ttactechtuesday http://ttactechtuesday.pbwiki.com/ RecentChanges for ttactechtuesday http://ttactechtuesday.pbwiki.com/feedlogo.gif PBwiki http://pbwiki.com/ PBwiki 1.3.8 support@pbwiki.com ThePathtoMath http://ttactechtuesday.pbwiki.com/ThePathtoMath email.hidden@example.com (Susanne Croasdaile) Susanne Croasdaile edited ThePathtoMath Why can we describe these rectangles in terms of multiplication?
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Communication considerations: (to be added during workshop) considerations:
I like . . . . .
It’s the same
It doesn’t fit
We can...
since 10-13-08 last update
]]> Wed, 29 Oct 2008 14:00:45 +0000 mod ThePathtoMath http://ttactechtuesday.pbwiki.com/ThePathtoMath email.hidden@example.com (Susanne Croasdaile) Susanne Croasdaile edited ThePathtoMath The Path to Math
A few reminders before the examples from the workshop:
Students learn math concepts through the concrete-representational-abstract instructional approach. This means that you must guide them in creating their own mental models from concrete materials before you simply present the representational and abstract steps (such as an addition expression or an equation to be solved). Concrete materials include Algebra tiles, counting bears, etc.
When we spiral instruction,students are “scaffolded” to higher and higher levels by revisiting a concept on multiple occasions, each time with an increased understanding of the task. This isa great way to reach students who struggle in math!
Some students use alternate forms of communication; we must prepare the right words in advance so those students can jump into the conversation and build mathematical understanding!
Demonstration Lesson:Grocery shopping
Math vocabulary: sort; categorize; pound; ounces; quart; cups; numbers]]> Wed, 29 Oct 2008 13:59:57 +0000 mod FrontPage http://ttactechtuesday.pbwiki.com/FrontPage email.hidden@example.com (Susanne Croasdaile) Susanne Croasdaile edited FrontPage]]> Wed, 29 Oct 2008 13:48:27 +0000 mod SideBar http://ttactechtuesday.pbwiki.com/SideBar email.hidden@example.com (Susanne Croasdaile) Susanne Croasdaile edited SideBar]]> Wed, 29 Oct 2008 13:47:44 +0000 mod The Path to Math http://ttactechtuesday.pbwiki.com/SideBar email.hidden@example.com (Susanne Croasdaile) Susanne Croasdaile renamed The Path to Math ThePathtoMath ]]> Wed, 29 Oct 2008 13:46:55 +0000 mv The Path to Math http://ttactechtuesday.pbwiki.com/The+Path+to+Math email.hidden@example.com (Susanne Croasdaile) Susanne Croasdaile edited The Path to Math How many trains are left ?Now take away another train.How many trains are left?
How many trains are in the station?
Assistive technology and accommodation considerations: (to be added during workshop)
Communication considerations: (to be added during workshop)
1 – 5 (numbers)
Why can we describe this new rectangle in terms of multiplication?
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Assistive technology and accommodationCommunication considerations: (to be added during workshop)
Communication considerations: (to be added during workshop)
That’s not enough
Put it here
Turn it around
I like that one
That’s not the same
I think
I know
Demonstration Lesson: Grade 4
Math vocabulary: group, set, rectangle, piece, same, different, area, length, width
Why can we describe these rectangles in terms of multiplication?
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Assistive technology a]]> Wed, 29 Oct 2008 13:45:40 +0000 mod The Path to Math http://ttactechtuesday.pbwiki.com/The+Path+to+Math email.hidden@example.com (Susanne Croasdaile) Susanne Croasdaile edited The Path to Math Assistive technology and accommodation considerations: (to be added during workshop)
Communication considerations: (to be added during workshop)
1 – 5 (numbers)
Picture single/group
That’s the first one . . .
That’s the last one . . .
This one is the same/different
Help me
Choo! Choo!
I know the answer
Demonstration Lesson: Grade 2
Math vocabulary: group, set, rectangle, piece, same, different
]]> Wed, 29 Oct 2008 13:43:28 +0000 mod The Path to Math http://ttactechtuesday.pbwiki.com/The+Path+to+Math email.hidden@example.com (Susanne Croasdaile) Susanne Croasdaile edited The Path to Math <continue to repeat with new [x]>
Assistive technology and accommodation considerations: (to be added during workshop)
considerations:
I like . . . . .
It’s the same.
How long/wide is it?
It’s not big enough?
It doesn’t fit.
We can... (to be added during workshop)
Demonstration Lesson: Grade 4
Math vocabulary: group, set, rectangle, piece, same, different, area, length, width
Assistive technology and accommodation considerations: (to be added during workshop)
Communication considerations: (to be added during workshop)
I like . . . . .
It’s the same
How long/wide is it?
It’s not big enough?
It doesn’t fit
We can...
views since 10-13-08
]]> Wed, 29 Oct 2008 13:41:49 +0000 mod The Path to Math http://ttactechtuesday.pbwiki.com/The+Path+to+Math email.hidden@example.com (Susanne Croasdaile) Susanne Croasdaile edited The Path to Math <continue to repeat with new [x]>
Assistive technology and accommodation considerations: (to be added during workshop)
considerations: (to be added during workshop)
I like . . . . .
It’s the same.
How long/wide is it?
It’s not big enough?
It doesn’t fit.
We can...
Demonstration Lesson: Grade 4
Math vocabulary: group, set, rectangle, piece, same, different, area, length, width
]]> Wed, 29 Oct 2008 13:39:49 +0000 mod The Path to Math http://ttactechtuesday.pbwiki.com/The+Path+to+Math email.hidden@example.com (Susanne Croasdaile) Susanne Croasdaile edited The Path to Math I need…
Is this the same as...
That’s not enough
Put it here
Turn it around
I like that one
That's not the same
I think...
I know...
Demonstration Lesson: Pre-K
Materials:Cups with 3 blue blocks and 5 green blocks, Thomas the Tank book
]]> Wed, 29 Oct 2008 13:37:42 +0000 mod The Path to Math http://ttactechtuesday.pbwiki.com/The+Path+to+Math email.hidden@example.com (Susanne Croasdaile) Susanne Croasdaile edited The Path to Math]]> Mon, 27 Oct 2008 11:34:39 +0000 mod The Path to Math http://ttactechtuesday.pbwiki.com/The+Path+to+Math email.hidden@example.com (Susanne Croasdaile) Susanne Croasdaile edited The Path to Math Materials:Cups with 3 blue blocks and 5 green blocks, Thomas the Tank book
Four year old Foundation Blocks
Vocabulary:some, more, fewer, bigger, how many, count, take away, how many are left?
Activity:
You have a cup of blocks in front of you.You have some green blocks and some blue blocks.
I want you to count out 3 blue blocks. Let me hear you count… 1, 2, 3.Ok, How many blocks do you have?
Now, can you make a train with your blocks?How many blocks are in your blue train?
That’s right 3.
Now, get your cup again. Let’s count the green blocks.
Count out 5 blocks….. Let me hear you count them.1, 2, 3, 4, 5. How many green blocks do you have?
Now, make another train with your green blocks?
1, 2, 3, 4, 5 How many cars are in your train?
Remember Thomas the Tank, well the first block is the engine?Where is the first block?Where is the second block?Where is the third block?
Which train is bigger?That’s right, the green train is bigger.Which train has more blocks]]> Mon, 27 Oct 2008 11:33:16 +0000 mod The Path to Math http://ttactechtuesday.pbwiki.com/The+Path+to+Math email.hidden@example.com (Susanne Croasdaile) Susanne Croasdaile edited The Path to Math Materials:Cups with 3 blue blocks and 5 green blocks, Thomas the Tank book
Four year old Foundation Blocks
Vocabulary:some, more, fewer, bigger, how many, count, take away, how many are left?
Activity:
You have a cup of blocks in front of you.You have some green blocks and some blue blocks.
I want you to count out 3 blue blocks. Let me hear you count… 1, 2, 3.Ok, How many blocks do you have?
Now, can you make a train with your blocks?How many blocks are in your blue train?
That’s right 3.
Now, get your cup again. Let’s count the green blocks.
Count out 5 blocks….. Let me hear you count them.1, 2, 3, 4, 5. How many green blocks do you have?
Now, make another train with your green blocks?
1, 2, 3, 4, 5 How many cars are in your train?
Remember Thomas the Tank, well the first block is the engine?Where is the first block?Where is the second block?Where is the third block?
Which train is bigger?That’s right, the green train is bigger.Which train has more blocks]]> Mon, 27 Oct 2008 11:30:26 +0000 mod The Path to Math http://ttactechtuesday.pbwiki.com/The+Path+to+Math email.hidden@example.com (Susanne) Susanne edited The Path to Math Assistive technology and accommodation considerations: (to be added during workshop)
Communication considerations: (to be added during workshop)
views since 10-13-08
]]> Mon, 13 Oct 2008 15:15:53 +0000 mod The Path to Math http://ttactechtuesday.pbwiki.com/The+Path+to+Math email.hidden@example.com (Susanne) Susanne edited The Path to Math I need…
Is this the same as...
Demonstration Lesson: Pre-K
Math vocabulary: groups, more, less, fewer, same, different, bigger, smaller, longer, shorter
Task: Use manipulatives to make and compare “trains” using [x] pieces
Assistive technology and accommodation considerations: (to be added during workshop)
Communication considerations: (to be added during workshop)
Demonstration Lesson: Pre-K
]]> Mon, 13 Oct 2008 15:15:11 +0000 mod The Path to Math http://ttactechtuesday.pbwiki.com/The+Path+to+Math email.hidden@example.com (Susanne) Susanne edited The Path to Math I need…
Is this the same as...
Demonstration Lesson 1: Pre-K
Math vocabulary: groups, more, less, fewer, same, different, bigger, smaller, longer, shorter
Task: Use manipulatives to make and compare “trains” using [x] pieces
Assistive technology and accommodation considerations: (to be added during workshop)
Communication considerations: (to be added during workshop)
Demonstration Lesson 2: Lesson: Grade 2
Math vocabulary: group, set, rectangle, piece, same, different
Task: Use a grid and blocks to make a rectangle using [x] pieces ([x] = 4, 9, 10, 12, 16, 18)
Assistive technology and accommodation considerations: (to be added during workshop)
Communication considerations: (to be added during workshop)
Demonstration Lesson 3: Lesson: Grade 4
Math vocabulary: group, set, rectangle, piece, same, different, area, length, width
Task: Use a grid and blocks to determine the area of a room
Assistive technology a]]> Mon, 13 Oct 2008 15:14:16 +0000 mod The Path to Math http://ttactechtuesday.pbwiki.com/The+Path+to+Math email.hidden@example.com (Susanne) Susanne edited The Path to Math Terms:
numeracy
literacy
communication
concept
fact
manipulative
model
accommodate (may adapt the method)
modify (may adapt the level)
spiral
scaffold
remediate
re-teach
assistiveThe Path to Math
Demonstration Lesson:Grocery shopping
Math vocabulary: sort; categorize; pound; ounces; quart; cups; numbers; more than/less than; dollar amounts; fractions (4 parts=1whole); less than; fractions/decimals; 6 pack; counting; measurement (16oz. = pound); money for payment
Skills:
Number and Number Sense:counting; classifying; number relationships (more than/less than; simple fractions; whole numbers; quantity; decimals
Measurement:weight; volume; money; fractions
Patterns, functions & algebra:compare, sort and classify
Probability and Statistics:
Computation & estimation:addition & subtraction; use appropriate computation tools; multiplication & division intro. Use equal grouping etc.
Task:From written list locate and p]]> Mon, 13 Oct 2008 15:12:01 +0000 mod The Path to Math http://ttactechtuesday.pbwiki.com/The+Path+to+Math email.hidden@example.com (Susanne) Susanne edited The Path to Math Terms:
numeracy
literacy
communication
concept
fact
manipulative
model
accommodate (may adapt the method)
modify (may adapt the level)
spiral
scaffold
remediate
re-teach
assistive technology
instructional technology
alternative assessment (SOL)
alternate assessment (ASOL)
Demonstration Lesson 1: Pre-K
Math vocabulary: groups, more, less, fewer, same, different, bigger, smaller, longer, shorter
Task: Use manipulatives to make and compare “trains” using [x] pieces
Count out [x] red [bears, inchworms, blocks, etc.]. Count them aloud: 1, 2, 3, …[x].
Make a “train” using those [bears, inchworms, blocks, etc.]
Touch each red [bears, inchworms, blocks, etc.] in the train and count them aloud: 1, 2, 3, …
Count out [x +1] blue [bears, inchworms, blocks, etc.]. Count them aloud: 1, 2, 3, …[x +1].
Make another train using the blue [bears, inchworms, blocks, etc.]
Touch each blue [bears, inchworms, blocks, etc.] and count the]]> Mon, 13 Oct 2008 15:09:19 +0000 mod The Path to Math http://ttactechtuesday.pbwiki.com/The+Path+to+Math email.hidden@example.com (Susanne) Susanne added The Path to Math
Demonstration Lesson: Grocery shopping

Math vocabulary:   sort; categorize; pound; ounces; quart; cups; numbers; more than/less than; dollar amounts; fractions (4 parts=1whole); less than; fractions/decimals; 6 pack; counting; measurement (16oz. = pound); money for payment

 

Skills:


  • Number and Number Sense: counting; classifying; number relationships (more than/less than; simple fractions; whole numbers; quantity; decimals

  • Measurement: weight; volume; money; fractions

  • Patterns, functions & algebra: compare, sort and classify

  • Probability and Statistics: 

  • Co
]]> Mon, 13 Oct 2008 15:08:29 +0000 add SideBar http://ttactechtuesday.pbwiki.com/SideBar email.hidden@example.com (Susanne) Susanne edited SideBar iPod Your Life
Windows Media Encoder
The Path to Math
Podcast Transcripts:
Equity Principle
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