[karend]

in reply to: 5.4 – Lesson Planning Best Practices #11459

In my school district we use the standards-based unit plan for our lesson planning. We create this unit plan as a grade level. All grade level teachers use the same unit plan, but teach the lessons according to their teaching style.

[karend]

in reply to: 4.2 – Rich Tasks & Activities (Note: Under Project Banner) #11458

I would like to try the Sudoku puzzle with my students. I like the fact that this will be completed as a class, which will allow students to think-pair-share, before answering questions. I will also check for understanding and write down whom is still not getting the addition strategy.

[karend]

in reply to: 4.1 – Math Strategies #11457

Set Up Small Group Discussions: this strategy works between partners of two. If I put threes, one student doesn’t respond much but sit there while watching the other two do all the talking and work.

[karend]

in reply to: 3.3 – Checks for Understanding #11456

Exit Tickets
Whiteboard
Quick Write
Debrief
Misconceptions

[karend]

in reply to: 3.2 – Solve this Problem #11455

To teach fractions, I will use manipulative objects, so that my students can see and understand why the fractions are ordered the way they are. This will allow my students to then talk about how they understand how to solve the problem according to what they know. I can observe their explanations and correct where needed.

[karend]

in reply to: 3.1 – Progression Ah-ha’s and Wonders #11454

Fractions: 1 ah-ha is using cubes, rods, and shapes to teach fractions.
2 ah-ha is using a large chart paper to draw the why of equivalent fractions.
3 ah-ha is drawing out number lines to show equivalent fractions.

1 wonder is what impact will drawing and using tangible objects create for my students mathematical understanding.

[karend]

in reply to: 2.3 – Number Sense Strategies #11448

The math strategy I use in my classroom is the CUBES strategy for word problems. This strategy can be used with addition, subtraction, multiplication, and division word problems. The C-circle the numbers in their problem, then they U-underline the question they are asked to solve, next they B-box clue words within the story problem, then they E-evaluate the whole problem once again by re-reading it to make sure they C,U,B everything, finally they S-solve the problem.

I notice that this strategy is helpful.

[karend]

in reply to: 2.3 – Number Sense vs. Math Fluency #11447

Number sense is the awareness of numbers. Math fluency is the ability to solve math problems automatically.

[karend]

in reply to: 2.2 – Math Problem Solving Strategies #11446

I would like to use two strategies: Three-Read Problem Solving and Group Placement. I think the Three-Read Problem Solving will help my students read the problem three times through to come up with a solution. Then I can have my students break into groups to discuss how they solved their problem. Which will lead to their class presentation.

[karend]

in reply to: 2.1 – Math Fluency Challenges #11445

My students find word problems challenging. The strategy I use with them is the CUBES strategy. This helps them understand the steps to take, but it is still frustrating for some who don’t understand.

[karend]

in reply to: 1.3 – Learning Retention Ideas #11444

Card games, hands-on math board games

[karend]

in reply to: 1.3 – SHARE: Math Learning Retention #11443

Addition and subtraction fluency
Multiplication fact
Area and Perimeter

[karend]

in reply to: 1.2 – SHARE: Math Misconceptions: What would you do? #11442

I would ask the student to show me how they came up with this particular answer. After they are finished explaining to me, I will go over their misconception and show them how they could answer this problem. I will use math manipulative resources such as a whiteboard, place value cubes and rods, etc.

[karend]

in reply to: 1.2 – SHARE: Math Myths and Truths #11441

As a student, I viewed math with a mythical mindset. Now as a teacher, I view math with a growth mindset for my students, providing them with strategies to find the solution.

[karend]

in reply to: 1.1 – SHARE: Understanding Yourself as a Learner #11440

When I first saw the problem I felt confident because I am familiar with solving problems like this.
I had a strategy in mind to solve this type of problem, so I immediately started thinking about it.
After solving the problem, I submitted my answer. It was correct. That boosted my confidence level.

[Author]

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