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The School District of Escambia County Elementary Mathematics Pre-school In-service August 13, 2007

The School District of Escambia County Elementary Mathematics Pre-school In-service August 13, 2007. CRA IN ACTION. Learning Outcomes . Understand and model the Levels of Learning Understand and model methods of assessment Describe accommodations and technology. Fast-Food Glyph.

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The School District of Escambia County Elementary Mathematics Pre-school In-service August 13, 2007

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  1. The School District of Escambia CountyElementary Mathematics Pre-school In-serviceAugust 13, 2007 CRA IN ACTION

  2. Learning Outcomes • Understand and model the Levels of Learning • Understand and model methods of assessment • Describe accommodations and technology

  3. Fast-Food Glyph What can your students learn from doing a glyph activity? • Data collection • Data classification and organization • Data representation • Data interpretation • Data analysis • Evaluation • Communication

  4. Fast-Food Glyph Select a mouth-watering meal from these fast-food items. What would you order? – Design on cup • Hamburger – • Cheeseburger - • Chicken – • Taco -

  5. Fast-Food Glyph What would you like to drink? –Color of cup • Cola – blue • Orange – orange • Lemon-lime – green • Milkshake - brown

  6. Fast-Food Glyph What would you like for dessert? – Place for the straw • Cookies – right side of cup • Ice cream – left side of cup • Pie – center of cup

  7. Fast-Food Glyph Would you rather eat-in or carry-out? – Straw design • Eat-in – striped • Carry-out - blank

  8. CRA In ACTION • C – Concrete • R – Representational • A - Abstract

  9. When Students Struggle.. Modifying and accommodating • What types of accommodations do we try? • What types of modifications do we try?

  10. Why Would CRA be Effective? • Multimodal forms of math acquisition to aid memory and retrieval (Engelkamp & Zimmer; Nilsson) • Multiple learning styles are being met to aid relevance and motivation (Oberer) • Meaningful manipulations of materials allow students to rationalize abstract mathematics (Demby; Noice & Noice) • Provides an alternative to algorithm memorization of math rules(Witzel) • Transportable without concrete materials (Witzel)

  11. Teach to Mastery with CRA • Model and guide students in their use of manipulative objects and pictorial representations • Teach students step by step gradually introducing mathematical vocabulary. • Move from concrete to representational to abstract only after students show accuracy without hesitations in manipulations or drawings. • Assess each level of learning.

  12. Hundreds of Ways What can your students learn by using a hundred chart? • Relative position of whole numbers • Number sense • Flexible use of numbers • Addition and subtraction of whole numbers

  13. Inches and Feet What can your students learn from constructing their own measuring tools? • Conversion of units within a system of measurement

  14. How Big is a Foot? What can your students learn about standard and non-standard measurement? • Recognize the attributes of length • How to measure using non-standard units • Recognize the importance of standard measurement

  15. Triangles What can your students learn by using a geoboard? • The attributes of two-dimensional shapes • Classification of two-dimensional shapes • Develop geometric vocabulary

  16. How Does Your Garden Grow? What can your students learn about area and perimeter by using color tiles? • Students find different perimeters using a constant area

  17. CRA IN ACTION • Lesson template • Spending more time on the concrete and the representational results in greater understanding in the abstract • Representational is the bridge from concrete to abstract • Abstract assessment is not always necessary • CRA makes learning FUN

  18. Thank you for your attention today. Best wishes for a successful 2007 – 2008 school year

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