Planning & Practice
MNPS Numeracy Coaches
Ernestine Saville Brock
Mathematics Coordinator
Metropolitan Nashville Public
Schools will provide every
student with the foundation of
knowledge, skills and character
necessary to excel in higher
education, work, and life.
Metropolitan Nashville Public
Schools provides all stakeholders
quality professional development
for adult learning that results in the
growth of the whole child and the
improvement of student learning.
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I commit to…
beginning and ending on time
turning my cell phone to vibrate, returning
calls and text during breaks
respecting everyone’s opinion
processing our learning
actively participating and having fun learning
together
8:30 Introduction
Balanced Math Framework
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Math Review
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Mental Math
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Concept Lesson: Problem Solving,
Manipulatives, Small Group, Centers
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Closure (H.O.T. Questions)
Break
Balance Math in Practice:
"Grandmother"
Planning
 Performance Task
 Assessments
Planning: Balanced Math Framework
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Math Review
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Mental Math
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Concept Lesson: Problem Solving,
Manipulatives, Small Group, Centers
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Closure (H.O.T. Questions)
Planning resources
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Standards
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MNPS Pacing Guides
Break
11-12 Lunch
3:00 Exit Tickets
Group Presentations
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Name
Where do you teach?
What grade do you teach ?
What is one thing most people do not know
about you?
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K-2
Common Core
Standards
Mandatory Pacing
Resources
Activities
Supports Balanced Math
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3-4
Tennessee Standards
Mandatory Pacing
Resources
Activities
Supports Balanced Math
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10 minutes
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Silence math
Make Vocabulary Card
Write your own definitions and sketch ideas
on the back of each card
Keep cards on O-rings or in library card
pockets
1 Hour
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Standards (CCSS K-2, MNPS 3-4)
MNPS Pacing Guides
Books (Literature)
Websites
MNPS Wikispaces
Textbook sample access with codes
Standards
based
NOT textbook
based!!!
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Your text book is an AWESOME resource/
reference book.
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CCSS K-2
MNPS 3-4
MNPS Wikispaces
Does
this meet my
current standards?
Start
with the END
in mind!
FORMATIVE—checking on learning
as students progress
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SUMMATIVE—checking on learning
at the end of the learning experience
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“When the cook tastes the soup, that’s formative;
when the guests taste the soup, that’s
summative.”
(Stake, 2005)
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Diagnostic Assessment (STAR/AM)
Pre-Test
Quizzes
Teacher Observation
Math Journals
Exit Tickets
Teacher Made Tests
Chapter and Unit Tests
Easy CBM Math (DIBELS)
Discovery Education Assessments (Thinklink)
Benchmark Assessments (Blue Cards)
Performance Task
Projects
TCAP
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5 Minutes
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student outcomes/projects
Summative assessment for the unit of study
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Directions (10)
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◦ Use the Standards Documents on the table
◦ Using the MNPS Pacing Guides for the 1st Nine
Weeks
◦ Produce a performance task specific to your grade
level
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Typically, this involves the teacher posting 4-6
varying math concepts for students to work.
The teacher acts as a facilitator who encourages
a variety of ways to solve problems and helps
model efficient thinking when necessary.
Students solve problems in their math journals or
notebooks.
Correct together and students take turns sharing
their individual strategies with the class.
Concepts are consistently revisited throughout
the year so that they are not taught in isolation
and/or forgotten.
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Spiral Review
Suggested:
◦ To use the TN State Standards SPI’s/GLE’s TCAP
Prep 1st-4th grades (All year)
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One more/one less, before/after, a given number
Counting by twos, fives, tens
Doubles
Fact families
Measurement (time, money, calendar, feet, etc.)
Math Vocabulary/Math Word Wall
Addition &/ or Subtraction Facts
Estimation
Math Around the Room
Whole Class
Cooperative
Groups/Teams
Partner
Independent
1st Students will use their
prior knowledge to construct
concrete representations of
math.
3rd One or both forms will be
a visual reminder for the
understanding of the higherthinking abstract.
2nd Students must represent
their understanding in a
reflective &/or symbolic
form.
Representational
Concrete
Abstract
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Students experience inquiry-based methods of
understanding key concepts
Use of concrete representation when
introducing new concepts
Problem-based interactive learning should be
the foundation in teaching for understanding
Teachers implement strategies that help
students develop understanding
Utilize resources and methods beyond the
adopted textbook
Opportunities to work with small group
instruction, enrichment, etc.
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Instructional Coaches
Super Source Manipulative Kit
Marilyn Burns Math Lessons
Marilyn Burns Math and Literature
Online resources
Math Games
Textbook
Teacher Resource books
Navigations Series (NCTM)
AIMS
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H.O.T. Questions
◦ Math Journal
◦ Exit Tickets
◦ Oral Review
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5 Minutes
 Group
 Group
 Group
 Group
 Group
1
2
3
4
5
Does
this meet my
current standards?
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What is the most significant thing you
learned today?
What component will you implement first
and with what math standard?
What support do you need next as you
implement Balanced Math?

Five Easy Steps to a Balanced Math Program
for Primary Grades
by Larry Ainsworth and Jan Christinson