# STRATEGIES FOR TEACHING MATHEMATICS

• Published on
03-Jan-2016

• View
30

3

Embed Size (px)

DESCRIPTION

STRATEGIES FOR TEACHING MATHEMATICS. Strategies for Building Number Sense and Computational Fluency. Strategies for Building Number Sense and Computational Fluency. Incremental Rehearsal Interspersal Worksheets Individualized Self-Correction Checklist COVER-COPY-COMPARE - PowerPoint PPT Presentation

Transcript

• STRATEGIES FOR TEACHING MATHEMATICSStrategies for Building Number Sense and Computational Fluency

• Strategies for Building Number Sense and Computational Fluency INCREMENTAL REHEARSALINTERSPERSAL WORKSHEETS INDIVIDUALIZED SELF-CORRECTION CHECKLISTCOVER-COPY-COMPAREERRORLESS LEARNING WORKSHEETSTIME DRILLSGAMESUSE BOOKS TO ENGAGE STUDENTSWRITING ACTIVITIESSOCIO-DRAMATIC PLAYMNEMONICSMANIPULATIVESMISCELLANEOUS IDEAS

Jim Wright http://www.interventioncentral.org/htmdocs/interventions/math/math_increm_rehearsal.php

• INTERSPERSAL WORKSHEETSTeacher identifies challenging problems for a studentTeacher identifies easy problems for a studentWorksheet is prepared alternating two types of problems

Worksheet Generator for Numbers at http://www.interventioncentral.org/htmdocs/tools/mathprobe/allmult.php

Jim Wright http://www.interventioncentral.org/htmdocs/interventions/math/math_interspersal.php

• INDIVIDUALIZED SELF-CORRECTION CHECKLISTTeacher meets with students to analyze mistakesTogether develop way to avoid mistakeStudents use checklist when working independently

Zrebiec Uberti, Mastropieri & Scruggs, 2004

• COVER-COPY-COMPARE

Jim Wright, http://www.interventioncentral.org/htmdocs/interventions/genAcademic/ccc.php Prepare worksheets with problems with answers on left, unsolved problems on rightStudent looks at worked problemStudent covers correct problem, works problem on right and checks

• ERRORLESS LEARNING WORKSHEETSTimed worksheets with include an answer key at the top of the pageStudent locates answer to problem they cannot work and write it in

Caron, T. A. (2007). Learning multiplication the easy way. The Clearing House, 80, 278-282.Jim Wright www.interventioncentral.org

• TIME DRILLS

TI-10/15

• TIME DRILLSTextbook WorksheetsWeb Sourceshttp://www.interventioncentral.org/htmdocs/tools/mathprobe/allmult.phphttp://www.aimsweb.com/login.php ExtensionChart ProgressGraph Progress

• GAMESMental

Paper and Pencil

Board

Computer

• MENTAL NUMBER GAMESA Minute or Less start with a number and give students an operation and another number. Without telling them the answer, use that answer and give them another number and operation. Operations are performed in the order given.Make It More, Make It Less Number Sense and Operations Addenda Series Grades K-6, NCTM One-Out Navigating through Number and Operations in Prekindergarten-Grade 2, NCTM

• PAPER AND PENCIL NUMBER GAMESGive students a number and have them come up with computational problems that fit that number. Give students a date and see how many problems they can write that uses all the digits in that date.Commercial Board and Computer Games

• 1/14/960 = 4 + 6 9 1/1 0r 6 - 4 + 1/1 - 9 1 = 4 + 6 9 1 + 12 = 94 6 + 1 + 13 = 6 - 4 + 9 (1+1)4 = 5 = 6 + 4 - 9 (1+1)6 = 49 6 + 1 - 1 etc

• Board GamesWWC Quick Review of the Article Promoting Broad and Stable Improvements in Low-Income Childrens Numerical Knowledge Through Playing Number Board Games"1What is this study about? This study examined whether playing number board games improved numeracy skills of low-income preschoolers.It included 136 preschool children from 10 urban Head Start centers. The children ranged in age from four to five-and-a-half years old.Seventy-two children were randomly selected to play a number board game with a trained experimenter. The other 64 children played a different version of the game using colors instead of numbers.Numeracy skills were assessed at the end of a two-week period and again nine weeks later.What did the study authors report? Children who played the number game had better counting and number identification skills than children who played the color game. Children who played the number game were also better at picking the highest number from a pair of numbers and identifying positions on a number line.The effects persisted nine weeks after the game sessions ended. Estimated effect sizes at that point ranged from 0.55 to 0.80. These effects did not differ by the age of the preschoolers.1Promoting Broad and Stable Improvements in Low-Income Childrens Numerical Knowledge Through Playing Number Board Games. Child Development, 79(2), 375-394. Geetha B. Ramani and Robert S. Siegler.

• Games Chart showing the possible applications/modifications of nine commercial board games for teaching early numeracy.

http://www.kentuckymathematics.org/docs/2007/intervention/Game_chart.pdf

• BOOKSRemainder of OneAnnabelle Swift, KindergartnerEach Orange Had Eight SlicesTwo Ways to Count to Ten12 Ways to get to 11A Million FishMore or LessHow the Second Grade Got \$8,205.50 to Visit the Statue of Liberty

• WRITING ACTIVITIESStudents write a letter to an absent student, parent, or student in another class to explain a process; include a problem to be worked using the process for the addressee to workEntrance/exit slipsMedia Campaign Middle School Mathematics Online Strategies for Teachers http://www.doe.virginia.gov/VDOE/middle-math-strategies/

• SOCIO-DRAMATIC PLAYCreate Learning Stations Restaurant (menu, money, table numbers)Grocery (money, quantity, unit prices)Music (assign a number to instruments)

• MNEMONICS FOR BASIC COMPUTATION (CAUTION)

Dont Miss Susies Boat Please Excuse My Dear Aunt Sally

http://www.unl.edu/csi/math.shtml

• MANIPULATIVESBase Ten BlocksDominoesNumber LinesTwo sided chips, mat tiles, tile spacersPositive/Negative mats

• MISCELLANEOUS IDEASPosition PaperPatterns in MathCooperative LearningI HaveWho Has Color Coding Arithmetic Symbols Calculators Probes on Quantity Discrimination, Missing Number, Number Identification http://www.interventioncentral.org/php/numberfly/numberfly.php

having and using efficient and accurate methods for computing

**Incremental rehearsal builds student fluency in basic math facts ('arithmetic combinations') by pairing unknown computation items with a steadily increasing collection of known items. This intervention makes use of concentrated practice to promote fluency and guarantees that the student will experience a high rate of success. Ex. Multiplication by 8.