[williwoodz]

in reply to: 2.3 – Number Sense vs. Math Fluency #3170

Math fluency is the ability to use facts to solve problems quickly and accurately. Number sense allows students to understand the relationships between numbers and operations conceptually. Both are necessary for math success.

[williwoodz]

in reply to: 2.3 – Number Sense Strategies #3169

I have used financial community and the kids really take it seriously and are very motivated when figuring out their “money”. I have also noticed that using a notice and wonder strategy is a great warm up and primes the pump. Manipulatives and math talk allow greater understanding.

[williwoodz]

in reply to: 2.2 – Math Problem Solving Strategies #3168

Often I try to model more than one problem solving strategy. Then they work together in groups on problems. I always challenge them to come up with another strategy I did not model. This makes for some great collaboration.

[williwoodz]

in reply to: 2.1 – Math Fluency Challenges #3167

Each student learns at their own pace and all have some level of fluency. I believe it is important to allow them to use whatever strategy they understand but with the goal that the facts become automatic. Repetition through flash cards and games will help to fade reliance on multiplication charts etc.

[williwoodz]

in reply to: 1.3 – SHARE: Math Learning Retention #3166

Quick reviews of previous material to help retention, group work to encourage collaboration and different approaches to solving a problem, anchor charts as reminders, and manipulatives to foster understanding are some techniques one could use.

[williwoodz]

in reply to: 1.3 – Learning Retention Ideas #3165

Place value, multiplication, fractions, division
Ideas: warm-up reviews, choice boards, stations, games, making it fun, staying positive

[williwoodz]

in reply to: 1.2 – SHARE: Math Misconceptions: What would you do? #3164

Concerning the addition problem, I would ask the student to walk me through their thought process as they solved the problem. If they were not able to recognize the mistake, I would provide bas 10 blocks so that they could see the problem in more concrete terms.

[williwoodz]

in reply to: 1.2 – SHARE: Math Misconceptions: What would you do? #3163

As a student I considered myself “bad at math”. The memorization and computation techniques I was taught did not explain the why of the solution. I found math boring and uninteresting.
As a teacher, I am much more excited about math because guiding a student through to the understanding of a mistake and the eventual correct solution makes me believe that one less person will go through their school years believing they are “bad” at math.

[williwoodz]

in reply to: 1.1 – SHARE: Understanding Yourself as a Learner #3162

Felt a bit stressed as usual with math in general. However rate myself 9/10 as I knew I had the skill to solve it. I also approached as two separate problems.

[Author]

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