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The document provides guidance on using strategy sheets to strengthen student learning of mathematical strategies. It suggests teachers have students do problems that focus only on the strategy. As students become familiar with strategies, more varied problems can be used. The strategy sheet can be used at the beginning of a unit to make strategies explicit, in the middle of a unit after multiple strategies have been introduced, for homework to involve families, or for students to journal about strategies. It provides examples of how differentiation can be incorporated.
The document provides guidance on using strategy sheets to strengthen student learning of mathematical strategies. It suggests teachers have students do problems that focus only on the strategy. As students become familiar with strategies, more varied problems can be used. The strategy sheet can be used at the beginning of a unit to make strategies explicit, in the middle of a unit after multiple strategies have been introduced, for homework to involve families, or for students to journal about strategies. It provides examples of how differentiation can be incorporated.
The document provides guidance on using strategy sheets to strengthen student learning of mathematical strategies. It suggests teachers have students do problems that focus only on the strategy. As students become familiar with strategies, more varied problems can be used. The strategy sheet can be used at the beginning of a unit to make strategies explicit, in the middle of a unit after multiple strategies have been introduced, for homework to involve families, or for students to journal about strategies. It provides examples of how differentiation can be incorporated.
Teachers determine if the whole class will do the same problem,
similar problem or differentiated problem (foundation or extension). A bare number problem may be a good place to start so students are only focusing on learning the strategy - not trying to make sense of a word problem as well. As students become familiar with the strategy, a variety of problems could be used. This is intended to be a flexible tool to strengthen student learning and offer a structure for student to student math discourse. Here are some possibilities: BEGINNING UNIT Use when making strategies explicit through whole group modeling. The strategy sheet could be used over a unit. As a teacher notices a strategy being used by students, the student could be asked to share explaining his/her strategy to the teacher, and the teacher records student thinking on an anchor chart for reference. The strategy can be named as a particular mathematical strategy. If its an invented strategy that works (is generalizable) then perhaps the class can name it
Selecting Problems & Considerations:
MID UNIT RESOURCE Use in the middle of a unit of study
after students have access to multiple strategies. Give students the target problem, then ask them to think about the strategy they would use to solve it. Students independently fill in My Strategy then look for classmates that have used a different strategy. The student sharing their strategy explains it to their partner, who records this strategy on their own sheet. Each student could end up with 3-4 strategies for solving a targeted type of problem. This becomes a resource sheet for solving future problems. If students become stuck they can look at the names on their strategy/resource sheet and ask a classmate if they cant remember.
What are students struggling with that you
want to explicitly teach/reteach? What language do students need to learn and practice using? What vocabulary needs to be introduced, taught, reviewed? DIFFERENTIATION If the target standard is 3.OA.3, for example, the teacher could have an on grade level problem AND a problem aligned to 2.OA.3 as a foundational problem for students who need additional practice. An extended problem could also be offered beyond the number ranges in 3.OA.3. (These can be printed on sticky return address labels to save time, print)
HOMEWORK A student adds their strategy to the first box.
(Or, this could be a strategy introduced whole group.) The strategy sheet could then be sent home for students to ask someone in their family to share their strategy. This can then be brought back to school. This could be a tool to communicate what students are learning in math, honor and share what students might be learning from their family. There may be times teachers might ask students to explain their home strategy and how it works; what are differences? Similarities?
Examples 3.OA.3-4
10 x n = 110 6 x 10 = 3 x n x 10 n6=7 2.OA.4
JOURNALING Students select a strategy and explain how it
works (writing like a mathematician!) in a journal response or as a writing prompt during literacy.
?=5+5+5 2 groups of 4
BUDDY ROOMS Classrooms often have buddy
roomswhat could this look like for a younger to ask an older student to share/teach their strategy for the same problem (after students have already recorded at least one strategy).
Extension:
12 x n = 180 906 9 = ?
USING BARE NUMBER PROBLEMS Students could be
asked to write a story context for a bare number problem in one of the strategy boxes.
Classroom-Ready Number Talks for Sixth, Seventh, and Eighth Grade Teachers: 1,000 Interactive Math Activities That Promote Conceptual Understanding and Computational Fluency