DESTINATION MATH

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DESTINATION MATH

• K-12 SOFTWARE PROGRAM
• Reviewed by Peggy Cunningham

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Destination Math

• K-12 supplemental math software program
• Engaging animated tutorials support visual and
  auditory learning
• Interactive content
• All concepts taught within the context of
  real-world examples and situations.
• Content assessments can be assigned by skill or
  standards
• Assessment-prescriptive lessons-assessment model
• Aligned to state and national standards
• Riverdeep product

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FEATURES

• English/Spanish
• Seven Math Courses
• On-screen manipulatives
• Practice questions interspersed throughout
  lessons
• Engaging animation
• Audio Support
• Off-line support materials
• Learning Management System
  (diagnose, prescribe, and assess)

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Multiple Methods of USAGE

• Computer Lab
• Whole Class Instruction with LCD
  projector/smartboards

• Small group instruction
• Single computer station capability
• Home connection

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ALIGNMENT

• Supports National Council of Teachers of
  Mathematics (NCTM) standards
• Aligned to Kentuckys Core Content for
  Instruction
• Aligns to your curriculum

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ALIGNMENT
Mastering Skills Concepts Course I
Module Addition and Subtraction Unit
Subtraction Session Differences within 10
Standards
MA-EP-1.3.1-Students will analyze real-world
situations to identify the appropriate mathematica
l operations, and will apply operations to solve
real-world problems with the following
constraints -Add and subtract whole numbers with
three digits or less -Multiply whole numbers of
10 or less -Add and subtract fractions with
like denominators less than or equal to four and
-Add and subtract decimals related to money. DOK
- 2
Mastering Skills Concepts Course II
Module Operations with Numbers Unit Addition
and Subtraction Session Sums Less than 100
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MENU FOR COURSE IV, GRADES 6-8
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SETUP OF SOFTWARE

• 1. THE LANGUAGE OF ALGEBRA
•    1.1 Variables, Expressions, and Equations
• Translating words into expressions
• Applying properties of real numbers
• Evaluating and simplifying expressions
•    1.2 Linear Equations in One Variable
• Applying inverse operations
• Transforming equations using multiple operations
• Solving absolute value equations
• 2. LINEAR FUNCTIONS AND EQUATIONS
•    2.1 The Rectangular Coordinate Plane
• Graphing ordered pairs
• Defining slope
• Finding x- and y-intercepts
•     2.2 Introduction to Functions
• Exploring the slope-intercept equation of a line
• Exploring the point-slope equation of a line
• Relations and functions
• 3. SYSTEMS OF LINEAR EQUATIONS

• Modules
• Units
• Tutorials
• Screens (Lessons)
• Workout (Questions)

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LESSONS (Tutorials)
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Engage

• Lessons start by
• asking a question,
• defining a problem,
• showing a surprising event,
• acting out a problematic solution

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Instructional Process

• PACE
• Identify the Problem
• Analyze the Information
• Compute
• Evaluate the answer

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TOOLS

• Virtual manipulatives
• Exploratory tools
• Glossary of mathematical terms
• Scientific Calculator

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Learning with Models Primary

• Explains why we use models
• Uses a model to explain the algorithm
• Examples
• Blocks and chips are used throughout to help
  explain place value, counting, addition,
  subtraction, multiplication and division
• Arrays and rectangles and are used to explain
  multiplication

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Learning with Models Adolescent

• Fraction Bars and Number Lines
• Synchronized narratives and dynamic graphical
  animations
• Example
• Mastering Algebra I an animated diagram is used
  to explain the Pythagorean Theorem

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K-1ELEMENTARY MATH I

• Number Sense
• Addition Subtraction
• Geometry Measurement
• Algebraic Thinking

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Destination Math Grades K-1
The lessons and activities in this course
include the following topics Counting from 1 to
100 Addition and subtraction Identifying shapes
Patterns Graphing data Using ordinal numbers
Comparing and ordering Clock and calendar time
Money Length and weight
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DESTINATION MATH GRADES 2-3

• Number Sense
• Operations and Numbers
• Geometry Measurement
• Algebraic Expressions Functions

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Course II Destination Math Grades 2-3

• The skills and concepts explored in this course
  are
• Counting in 100s up to 1,000
• Counting in 1,000s up to 10,000
• Fractions as numbers
• Addition and subtraction
• Multiplication and division
• Patterns
• Place value
• Comparing and ordering
• Rounding numbers
• Algebraic thinking
• Plane and solid figures
• Congruence and symmetry
• Measuring time, money, and temperature

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GRADES 4-6INTERMEDIATE MATHEMATICS

• Numbers Number Sense
• Operations with Numbers
• Fractions
• Decimals
• Geometry
• Data Analysis

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Destination Math Grades 4-6
Numbers and Number Sense large and small
numbers, numbers as factors Operations with
Numbers addition and subtraction of whole
numbers, integers, multiplication and division of
whole numbers Fractions proper and improper
fractions, addition and subtraction,
multiplication and division of fractions
Decimals introduction to decimals, addition and
subtraction, multiplication and division of
decimals Geometry measurement, coordinate
geometry, and algebra Data Analysis and
Probability modeling and displaying events
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ADVANCED MATHEMATICS GRADES 6-8

• Fractions
• Decimals
• Percents
• Integers
• Order of Operations

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PRE-ALGEBRA GRADES 6-8

• Essentials of Algebra
• Fundamentals of Geometry
• Radicals Exponents
• Ratio Proportion
• Fundamentals of Statistics
• Fundamentals of Probability

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Destination Math Grades 6-8

• Advanced Mathematics IV
• In this middle school program, students focus on
  arithmetic, numbers, and operations.Students
  investigate properties of fractions, decimals,
  percents, and integers, and explore the rules
  that govern their operations. The following
  topics are included
• Fractions essentials of fractions, equivalent of
  fractions, multiplying, dividing, adding, and
  subtracting fractions
• Decimals essentials of decimals, adding and
  subtracting decimals, multiplying and dividing
  decimals
• Percents essentials of percents, finding
  percents of quantities, increasing and decreasing
  percents
• Integers and Order of Operations adding and
  subtracting signed numbers, multiplying and
  dividing signed numbers, order of operations

• Pre-Algebra V
• A comprehensive approach to teaching pre-algebra.
• In preparation for high school mathematics,
  students explore ratios, proportions, and
  irrational numbers. They also begin a study of
  the fundamental skills and concepts of algebra,
  statistics, geometry, and probability. Unit
  topics cover the following content strands
• Essentials of Algebra algebra fundamentals,
  evaluating algebraic expression, simple
  equations, variable on both sides of the
  equation, solving literal equations
• Fundamentals of Geometry geometry fundamentals,
  triangles, volume and surface areas
• Radicals and Exponents introduction of radicals
  and Pythagorean Theorem, scientific notation
• Ratio and Proportion ratio, proportion, direct
  and inverse variation, similar polygons
• Statistics interpreting and constructing graphs,
  mean median and mode, frequency distribution, and
  histograms
• Probability simple probability, probability of
  combined events

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MASTERING ALGEBRA 1

• The Language of Algebra
• Linear Functions Equations
• Systems of Linear Equations
• Linear Inequalities

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MASTERING ALGEBRA 2

• The Real Number System
• Powers and Polynomials
• Quadratic Functions Equations
• Algebraic Expressions Functions
• Describing Data

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ALGEBRA UNITS AND TOPICS

• COURSE I
• The Language of Algebra Variables, expressions,
  and equations Linear equations in one variable
• Linear Functions and Equations The rectangular
  coordinate plane Introduction to functions
• Systems of Linear Equations Graphing solutions
  of linear systems Algebraic solutions of linear
  systems
• Linear Inequalities Inequalities in one
  variable Inequalities in two variables

• COURSE II
• The Real Number System
• Rational and irrational numbers
• Powers and Polynomials
• Polynomial arithmetic
• Factoring polynomials
• Quadratic Functions and Equations
• Graphing quadratic functions, equations
• Solving quadratic equations using algebra
• Algebraic Expressions and Functions
• Radical equations and functions
• Rational expressions, equations, and functions
• Describing Data
• Graphical displays

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Destination Math Student Activities

• Each lesson includes a set of activities that
  provide additional instruction, practice, and
  games to ensure that students develop
  mathematical reasoning, academic vocabulary
  mastery, as well as the ability to solve
  multi-step problems with confidence
• Available as black line masters on the web, so
  that teachers can print out just those lessons
  each individual student needs
• A student logbook for students to take notes as
  they progress
• Your turn worksheets that teachers can print
  out for additional practice

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Assessment

• Comprehensive Assessment
• Includes a pre-course diagnostic test, daily
  monitoring opportunities, and the ability to
  create custom tests to measure ongoing
  proficiency
• Allows teachers to use pre-created lesson based
  assessments or create their own assessments based
  on specific Math Standards
• Identifies gaps in skills and concepts, and
  prescribes assignments and activities to monitor
  the learning path of each student

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Management Reporting
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Management System Reports

• STUDENT REPORTS

• PURPOSE To Show

• Activities Summary
• Activity Progress
• Tests Summary
• Test Response
• Mastery of Learning Objectives
• Mastery of Benchmarks

• details of a students completion of all assigned
  activities
• details of a students completion of a single
  instructional activity
• details of a students performance on all
  assigned tests
• a students responses on a single test
• details of a students performance on a single
  test with respect to the learning objectives
  addressed by that test
• details of a students performance on a single
  test with respect to the state standards/benchmark
  s addressed by that test

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Management System Reports

• CLASS REPORTS

• PURPOSE To show the

• Class Activities Summary
• Class List Activity Progress
• Class Tests Summary
• Class List Test Score
• Class Mastery of Learning Objectives
• Class Mastery of Benchmarks

• status of completion on all activities for an
  entire class
• completion status of a single activity for an
  entire class
• summarized results of all tests for an entire
  class
• performance of each student in a class on a
  particular test
• average performance of a class with respect to
  learning objectives on a particular test
• details of performance of a class with respect to
  the state standards/benchmarks on a particular
  test

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Management System Reports

• REPORT

• PURPOSE To show the

• Grade Level Achievement
• District Regional Achievement
• District Activities Usage
• Student Historical Activities
• Student Historical Tests

• details of performance of all schools with
  respect to the state standards/benchmarks on a
  particular test
• distribution of students scores in all schools
  of all tests in a particular subject
• number of activities created and assigned, and
  the average time on task, for all schools
• activity completion status of a student who had
  previously attended a different school
• performance on tests of a student who had
  previously attended a different school

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PROFESSIONAL DEVELOPMENT

• Implementation Planning
• Administrative Workshop
• Initial Implementation Training
• Onsite Support
• Curriculum Integrations/Lesson Plan Mapping
• 1,700/day, number of days customized

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What Works Clearing HouseReviewing Research,
Report Pending
RESEARCH
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WHITE PAPER

• Multiple validation studies of Destination Math
  can be found in the supplemental documentation of
  the paper, Destination Math White Paper and
  Research
• Also the successes of Destination Math in helping
  students raise their levels of achievement are
  documented in Case Studies found in the
  supplemental documentation.
• San Antonio Districts CollaborativeDr. Sandra
  Bloom, Director, San Antonio Urban Systemic
  Program
• Shadowlawn Elementary School, Collier County,
  FL, Tim Ferguson, Principal
• Palm Beach County, FLDr. Lisa Troute, ESOL
  Curriculum Specialist
• In each of these cases, the quality of the
  instructional materials and focused professional
  development for the teachers implementing
  Houghton Mifflin Harcourt Learning Technology
  intervention software were critical in creating
  success for the teachers and their students.

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RMC RESEARCH CORPORATION NATIONAL SURVEY
RESULTS September 2000

• Over 90 of respondents rated their satisfaction
  with Destination Math as very satisfied or
  somewhat satisfied in these areas
• Usefulness of Testing Tool
• Technical Support
• Difficulty of Levels
• Clarity of Instructional Material
• Age-Appropriateness
• Ease of Use
• Content of the Lessons
• Level of Student Involvement
• Approximately 85 of respondents rated their
  satisfaction with Destination Math as very
  satisfied or somewhat satisfied in Technical
  Qualities

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ENGAGING STUDENTS CRITICAL- THINKING SKILLS

• While many traditional text-book driven math
  lessons still engage students thinking at the
  lower levels of Blooms taxonomy, research has
  shown that students remember more when they have
  learned to think about mathematical concepts at
  the higher levels of the taxonomy. Researchers,
  educators, and policy makers have consistently
  argued that higher-order thinking skills are
  essential and must be taught in schools. This
  research has shown that Destination Math
  scaffolds the transition from LOTS to HOTS for
  students by providing opportunities for recall
  and rehearsal of math concepts in tutorials, and
  opportunities to apply and extend concepts
  learned in test questions, practice problems, and
  workouts. This research supports the conclusion
  that developing students HOTS or
  critical-thinking skills is a compelling
  rationale for the use of Destination Math in
  schools.

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MORE INFORMATION ON DESTINATION MATH

• Kentucky Center for Mathematics has submitted
  questions from their document Considerations for
  Selecting a Primary Grades Supplemental
  Mathematics Diagnostic Intervention Program to
  the publisher of Destination Math. You can read
  the responses of the publisher at
  http//kentuckymathematics.org/intervention/doc/20
  08/Considerations20Vendor20Template-Destination
  20Math.pdf

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PRODUCT DEMO

• http//web.riverdeep.net/portal/page?_pageid818,1
  381578,818_1381618_dadportal_schemaPORTAL

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CONTACT INFORMATION

• Jamison J. Fisher
• Account Executive
• Houghton Mifflin Harcourt Learning Technology
•  
• 304.552.0540 (mobile)
• 304.933.3009 (office)
• jamison.fisher_at_hmhpub.com
•  

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Creating or Selecting Intervention Programs NCTM

• http//www.nctm.org/intervention.aspx

Questions to Consider When Creating or Selecting
an Intervention Program
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1. Diagnostic assessment

• 1.1. Does the intervention program include
  diagnostic assessments that identify students
  specific strengths and weaknesses with respect to
  both conceptual understanding and procedures?
• 1.2. Do the assessments investigate students
  knowledge of fundamental mathematics concepts
  that are grade appropriate?
• 1.3. Does the content that is assessed align with
  the schools prescribed curriculum?
• 1.4. Do the assessments communicate students
  strengths and weaknesses in ways that teachers
  and parents can understand?

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2. Instructional activities

• 2.1. Does the intervention program include a
  series of instructional activities that are
  carefully linked with the diagnostic assessments?
• 2.2. Do the programs instructional activities
  support and enhance, but not supplant or
  duplicate, regular classroom instruction?
• 2.3. Are tools for ongoing, formative assessment
  embedded in the instructional activities?
• 2.4. Is the mathematics in the instructional
  activities correct?
• 2.5. Do the instructional activities advance the
  schools curriculum and promote reasoning and
  conceptual understanding?
• 2.6. Do the instructional activities contain
  challenging tasks that are appropriate for
  students interests and backgrounds?

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3. Postassessment

• 3.1. Does the intervention program contain
  postassessments that indicate whether the
  instructional activities have been effective?
• 3.2. Are follow-up assessments administered in a
  timely fashion?
• 3.3. Do the assessments communicate students
  growth or need for further instruction in ways
  that teachers and parents can understand?

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4. Organizational structure of the intervention

• 4.1. Is the structure of the intervention program
  feasible given the organizational structure of
  the school?
• 4.2. Does the school have the necessary resources
  to implement the intervention program as
  designed?
• 4.3. Does the intervention program include
  adequate and ongoing professional development to
  ensure effective implementation?

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5. Research supporting the intervention

• 5.1. Have rigorous and appropriate methods been
  used to evaluate the intervention program and
  determined it to be successful?
• 5.2. Does theoretical and empirical evidence
  support the efficacy of the intervention program
  in a setting that is similar to your school?