enVision Math

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The introduction of the day’s lesson happens during the Visual Learning Bridge segment of the lesson between the introductory Solve & Share activity and prior to the Assess & Differentiate segment. Teachers will build off the day’s Solve & Share which introduces the day’s learning objective via a problem-solving and sharing approach and then use the Visual Animation Plus video to help teach through examples in the student workbook. The small group Teacher Table work then builds upon the daily lesson based on the collected student data where a differentiated approach ranging from support to enrichment is used. On average, using the Split Classroom model, students are in whole group instruction for approximately 20 minutes and then rotate between partner work and the Teacher Table for 20 minutes each for the remainder of the teaching block. For the Student Rotation Model, students are in whole group instruction for approximately 15 minutes and then rotate between individual work, partner work, and the Teacher Table for 15-minute rotations each for the remainder of the teaching block. 

One of the great things about enVision math is the wealth of resources and activities that are available for student support. Teachers have access to a variety of resources based on individual student needs and can assign them digitally or in paper format. In addition, any enVision resource is editable which allows teachers to better tailor an activity to the particular academic needs of their students.

As we have always done in the District, teachers collect and use classroom data to guide their daily lessons, build their student groups, and inform their instruction. Students within a classroom that require additional support to fill in any learning gaps will work with the classroom teacher during the Assess & Differentiate segment of the class to help address these gaps. In addition, since daily homework can also be differentiated, students may be given support or reteaching resources to help address any learning gaps that the classroom teacher may have observed.

While the District has a suggested timeline for each grade level, teachers may need to alter their plans based on collected student classroom data. This may mean spending more time on a lesson if the data shows that students need more work with its content or less time than originally planned if a lesson goes faster than originally planned. In both cases, teachers have a wealth of resources and activities to choose from within the enVision math program that allows for student academic needs ranging from support to enrichment. Teachers can choose from these resources and personalize them to their students based on the classroom data that has been collected.

Students are doing paper and pencil work in the student workbook and additional practice workbook and supplement that with online work such as lesson checks, Practice Buddy, and student videos. All assessments are being given in paper format at this time.

The heart of the enVison math program is the opening Solve & Share problem for each lesson.  This question asks students to consider a new problem and come up with a solution strategy.  The next step is to share - and refine - their learning strategy with a small group of students.  This approach builds math articulation skills and takes time to develop in younger students who are not familiar with this approach. Teachers have been working with their students since the outset of the school year on how to approach, work through, and share their work with a peer with wonderful results.

Videos are used in a variety of ways in the classroom ranging from teachers showing the whole video on a consistent basis to teachers showing clips from a video to help supplement their teaching. The videos have built-in stopping points that promote student-student discussion of a posed question and use animations and imagery to help better explain a concept. In addition to the Visual Animation Plus videos, there are also “Another Look” videos that help students revisit a part of the day’s lesson. Both of these videos are available through the “Bounce Pages” app by either scanning the student workbook or the additional practice workbook.

We use grade-level appropriate contexts and non-academic vocabulary accessible to students. Our texts are calibrated for appropriate grade-level reading levels. But the mathematical language is mandated by standards. Word problems are designed to engage and fully immerse students in utilizing the mathematical language (and practices.)

While this language may initially seem unorthodox, it is used to elicit metacognitive responses and explicitly highlight specific math practices in which students would ordinarily engage during the problem-solving process. That is, these questions are designed to get students thinking about how they think about the problems at hand.

To expose students to a variety of math formats (Add/Subtract: join, separate, part-part-whole, compare; Multiply: equal groups; Divide: measurement, partitive) with unknowns in various locations, the structure of word problems varies as students become flexible mathematicians.

To activate higher-order thinking, some word problems are purposefully complex and may require two or more steps to solve. Word problems may include extraneous information, require connections or comparisons between data, or have students explain or justify. These types of problems are required by state/national standards.

The use of the various Math Practices in the Problem-Solving Performance Tasks is intended to help teachers and students think about strategies for solving problems and how they might analyze and better understand this process. This can be very challenging for those who feel more comfortable with a simple numerical answer. The problems force students to be more thoughtful and communicate on a deeper level.

No. We have found that the small group work at the Teacher Table really allows students who are more reluctant to share to feel more comfortable and willing to talk with a classmate. There are several opportunities within a daily lesson for students to “Turn & Talk” and share a math idea with a partner rather than in front of a whole group. Teachers are always available to help facilitate classroom discussions and often work with shy students in order to make them feel more comfortable in the classroom.

Videos are used in a variety of ways in the classroom ranging from teachers showing the whole video on a consistent basis to teachers showing clips from a video to help supplement their teaching. The videos have built-in stopping points that promote student-student discussion of a posed question and use animations and imagery to help better explain a concept. In addition to the Visual Animation Plus videos, there are also “Another Look” videos that help students revisit a part of the day’s lesson. Both of these videos are available through the “Bounce Pages” app by either scanning the student workbook or the additional practice workbook.

East Brunswick Public Schools teachers collect student data on a nearly daily basis through formative means (such as lesson checks or classwork/homework) and summative means (assessments). Teachers use this classroom data to build their learning groups which occur during the Assess & Differentiate segment of the lesson. Teachers use either a Split Classroom or Student Rotation model to ensure that they can meet and differentiate instruction for their different learning groups while also providing an opportunity for student-student articulation during the partner work segment of the lesson. These learning groups change depending on the classroom data and the day’s lesson while also giving teachers the ability to vary their work with students ranging from support to enrichment.

Students are encouraged to first check their work with one another before using a provided answer key to check their final answers. Students who find an error are then encouraged to revisit any incorrect answers.

There are a wealth of print and online resources and practice problems available for each grade level, many of which are available in your child’s print workbooks or online through their student account. It is always a good idea to contact your child’s classroom teacher if you are looking for additional resources or practice for your son or daughter and they can point you in the right direction. Any additional practice done will not affect your child’s grade at HUES or progress toward the grade-level standards in grades K-4. 

Any other support programs for math that are standards-based would be supported.

East Brunswick does not currently offer summer advancement opportunities at the elementary level but does have support programs in place for math and ILA for those students who qualify.