Strategies for Low Achievers. High School PD Winter, 2011. What kind of learner are you?. Acrobats, Grandmas and Ivan. Draw a picture of your classroom. Effective Strategies for Teaching Students with Difficulties in Math. Effects are moderate for special education students.
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Strategies for Low Achievers
High School PD
Winter, 2011
Acrobats, Grandmas and Ivan
Effects are moderate for special education students
When teachers present graphic depictions with multiple examples and have students practice using their own graphic organizers with specific guidance by the teacher the effects are much larger than when students do not have this practice or guidance.
Effects are large for Special Education students and moderate to large for Low-Achieving students
This involves a teacher demonstrating a specific plan (strategy) for solving the problem types and students using this plan to think their way through a solution.
Effects were large for Special Education students
When faced with multi-step problems students frequently attempt to solve the problems by randomly combining numbers. By encouraging them to verbalize their thinking-by talking, writing or drawing the steps they use proves to be consistently effective.
Effect was moderate for Special Education students and large for Low-Achieving students
Use of structured peer-assisted learning activities involving heterogeneous ability groupings prove most successful for low-achievers in the general classroom but not as promising for special education students. Use of formative assessment data improves math achievement of students with mathematics disability.
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Justify your answer
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Justify your answer
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Calculations
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Calculations
6. Balance work on basic whole-number or rational number operations (depending on grade level) with strategies for solving problems that are more complex.
Using the Frayer Model, make vocabulary cards for these words.
Multiply 8 x 7
(that was way to easy, show me 4 different representations!!)
Use the following sequence when teaching doubles:
Double digits 5 or less and 10: 1,2,3,4,5,10
Double digits between 5 & 10: 6,7,8,9
Double multiples of 10 to 50:10,20,30,40,50
Double small numbers in early decades:11-15, 21-25, 31-35, 41-45
Double multiples of 10 over 50: 60,70,80,90,100
Double 5s in later decades:55,65,75,85,95
Double large numbers in early decades:16-19, 26-29, 36-39, 46-49
Double large numbers in later decades:56-59, 66-69, 76-79, 86-89, 96-99
The distributive property naturally arises: Double 26 is double 20 + double 6.
The associative property also arises: Double eight 10’s, or 2 x (8 x 10),
is 10 x double 8, or (2 x 8) x 10.
“Doubling around the room”
1st student says “1”, each consecutive student doubles the previous number. 1; 2; 4; 8; 16; 32; 64; 128; 256; 512; 1024; 2048; 4096; 8192; 16,384; 32,768 (is attainable)
Teacher keeps track on overhead projector recording the number sequence. The written record helps students to do the mental doubling.
Use a cooperative not a competitive approach.
Allow one student on either side of the one whose turn it is to help.
For the difficult problems ask students to say what strategy they used.
Usually students’ strategies converge to resemble one of the following:
2 x 256: Twice 2 hundred is 4 hundred and twice 50 is 100, making 500. Then twice 6 is 12, making 512.
2 x 256: Twice 25 tens is 50 tens, or 500. Then twice 6 is 12, making 512.
How?