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Introduction to JUMP Math
Rebekaah Stenner & Liz Barrett
“We reinforce a belief that only a few are born with ability.
But what if our belief itself was the main cause of the problem?”
- John Mighton
J
U
M
P
unior
ndiscovered
ath
rodigies
Philosophy
JUMP Math in the Classroom
“By recognizing the barriers that we have experienced in our
own development, we will be able to eliminate these same
barriers from standing in the way of our children.”- The End of Ignorance
Featured in:
JUMP MathResources
Teacher Resource
Student
Assessment &
Practice Books
Confidence
Building Units
SMART
Interactive
Lessons
JUMP Math Program
(Part 1 + Part 2)
Resources
(Part 1 + Part 2)
TeacherResource
Introduction
How to Create Bonus Questions
Mental Math
Contents of Lessons
Blackline Masters (BLMs)
Answer Keys, Quizzes & Tests
Curriculum Correlations
Organizing Your TR
Quizzes & Tests
Mental Math
Blackline Masters (BLMs)
Table of Contents
Introduction
Answer Keys
Curriculum Correlations
Lesson Plans
PA = Patterns & Algebra
NS = Number Sense
ME = Measurement
PDM = Probability & Data Management
G = Geometry
NS2-3 Lesson Number
Grade
Lesson Features
Strand
Lesson Features
Lesson Features
Student Assessment & Practice
Books
• Set of 2 books for
full curriculum coverage
• Continuous assessment
• Step-by-step instruction
• Varied practice
• Bonuses, activities,
and extensions
Assessment & Practice Books
1. Go through lesson with all lesson practice, then assign relevant AP questions
2. Use the whole period for the lesson & activities, assign practice from AP next day
3. Do all AP work for a particular topic on one day
4. No further practice needed – no AP work
Models of Use
Projectable Lessons
Guides each lesson
Ready to use, interactive
Modifiable
Projectable Lessons
Vocabulary
Activities + Extensions
Graphics, Images, Tables
Projectable Lessons
Projectable Lessons
ConfidenceBuilding Units
Confidence Building Units
Register for account
Get JUMP > Confidence Building Units
Order print copy or download from website
Confidence Building Units
Level A : Kindergarten and up
Level B : Grade 2 and up
Level C : Grade 3 and up
Level D : Grade 5 and up
Teacher’s Manual:Fractions Challenge Level C, D
Fractions Challenge Level D
Confidence Building Units
CBUsConfidence Building Units
Confidence Building Units
Confidence Building Units
Confidence Building Units
Confidence Building Units
Website
2017-09-27 www.jumpmath.org 41
Account
Register for account
Access all Teacher Resources
Free account to access:
• Grades K-8 Lesson Plans
• Confidence Building Units
• Answer Keys, Unit Quizzes & Tests
• Curriculum Correlations
• Problem Solving Lessons
… as well as related research and PD!
Website
WebsiteWebsite
Free Access to Teacher Resources
New Editions
Revised. New. Improved.
Assessment Checklists
Calendar Time
Mental Math Fluency Days and Dates
- Counting: Day 1 - 100 - Calendar familiarity:
days, months
- Reading numerals - Events in sequence
- 100 chart familiarity - Before, between, after
- Ten -frames - Weather comparisons
- Subitizing - Probability
- Skip counting - Always, sometimes, never
- Number facts
Tools: Daily Counting Practice
• Building hundreds chart
• Adding dots to ten-frames
• Adding straw to a pile
• Circle time counting
• Strategies for counting
routines at transition times
Number Talks
- Structured and sequenced
teacher-led discussions
- Non-judgemental student
sharing platform
- Pacing suggestions
- Incorporates “signalling”
Grade One – “Calendar Time” and “Number Talks”
Daily “Calendar Time”-
mental math fluency, days and datesDaily “Number Talks”
September JuneNovember February April
“Number Talks”
Daily
“Number Talks”1-2 /
month
Counting Practice
“Number Talks”1-2 /
month
“Number Talks”1 -2/
month
September JuneNovember February April
Grade Two – “Calendar Time” and “Number Talks”
Daily “Calendar Time”
“Number Talks”
3-4/week
Counting Practice
“Number Talks”1 /week
“Number Talks”1-2 /
month
“Number Talks”1-2 /
month
“Calendar Time” 1/week
Guiding
Principles
JUMP Math Principles
Motivation
Scaffolding
Continuous Assessment
Cognitive Science
1Motivation is more
important than innate
ability.
Guiding Principles
Mindset
- Carol Dweck, Mindset : The New Psychology Of Success
“No matter what your ability is,
effort is what ignites that ability
and turns it into accomplishment.”
Growth Mindset Fixed Mindset
Confidence Matters
2017-09-27 www.jumpmath.org 57
2Learning occurs best
in manageable chunks
with incremental challenges.
Guiding Principles
Scaffolding
Guided Discovery
Review
Scaffolding
Practice
Differentiation
"Unassisted learning does
not benefit learners,
whereas feedback,
worked examples, scaffolding
and elicited explanations do.”
L. Alfieri (et al), "Does discovery-based instruction enhance learning?"
Journal of Educational Psychology (2011)
Guided Discovery
Guided Discovery
Guided Discovery
Guided Discovery
Guided Discovery
ManageableChunk
+IncrementalChallenge
= Scaffolding
Scaffolding
Break skill into incremental steps
1-2 minutes of teaching followed immediately by practice
Assess Give bonus/extensions or support Repeat
Scaffolding
Lesson Plan
Assess
Teach
(up to 3 minutes)
Practice
ScaffoldIncrease level
incrementally
Bonus
Teach
7 23
Teach
3 friends
7 dimes
2 pennies
7 23
Teach
How many friends, dimes, and pennies are there?
3 friends
7 dimes
2 pennies
7 23
964 742 753
Draw a picture to show what you could
do first.
Practice
753
Draw a picture to show what you could
do first.
Practice
753
Step 1:
(3 friends)
And the next step?
Practice
753
Step 2:
(one at a time)D D D
Assess
7 5 3
2
6
DD DD DD D
• Where in the picture does the 2 come from?
• Where in the picture does the 6 come from?
Discussion
Bonus
Why do we put the 2, 7, and 6 on top of each other?
Assess
7 5 3
2
6
DD DD DD D
Bonusing
Boosts motivation
No new language or skill
Same object of learning
Bonusing
Boosts motivation
No new language or skill
Same object of learning
Bonuses are given to
both strong and less
able students
throughout the lesson.
The object of learning
stays the same.
Extensions provided
in the lesson plan are
to be used at anytime
during the lesson to
offer a challenge to
students. Extensions
encourage students to
apply their thinking.
3Use continuous assessment and feedback.
Teach
Practice
Assess
Guiding Principles
Opportunity to Differentiate
Break material into smaller steps
Reword or rephrase an explanation
Assign additional practice
Give incremental challenges
Assign bonus & extension questions
Continuous Assessment
What does it look like in the classroom?
Continuous Assessment
Individual whiteboards
Student understanding establishes pace
Teacher circulates during AP work
Lots of interaction
Bonus questions and extensions to quick
finishers
Visibly Random Groups (Peter Liljedahl)
Ask students to make up questions:like it but harder… with a missing place value for example
Make another one:…same sum, different addends
4Use cognitive science and evidence to inform
instructional practices.
Guiding Principles
Cognitive Science
• Math Anxiety
• Confidence
• Working Memory
• Cognitive Load
Cognitive Load
Assess
Teach
(up to 3 minutes)
Practice
ScaffoldIncrease level
incrementally
Bonus
Mental Math
• Basic facts & computational fluency
• Assess this ability
• Practice regularly and add skills
• Mental Math section in Teacher Resource
Mental Math
Growth MindsetWeak Mental
Math Skills
Giving students the gift of automaticity
and fluency with numbers will help
them develop a growth mindset.
Fluency + Strategies = Problem-solving
Mental Math
KDevelop mental math strategies and abilities to make sense of quantities
1Develop mental math strategies and abilities to make sense of quantities
2Develop mental math strategies and abilities to make sense of quantities
3Develop mental math strategies and abilities to make sense of quantities
4Develop mental math strategies and abilities to make sense of quantities
5Develop mental math strategies and abilities to make sense of quantities
6Develop and apply mental math strategies and estimate amounts and outcomes
7Develop and apply mental math strategies and estimate amounts and outcomes
Mental Math
Challenges Need to be Scaffolded into
Manageable Chunks
Sweller J. (1998)
Basic knowledge is Important
Ansari et al, (2013)
Attitude and Mindset Are Important
Dweck, C.S. (2008) Mindset and math/science
achievement.
Research
JUMP Math
in your
classroom
Pacing
Book 1, Book 2
Spiraling
Length and order of units
Pacing
Book 1, Book 2
Spiraling
Length and order of units
Multi-Grade Teaching
Plan with Curriculum Guides
Adjust the review, activities, and extensions
Begin class by teaching one lesson
Shared Content
Review
Activities
Extensions
Preparing LessonsPreparing a lesson
Read the lesson
Review SMART slides
Prepare materials
Teach!
Preparing LessonsPreparing a lesson
1. Check and assess prior knowledge
2. Integrate Mental Math
3. Decide on games & activities
4. Plan continuous assessment
5. Prepare Bonus questions and Extensions
6. Match SMART lessons
7. Prepare BLMs & manipulatives
8. Do corresponding AP pages
Assess
Teach
(up to 3 minutes)
Practice
ScaffoldIncrease level
incrementally
Bonus
Preparing LessonsPreparing a lesson
• At what points in the lesson will you need to
offer bonus questions?
• How will you emphasize new vocabulary?
• If you have any weak students in your class,
where do you anticipate them getting stuck?
What might help them? Can you preload
them in any way before the lesson?
• At what points will you assess the class, and
how will you do it?
• What extensions/activities can you offer the
stronger students?
Preparing LessonsPreparing a lesson
Preparing LessonsPreparing a lesson
Remember… Keep the class together
How?
• Preload weakest students
• Use continuous assessment
• Always have bonus questions on hand
• Give extensions to stronger students and help
students who are struggling
• Do not allow students to work ahead
Remember… Everything is difficult before it is easy!
Lesson Flow
1. Mental Math: 10 minutes
2. Lesson Plan: 30 – 40 minutes
3. Follow-up with AP books: 5-10 minutes
First activity of the day:
Fluency practice
Math Lesson:
See Suggested Class Framework
Frequently:
SNAP Assessment (more to come… stay tuned)
Open-ended problem/task (second half of year)
Suggested Day Plan
http://jumpmath.org/jump/en/research
SUPPORTING
RESEARCH
EFFICACY OF
JUMP MATH
• Case Studies
• Randomized Controlled Trials
• Standardized Testing
• Independent Studies
• Anecdotal Observations
• Working Memory
• Cognitive Load
• Math Anxiety
• Symbolic Representation
• Confidence
Research
Video:Congruency
Congruency Exploration
What did the teacher do?
What were the students doing?
How would you describe the flow of the lesson?
Reflection
Mental Math
Assessments
Evidence
Notes: *Class percentile ranking based on results on the norm-referenced Test of Mathematical Abilities
Percentile Rankings*, Grade 5 (2008) vs Grade 6 (2009)
MABIN SCHOOL
54th
Evidence
Notes: *Class percentile ranking based on results on the norm-referenced Test of Mathematical Abilities
Percentile Rankings*, Grade 5 (2008) vs Grade 6 (2009)
MABIN SCHOOL
54th 98th
• Administer during first few weeks of school
• Positive encouraging language during
assessment
• Done verbally
• One-on-one
• Use to guide instruction and differentiation
• Can re-administer at any point during the
year
Preparing LessonsMental Math Assessments
Our Responsibility
Lesson
Perimeter
Draw several shapes of your own design on grid
paper and exchange the shapes with a partner.
Draw a letter, a simple word, or your own name
and find the perimeter. Check with a neighbour.
What did I do?
What were you doing?
How would you describe the flow of the lesson?
Reflection
Questions?
