My kids can : making math accessible to all learners, K–5
sentence or equation for the number 1. When there were no answers, I added, “It could be adding or subtracting.” Suddenly Rachel ...
Each day we talked about the next number in the series. Most children began to come up with more complex ways to express the num ...
Working with the Intervention Group In planning the first intervention lesson, I wanted the students to see the num- ber 9 and i ...
sion by asking them to put down their cubes and look at all the ways we found to make 9 with 2 numbers. I wanted to prepare them ...
Small-Group Intervention: Addition Equations After school, Sarah and I debriefed the small-group lesson. We realized that these ...
4 red and 4 white cubes and said, “I know this one because I made it.” For the next combination of 3 5, Kailey quickly found th ...
3 white, so I didn’t even count the reds. I just saw them with my eyes.” When I asked for 1 7, Stacy picked the correct train a ...
that she could get a quick overview of what the children understood during the discussion. Building Understanding of Story Probl ...
(e.g., number cube trains) can benefit all children. Sometimes we forget that chil- dren who seem to understand beginning number ...
14 Lightbulbs Happen Making Connections Through Math Talk Nikki Faria-Mitchell Knowing that my class includes a range of learner ...
students were in math the previous year, and even if many of the students were together the year before, I am a new facilitator ...
them all. I think about the range of learners when I analyze this conversation. Which students already feel comfortable enough t ...
to communicate their thoughts so others will understand their thinking. If an idea is not clear, the students tend to question e ...
with.. .” (They may possibly repeat what someone has already said, but it is a start to get them to participate.) Before share t ...
Making Accommodations: Close to 100 Meeting with a small group that needs help with a particular skill or activity gives the stu ...
TEACHER: Stephanie, can you explain or give another example about what Daquan is talking about? STEPHANIE: Um, I think so. I thi ...
Within a few days, the group plays the game again, with a more strategic thought process. Again, referring to my conference note ...
of the deck in a particular order, or they saw two digits that got close to 100, such as 8 and 9 and thought that would be a goo ...
TEACHER: Ana, can you tell me how Stephanie knew she needed 25 more if she started with 75? ANA: I saw her look at that [pointin ...
back to the strategy chart to get ideas. I was hoping that by having these two students point this out, others would be more lik ...
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