Subtraction

More like this

MTE 280: Investigating Quantity

by Mackenzie DuVall

COMMUNICATIVE PROFICIENCY

by Verbena Wilburg

Critical Reading

by Tim Roach

Communicative Strategies and Discurse Markers

by Juárez Padrón Yessenia

Subtraction

"Reading" and creating math problems

Use Cognitively Guided Instruction

Plan mathematics instruction based on their students’ understanding and guide them toward greater mathematical reasoning and concept mastery

Use the open approach

Create open ended questions and problems

Through guided reading, teach students how to find and use relevant information and ignore irrelevant information

Subtopic

Discuss problem solving techniques and use anchor charts to display terminology that might not be familiar to students

Have students create their own word problems

Create word problems that are more realistic and relevant to students

Encourage students to rewrite word problems to make them more comprehensible

Encourage them to look for meaningful/ relevant information, rather than key words

Implementing the 8 Mathematical Teaching Practices

Elicit and use evidence of student thinking

Support productive struggle in learning mathematics

Build procedural fluency from conceptual understanding

Pose purposeful questions

Facilitate meaningful mathematical discourse

Use and connect mathematical representations

Implement tasks that promote reasoning and problem solving

Establish mathematics goals to focus learning

Focusing on conceptual models to inform the procedural knowledge

The optimal teaching sequence is concrete - representational - abstract

Conference students to assess their thinking and comprehension

Allow students to create their own algorithms to solve problems before teaching them the standard algorithms