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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

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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

INCREMENTAL REHEARSALFlash cards (http://www.aplusmath.com/Flashcards/Flashcard_Creator.html)or index cards with problems students are expected to knowStudent is given two seconds to answer problems correct answers into known pile, incorrect answers into unknown pile. Nine cards are selected from known pile; rest discarded.A review deck is started by teacher reading and answering one problem from the unknown stack; student repeats problem and answerTeacher chooses one known card and uses with unknown card having student say problem and answer to both; two card sequence continues until each answer is given within two secondsAdditional known problems are added to the deck until all nine known problems are used with unknown problemReview deck now has nine known and one unknown problem; when each is answered in two seconds or less, one original known fact is discarded and another unknown problem is added following the same procedure as above

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.

*Teachers can improve accuracy and positively influence the attitude of students when completing math-fact worksheets by intermixing 'easy' problems among the 'challenging' problems. Research shows that students are more motivated to complete computation worksheets when they contain some very easy problems interspersed among the more challenging items. K-12 Algebra textbooks A.B.C Solving multi-step linear equations intersperse one and ttwo step equation. Not only will students feel success but they will be reviewing what they have mastered.*Example: zero x a number is zero; add right to left, not left to right, I forget when I use the distributive property to multiply the number outside the parenthesis by both numbers inside the parenthesis.*K-12, from addition to solving quadratic equations****What works clearing house game with colors/game with numbers Games with number improved more than colors*Reinforce computation skills and order of operations 1. 8; 1 + 7, 7 + 1, etc, for add; 2 x 4; 2 to the third; 4square 2 and sq. rt 2. 2. 4 x 3 , + 8, /2, + 6, sq root of your answer = 43. Take date when they were born 10/14/96, Have them use the digits to come up with whole number answers, this could be an individual assignment that could be worked on for a few minutes each day or the class could have the same date. Individual give each student in the class one of the problems and see if they get the same answer. Class: chart, give points for correct answers and point to anyone who finds incorrect problems. Example 4 +6 -9-1/1 = 0 ***And, of course, computer games**1. Division and remainders 2. How many milks did Anabelle get for $1.08 3. Pages have things grouped in three ways and you multiply 4. Clever animal spear, factors 5. decompose numbers 6. large numbers use calculator and constant key with 65 to get to 1 million 7. value of digits*Order of operations**Teach the child mnemonics that describe basic steps in computing whole numbers. For example, "Don't Miss Susie's Boat" can be used to help the student recall the basic steps in long division (i.e., divide, multiply, subtract, and bring down,, caution, please excuse my dear aunt sally is not good!*4 use to teach operations with integers, to teach ratios making it concrete before abstract *Teach the student to recognize patterns when adding, subtracting, multiplying, or dividing whole numbers. (e.g., the digits of numbers which are multiples of 9 [18, 27, 36 . . . ] add up to 9). I have Who Has, rational/irrational numbers; Constant Key , place, value, checking work; QD larger of two numbers; MN-3-4 numbers with one missing. NI-Read number aloud*