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NRLC Math Support Pieces, 2008 – 2013, k – 6
Grades k - 3
It is interesting to watch the students describe their blocks. How can we help them to develop math vocabulary? Is there a difference between height and length and how can we tell if students can see numbers in numbers (is there a 4 in 5?)
Students are at varying developmental stages. What might we do to help this student with his understanding?
The following three videos show the importance of math language.
These grade 1 students are looking at equalities. How can they communicate the concept of equality. Equality is such an important concept, as it is the basis for really understanding the pattens in math - how can we compare and contrast (equalities then lead to inequalities).
Possible discussion topic - How does the understanding of equalities begin in kindergarten and develop all the way through high school? What does it look like at the different grade levels?
Is this student thinking about "equal"? If so, equal what?
Listen to how the teacher inserts pattern and relationships as vocabulary and then removes herself.
Watch how the teacher clarifies what she sees and then challenges him to find another possibility.
Listen as a students describes how he creates 27 using Cuisenaire Rods. What questions might we ask him in order to hear more about what he does and does not understand?
A student is attempting to show how one side of an equation is equal to the other without out actually adding the numbers (5 + 3 + 3 = 7 + 4 ). What could we ask to determine if this student has a solid understanding of equality?
What are some ideas for having students build a number line?
Grades 4 – 6
Math 5 Video: Student attempts to model distribution with rectangular diagrams
Grade 5s explore distribution. Is this explanation complete? What will we accept as evidence of understanding?
This student uses a balance with blocks to show addition while she draws the diagram and the equation on her paper...... does she understand equality?
What do you think, does this student have a clear understanding of multiplying decimals?
Student explains diagrams and thinking about decimal values
AB Math Curriculum Video Pieces
Watch the video above, this teacher shows organization and persistence, are these skills in math fluency? How can we inspire this in our students. What are the various skills/attitudes needed to obtain mathematical fluency?
If you would like information to share with parents, please click on the "Family Math" link above
Click the folder above to view a collections of Parent News Letters about the Math Curriculum
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Activity since Sunday, 19 January 2020, 5:23 PM