board, p.16
Analyzing Word Problems, p.17
10/16/14

Grade 3
Math Target Area
First Steps Key
Understanding
Count forward and backward up to and
beyond 1000
KU 1 UN Vol. 1 Skip Counting, p. 29 Large Collections, p. 18
Counting On, p.18
(See Grade 2)
KU 4 & 5
Vol. 1
Up to and Over 100, p. 17 Bicycle Odometer, p. 44
Extending Patterns (use varied number
charts) p. 44
Expanded Notation, p. 55
Compare numbers
(See Grade 2)
KU 8 UN
Vol. 1
Peg Up, p. 78
Correct Order, p. 78
(ones, tens, hundreds, thousands)
(round whole numbers to the nearest 10 or 100)
KU 5 & 6 UN
Vol 1

Dinosaurs, p. 46 Dice Rolls, p.56
(required)
(See Grade 2)
KU 1,2 UN
Vol. 1
KU 1 Cal
Vol.2
Add and subtract
multi-digit numbers
(within 1000)
KU 5 Cal
Vol.2
Number Tiles, p. 98 Choose the Operation, p.136 (+,-)
Target Practice, p. 136 (+,-)
Use addition and subtraction to solve problems
(two-step word problems)
KU 2 UO
Vol 2
Change Task, p.135
**within 100
Think Board, p.16
(within 100)
KU 3, 4, 5 UO
Vol 2
Story Problems, p.146 Arrays, p.30
Array Problems, p.31
Counting a Collection, p. 42
More or Less, p. 55 Use multiplication and division to solve
problems
(within 100 )
Understand Fractions as Numbers KU 1-3
UFN
Vol 1
Select from Tasks 1 Task 14 Revealing
what Students Think: Diagnostic Tasks
for Fractional Numbers
Halving, p.94 & p.101
Pets, p.109 & p.111
One Third, p.118
10/16/14

Grade 4
Math Target Area
First Steps Key
Understanding
(using base-ten numerals, number names and
expanded form)
KU 4 & 5 UN
Vol. 1
Up to and Over 100, p. 17
Read, Write, and Say Whole Numbers,
p.43
(required)
Car Odometer, p. 47
Number Cards, p. 45
Compare numbers
(up to 1,000,000 based on meanings of digits in
each place)
KU 8 UN
Vol. 1
Biggest Number, p 79.
(up to 1,000,000)
KU 5 & 6 UN
Vol 1
Lollies,(Both Tasks) p. 49 Wipeout, p.56
(See Grade 2)
KU 1,2 UN
Vol. 1
KU 1 Cal
Vol.2
Add and subtract
multi-digit numbers
(using standard algorithm)
KU 5 Cal
Vol.2
Number Tiles, p. 98 Roll the Dice, p. 137
Decade, p.137
problems
(See Grade 3)
KU 2 UO
Vol 2
Change Task, p.135
**within 100
Think Board, p.16
(See Grade 3)
KU 3, 4, 5 UO
Vol 2
Changes in Ratio, p.34
Catering Problem, p.46
More or Less, p. 55
Multiply and divide multi-digit numbers
Use multiplication and division to solve
problems
Understand Fractions as Numbers
(see Grade 3)
KU 1-3
UFN
Vol 1
Select from Tasks 1 Task 14 Revealing
what Students Think: Diagnostic Tasks for
Fractional Numbers
Pets, p.109 & p.111
One Third, p.118
Understand fractions- Equivalence, ordering,
and as decimals
KU 4-6 UFN Select from Tasks 15 Task 20 Revealing
what Students Think: Diagnostic Tasks for
Fractional Numbers
Equivalent Fractions, p. 130
Fraction Tapes, p. 137 & p. 141
Chocolate Bars, p. 147 & p. 149
10/16/14

Grade 5
Math Target Area
First Steps Key
Understanding
(See Grade 4)
KU 5 UN Vol. 1 Read, Write, & Say p. 43 Solar System, p. 47
Compare numbers
(See Grade 4 and include fractions and
decimals)
KU 8 UN
Vol. 1
KU 5 UF
Vol. 1
Biggest Number, p 79.
Ordering Numbers, p.81
Comparing Halves, p.136
(See Grade 4 and include decimals)
KU 5 & 6 UN
Vol 1

116 Lollies, p.60 (required) Wipeout, p.56
Ten Times Smaller, p.59
Changing Places, p. 59
800 Game, p.55
Flexible Numbers, p.62
Write and interpret numerical expressions
(order of operations)
KU 7 UO
Vol. 2
Extension Activity, p. 69
Checking work, p. 70
(See Grade 2)
KU 1,2 UN
Vol. 1
KU 1 Cal
Vol.2
Add and subtract
multi-digit numbers
(See Grade 4)
KU 5 Cal
Vol.2
Number Tiles, p. 98 Roll the Dice, p. 137
Decade, p.137
problems
KU 2 UO
Vol 2
Change Task, p.135
**within 100
Think Board, p.16
(Using the standard algorithm)

KU 3, 4, 5 UO
Vol 2
Changes in Ratio, p.34
Catering Problem, p.46
More or Less, p. 55
Multiply and divide multi-digit numbers

Use multiplication and division to solve
problems
Understand fractions KU 1-7 UFN
Vol. 1
Choose task from Revealing what
Students Think: Diagnostic Tasks for
Fractional Numbers
Pets, p.109 & p.111
One Third, p.118
Perform operations on fractions KU 7 Cal
Vol 2
Partitioning Collections, p.158
Partitioning Circles, p. 158
10/16/14

Elementary Math Continuum

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Elementary Math Continuum

Încărcat de

Drepturi de autor:

Formate disponibile

Elementary Math Continuum

S-ar putea să vă placă și