Tuesday, Oct 20, 2015

If you need money to purchase the Han-5 program, we have done the work for you. Here is a generic grant that you can use. 
Just fill in your name(s), your goal(s) and your school's statistics. Good luck and best wishes!


*Summary
___________________ will empower their math lessons by teaching the Han-5 System of Mathematics. This supplemental math program is designed for the visual, kinesthetic and auditory learner to master their basic math facts. In this program, students will learn how to create nine different linear number patterns, using one hand as a tool, to be able to skip count fluently, multiply, divide and solve all types of algorithms. Our goal is to have 100% of our students become successful while learning and discovering the fascination of mathematics. 

 
*Describe your project, including goals for student learning and how you will measure each outcome. Be sure to include the standards with which you will be linking your work.
 
Our project implements a math program that addresses the need for all kinds of learners to master their math facts. The Han-5 program teaches nine different number patterns on one hand through a visual, auditory and kinesthetic method. This method empowers students to speak a mathematical language, counting by multiples fluently. Students use their hand as a tool or resource to add multiples, recall multiplication facts, division facts, and recite equivalent fractions with linear thinking. Eventually, students drop their hand and can recall math facts mentally.
 
Our Goals
* To have 100% of our students master their basic multiplication and division math facts with conceptual understanding.
* To understand properties of multiplication and division and explain the relationships between repeated adding and subtracting, solving parts to a whole, equivalent fractions and ratios.
* To give students a feeling of self-confidence and pride while becoming mathematically empowered.
* To represent, communicate, and solve problems involving multiplication and division using models.
* To recognize linear patterns and identify that pattern by its rule.
* To enable students to think and solve math problems with logic, precision and reason.
* To empower students to see patterns in all facets of curriculum and life. 

The Core Math Standards we are going to link our project with are Operations and Algebraic Thinking and Numbers and Operations.
Operations and Algebraic Thinking
* Interpret products as the total number of objects by the number of groups and the equal number represented in each group. Students will use their "new language" to count the number of sets and count by the multiple for each set.
* Interpret whole-number quotients by number of shares or the number of groups. Students will use their hand, as a tool, to count by the equal number in each group and then they will count the number of groups being used. Next, they can reverse these two numbers to see that they can now have a different number of groups with different equal numbers for each group.
 * Understand division as an unknown-factor problem. Students will count by the given multiple up to the total number. Then they will see how many times they count to arrive at their answer. Students will use link-block cubes to model what they did.
* Identify arithmetic patterns and explain them. Han-5 teaches students to count fluently by a multiple when adding sequential tens to ones (units) to create number patterns of multiples.
Numbers and Operations
* Multiply one-digit numbers up to 100. Students will be able to recall math facts to multiply up to 100.
* Explain equivalence of fractions by reasoning there size. Han-5 lessons include students drawing out their fractions to compare and contrast sizes and to justify reasoning.
* Understand two fractions being equivalent and recall a series of equivalent fractions. Students will be able to write a series of equivalent fractions that equal the same amount.
* Understand that 25 cents is 1/4 of a dollar, 50 cents is 1/2 of a dollar, 75 cents is ¾ of a dollar, etc.
 
Assessments to be used:
* Pre- and Post-tests will be administered to assess and monitor our students' growth.
* Individual and class records will be kept to monitor progress as they learn each number pattern.
* We will conduct student weekly time tests.
* We will administer bi-monthly benchmarks.
* We will grade weekly problem-solving booklets that students create.
 
*Describe the student need for this work. In addressing student need, focus first on academic need and then describe sociological, economic, emotional, and/or cultural issues.


Our school's population consists of _____ students. _____ percent of this population qualify for free or reduced lunch. Our ethnic enrollment percentages are ____ Hispanic, ____Black, ____White, and ____ other races. Since our school comes from a variety of cultural backgrounds, this brings us a set of unique abilities and challenges. One of these challenges is students learning their basic math facts. We normally have about _____ of our students who master this task and then _____ who leave _____ grade not having mastered their facts. This causes them to struggle with math for the remainder of their lives. When students don't master multiplication and division math facts nor develop a conceptual of understanding, they are hindered in problem solving.
Most of our students come from low-socioeconomic households where English is a second language. Therefore, it is extremely difficult for parents to lend support with academic concepts. This creates a need for a school-based program that establishes a foundation of basic math facts and math understanding. This program consists of lessons that can be taken home so students can reinforce classroom learning. Students will teach their parents and siblings the system, thus expanding our project into our school community.
 
Traditional methods such as rote memorization and flash cards do not teach the conceptual understanding of multiplication and division. This lack of understanding prevents students from engaging in mathematical practices. Many students have a difficult time memorizing all of the individual isolated math facts, therefore, causing a need to implement an alternative approach. The Han-5 Program will assist our Far-Below-Basic to Advanced-level students to achieve the math skills they need to succeed with our core math curriculum. It will also create a foundation for them to understand place value, speak by multiples, recall math fact families and analyze how repeating number patterns are created.
Our project goal is to have 100% of our students master their math facts and understand the relationships between multiplication, division, addition, subtraction, algebra, equivalent fractions, parts to whole and ratios. This system will enable our students who would normally fail in learning their math facts and will give them positive self-esteem by being successful during math class.
We, as educators, want all of our students to succeed in math and buying and implementing this program will give us the success we need to achieve our math goals!
 
 
*Describe the activities in which you and your students will engage to reach your stated goals. In this description, address how the activities will engage students in critical thinking and problem solving.
 
Students will be involved in learning the Han-5 System of Mathematics. Activities will empower all students to learn, speak and recall basic math facts through learning nine different number patterns. This system will then create a solid foundation for students to communicate math ideas for problem solving. Higher levels of learning and linear thinking can then take place because students are empowered to speak the mathematical language needed to understand concrete and abstract thinking.
 
Han-5 workbooks contain one-hundred and fifty lessons that are divided into ten sections. The first lesson in each section provides a repetitive and sequential numerical pattern that teaches place value, while creating multiples for the specific number. This is taught through a visual, kinesthetic and auditory approach. After that, students can speak fluently by that multiple. In the next two lessons, students apply that knowledge and how it relates to a number line and a hundred chart. The following lessons teach students how to add, multiply and divide by a specific multiple. This unique language and patterns enable students to solve word problems involving equal groups, arrays and measurement quantities. Students are empowered to understand and determine the unknown variable relating to three whole numbers in multiplication and division. Other lessons reinforce students' conceptual understanding of multiplication. Students read word problems and identify one factor being the number of sets and a second factor being the multiple in each group. Further activities allow students to draw out their work and see their product. Continued lessons assist students in understanding division concepts. They identify the dividend being the total number the divisor being the multiple and finding the quotient. And last, students create and write their own word problems, in order to reach their optimal level of learning.
 
Here is an example of some of the activities in the one-hundred and fifty lessons:
Students will learn and create equivalent fractions for 1/4. First, they write a series of 1/4's using their Han-5 pattern. Students will write up to 100/400 and then go back and identify different number patterns, i.e., 1/4, 10/40, 100/40 or 25/100, 50/100, 75/300, 100/400. Next, students draw out these equivalent fractions on a chart to see that each one is the same amount as 1/4. Afterwards, students will play a game called "Smallest Equivalency." In this game, students compete against each other by thinking and naming the smallest equivalent fraction of 1/4. The power behind this program is once students learn the number four pattern, then they are empowered to multiply by 25, i.e., 25 X 4=100, 25 X 8=200, etc.
Activities in the program also include teaching aids such as, number puppets, Boogie Boards of hand formations, stories and directions on how to add, multiply, divide, solve equivalent fractions, parts to a whole, reduce fractions, etc. Other activities reinforce the cognitive understanding of how "math fact families" are related to algebra, multiplication, division, simplifying fractions, creating word problems, solving and drawing parts to a whole, solving and writing equivalent fractions plus much more.
 
 
*Describe how this project will be sustained beyond the grant period and/or how it provides a model that can be used by other educators.
 
This project will create a solid foundation for students to gain success in math for the reminder of their school career. It will assist them in understanding number concepts through communication, representation, connections and operations. One hundred percent of our students will leave third grade knowing their math facts and understanding the conceptual understanding of multiplication and division. They will obtain the self-confidence necessary to communicate math ideas, problem solving and accurately compute with fluency and precision through this project. Students will carry with them the understanding of how math fact families are interconnected in a coherent, sequential, precise way that produces a coherent whole. During the year as students learn the Han-5 Math program, they will go home and teach what they have learned to their parents, other family members and community. As they advance to the next grade, they will continue to educate their new teachers on how this system works and applies to other types of algorithms.
Students will carry with them to the next grade the understanding of these Mathematical Strands:

  1. Number and Operations: Students will understand place value, recognize number patterns and have the appropriate tools they can use while adding multiples, subtracting multiples, multiplying, dividing and recalling equivalent fractions. Students will be able to compute accurately with precision and will be able to self-correct by using logical reasoning.
  2. Algebra: Students will be able to solve problems with missing factors, fill in missing number patterns and understand the relations and relationships between numbers and operations.
  3. Problem Solving: Students will carry with them twenty appropriate strategies to solve problems and apply them as they prove their answers.
  4. Connections: Students will know how "math fact" families are interconnected and are built upon to produce a coherent whole.
  5. Representation: Students will have appropriate tools to organize their thinking, record and communicate math ideas.
  6. Reasoning and Proof: Students will recognize reasoning and proof as a fundamental aspect of math and the language of mathematics to express math ideas and concepts in a coherent, sequential and precise manner.
  7. In conclusion, by purchasing our life-time teacher licenses, this project will be sustained beyond the grant period allowing us to teach our students, year after year, this awesome program of mathematics.

 
GO TO OUR ORDER LINK ON OUR WEB SITE FOR YOUR BUDGET!

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