My kids can : making math accessible to all learners, K–5
Making the mathematics of a lesson explicit is an essential part of support- ing students who struggle with the mathematics of t ...
parentheses because this was a step Stephen did in his head. She asks him to fully describe each step he took, for example, she ...
is very important that when we’re breaking the numbers up, we’re keeping the value of the numbers right.” Computation Strategies ...
Introduction Assessment in mathematics has traditionally involved giving students an end-of-unit test and then simply moving on ...
focus on how they can help that to happen. “[Instead of asking] ‘What are my students’ deficits?’ classroom teachers who include ...
In “After One Number Is the Next!” first-year teacher Maureen McCarty draws on her preservice education, professional articles, ...
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7 Assessing and Supporting Students to Make Connections Developing Flexibility with Counting Ana Vaisenstein Since 2003, I have ...
So what is my role as a teacher? I need to go beyond just knowing the lessons well. I need to have clear goals for my students a ...
hard and that she would count by 1s. As her partner grouped objects by 2s or 10s, Michele watched or joined in until the skip co ...
This time, Michele had a real purpose for counting, and she could connect what she had been doing in class and in math group to ...
how many small chocolate pieces there were in the 4 bars. Figure 7–1 is a copy of Michele’s work. She sat down at her desk and i ...
10—for example 7 3, 2 8—and each time we played a game or added a se- ries of numbers, it was as if they were thinking about c ...
I remembered how fluent she had become by playing Tens Go Fish. Could she ap- ply that knowledge in solving the number sentence? ...
ideas, the contexts, or the representations and establish connections among them. Sylvia, on the other hand, had not thought abo ...
more efficiently. I usually do not have a set of questions ahead of time. I base my questions on what I observe students doing t ...
8 The Pieces Get Skinnier and Skinnier Assessing Students’ Ideas About Fractions Marta Garcia Johnson As a fourth-grade teacher ...
a whole. We first used pattern blocks so that students could easily see that it took 2 equal halves to make a whole or 3 equal t ...
Keisha wrote that is bigger “because the denominator is a lot smaller and you could get bigger pieces.” Tara wrote that is bigge ...
All of the students were able to create an area model for each fraction using a rectangle that they knew they needed to divide i ...
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