Developing Students Numerical Understanding and Skills. Marilyn Burns

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2 Developing Students Numerical Understanding and Skills Marilyn Burns

3 Overview Building a Teaching Bridge between Math and Reading Learning from One-on-One Interviews Implementing Effective Instructional Strategies

4 Overview Building a Teaching Bridge between Math and Reading Learning from One-on-One Interviews Implementing Effective Instructional Strategies

5 When teaching reading, we want our students to:

6 When teaching reading, we want our students to: read fluently love reading develop good word attack skills comprehend what they read make predictions about what might come next in a story retell a story in their own words identify what s important & what s not as important in what they read experience shared reading, guided reading, independent reading, and read alouds About Teaching Mathematics, p

7 math When teaching reading, we want our students to: read fluently love reading develop good word attack skills comprehend what they read make predictions about what might come next in a story retell a story in their own words identify what s important & what s not as important in what they read experience shared reading, guided reading, independent reading, and read alouds About Teaching Mathematics, p

8 math When teaching reading, we want our students to: read fluently have fluency with basic facts love reading love math develop good word attack skills understand word problems comprehend what they read understand concepts make predictions about what interpret and use patterns might come next in a story retell a story in their own words explain in their own words identify what s important & what s ----identify what s important & not as important in what they read not in word problems experience shared reading, guided -----work in groups and reading, independent reading, and independently read alouds About Teaching Mathematics, p

9 Goldilocks and the Three Bears

10 Goldilocks and the Three Bears Once upon a time, there was a little girl named Goldilocks.

11 Goldilocks and the Three Bears Once upon a time, there was a little girl named Goldilocks. Once upon a time there were three bears who lived together in a house of their own in a wood.

12 Goldilocks and the Three Bears Once upon a time, there was a little girl named Goldilocks. Once upon a time there were three bears who lived together in a house of their own in a wood. Once upon a time, Goldilocks was playing in the woods near her home.

13 Goldilocks and the Three Bears Once upon a time, there was a little girl named Goldilocks. Once upon a time there were three bears who lived together in a house of their own in a wood. Once upon a time, Goldilocks was playing in the woods near her home. Once upon a time, there was a little girl named Goldilocks who was very, very good, except that sometimes she forgot to do things that her mother told her to.

14 How can we build a teaching bridge between math and reading?

15 How can we build a teaching bridge between math and reading? Encourage alternative solutions.

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17 How else can we build a teaching bridge between math and reading? One-on-One Interviews

18 One-on-One Interviews are standard practice for reading.

19 One-on-One Interviews are standard practice for reading. Why not for math?

20 Overview Building a Teaching Bridge between Math and Reading Learning from One-on-One Interviews Implementing Effective Instructional Strategies

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24 We ask... We listen... We learn...

25 Anna: Place Value

26 Anna: Place Value Understand place value. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.

27 Anna: Place Value Responded automatically that the the 1 in the number 16 means 10. Understand place value. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.

28 Anna: 7 + 8

29 Anna: Add and subtract within 20. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

30 Anna: Not immediate recall but demonstrated strategy of decomposing a number leading to a ten. Add and subtract within 20. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

31 Anna: Not immediate recall but demonstrated strategy of decomposing a number leading to a ten. Is Anna fluent??? Add and subtract within 20. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

32 Anna: 100 3

33 Anna: Use place value understanding & properties of operations to add & subtract. Explain why addition and subtraction strategies work, using place value and the properties of operations.

34 Anna: Related problem to subtracting 3 from 10. Use place value understanding & properties of operations to add & subtract. Explain why addition and subtraction strategies work, using place value and the properties of operations.

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36 Anna: Use place value understanding & properties of operations to add & subtract. Fluently + & within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

37 Anna: Use place value understanding & properties of operations to add & subtract. Fluently + & within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

38 Anna: Explained, Because 2 plus 98 equals 100. Demonstrates understanding of inverse relationship between addition and subtraction. Use place value understanding & properties of operations to add & subtract. Fluently + & within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

39 Joey Jonathan Dennis Gabriela

40 Place Value Interview 1. On a sheet of paper, put out 16 cubes. Here are 16 cubes. 2. Ask the student to write the number Gather 6 of the cubes next to the 6 in the 16. These cubes show what the "6" in the number 16 means. 4. Ask the student: Show with the cubes what the 1 in the number 16 means.

41 Joey Jonathan Dennis Gabriela

42 Joey

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45 Gabriela

46 7 + 8

47 Joey Jonathan Dennis Gabriela

48 100 3

49 Joey Jonathan Dennis

50 Joey Jonathan Dennis

51 100 98

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53 Gabriela

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56 Subtraction Interview Questions

57 Nomar, Grade 3 Ariana, Grade 3

58 Overview Building a Teaching Bridge between Math and Reading Learning from One-on-One Interviews Implementing Effective Instructional Strategies

59 Overview Building a Teaching Bridge between Math and Reading Learning from One-on-One Interviews Implementing Effective Instructional Strategies

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62 Addition/Subtraction Module A Lessons 26, 27, 28

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67 Solve Three Ways Use equations Add going down Use an open number line.

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77 August November

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84 Our teaching goal is not to cover the Standards...

85 Our teaching goal is not to cover the Standards... but to uncover them.

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