Strategies_teach_math.pdf. Seventh Grade Math Intervention. Developing Effective Fractions Instruction for Kindergarten Through 8th Grade: What Works Clearinghouse. Intervention Strategies. Mathwire.com Intervention Strategies Resources Please select a strategy: Differentiating Instruction This series of pages is designed as a resource to teachers as they differentiate instruction for varied learners in the class.
Suggested activities include multi-sensory approaches to various mathematical skills and games to help struggling students construct deep meaning for numbers. A mathematics teacher needs to develop the ability to effectively assess student understanding throughout instruction in order to intervene successfully to help all learners achieve daily objectives. Math_Intervention_blue.pdf. School-Wide Strategies for Managing... MATHEMATICS. Mathematics instruction is a lengthy, incremental process that spans all grade levels.
As children begin formal schooling in kindergarten, they develop ‘number sense’, an intuitive understanding of foundation number concepts and relationships among numbers. A central part of number sense is the student’s ability to internalize the number line as a precursor to performing mental arithmetic. As students progress through elementary school, they must next master common math operations (addition, subtraction, multiplication, and division) and develop fluency in basic arithmetic combinations (‘math facts’).
In later grades, students transition to applied, or ‘word’, problems that relate math operations and concepts to real-world situations. Applied Problems: Encourage Students to Draw to Clarify Understanding (Van Essen & Hamaker, 1990; Van Garderen, 2006). References Armendariz, F., & Umbreit, J. (1999). A-Plus Flashcard Maker. Ask Dr. Math Teaching Resources for K-5 Classrooms. Mathematics Deconstructed Standards. Concrete-Representational-Abstract Sequence of Instruction.
Concrete - Representational - Abstract Sequence of Instruction Purpose The purpose of teaching through a concrete-to-representational-to-abstract sequence of instruction is to ensure students truly have a thorough understanding of the math concepts/skills they are learning.
When students who have math learning problems are allowed to first develop a concrete understanding of the math concept/skill, then they are much more likely to perform that math skill and truly understand math concepts at the abstract level. What is it? Each math concept/skill is first modeled with concrete materials (e.g. chips, unifix cubes, base ten blocks, beans and bean sticks, pattern blocks) . [ back to top ] What are the critical elements of this strategy?
A Resource for Teaching Mathematics to Struggling Learners MathVIDS is an interactive website for teachers who are teaching mathematics to struggling learners made possible through funding by the Virginia Department of Education. The primary theme of MathVIDS is to help educators connect why struggling learners have difficutly learning matheamtics to effective instructional practices for these students. Use the navigation menus and links at the top of the page to explore the MathVIDS website and find information and resources pertinent to your interests and needs or click on "site index " at the top right hand corner for a quick overview of the website. Important features of MathVIDS include: For additional description/explanation of MathVIDS click any of the titles below: Illustrative Mathematics. Math Reasoning Inventory. MAP Assessment Tasks (Draft)
Illuminations. Welcome to the Inside Mathematics Website. Mathwebsites. Mathematics Common Core State Standards. CCSS_Math-Whitzel_fullslides9-10-12. The University of Arizona - Institute for Mathematics & Education. The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. These documents were spliced together and then sliced into grade level standards. From that point on the work focused on refining and revising the grade level standards. The early drafts of the progressions documents no longer correspond to the current state of the standards.
It is important to produce up-to-date versions of the progressions documents. They can explain why standards are sequenced the way they are, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics. This project is organizing the writing of final versions of the progressions documents for the K–12 Common Core State Standards.
Common Core Resources. KATM Supports the Implementation of the Common Core State Mathematics Standards NCSM position paper Kansas Common Core Myths and Facts Websites, files, and discussion related to the Common Core State Standards: PPTX VIEWER for Windows PDF VIEWER for Windows Structuring the mathematical practices Bill McCallum In the progressions project we’ve been discussing how best to represent the standards for mathematical practice.
Summer Academy 2012 The Sylvester’s powerpoints: Flipbooks The Common Core “FlipBooks” are a compilation of research, “unpacked” standards from many states, instructional strategies and examples for each standard at each grade level.