There is so much mention about having students use models in mathematics. Even textbooks have added them into lessons. However, that can sometimes be a bad thing because the emphasis ends up being on HOW to use the model and not on helping students develop the understanding that the model is supposed to be building.
In this video, I encourage you to take a look at the representations you/the curriculum are using to help kids learn their facts. Do they help or hinder their ability to develop strategies beyond counting?
What do you do to differentiate the teaching and learning of division right now?
Do you presently have a specific protocol for student practice of division?
What types of individual fluency goal lists do you currently have for your students?
Do you use Cuisenaire Rods when teaching division? If so, please share!
What workstations and/or games for practicing division facts do your kids love? If you can, please share!
Do your students currently self-monitor their progress? Explain.
What is your greatest “take-away” from reading this book?
What are your next steps?
Compare your coding to mine for Zoe’s thinking.
Looking at the running record and Zoe’s thinking, what would be your next instructional step with Zoe?
Watch video of Zoe and Dr Nicki doing a division running record
Print running record from Dr. Nicki’s site and record Zoe’s thinking
Mark Zoe using the adapted version of the division running record
-Watch video of Chloe and Dr Nicki doing a multiplication running record
-Print running record and record Chloe’s thinking
-Mark Chloe using the adapted version of the multiplication running record
Compare your coding to mine for Chloe’s thinking.
Looking at the running record and Chloe’s thinking, what would be your next instructional step with Chloe?
What do you do to differentiate the teaching and learning of multiplication math facts right now?
What do you do to differentiate the teaching and learning of subtraction math facts right now?
How do you currently communicate with/involve parents in the process of helping students develop fact fluency? Is there anything you plan to change?