Operations and Algebraic Thinking OA K2运算和代数思维OA K2.pptVIP

* * What more do you need to help you embed all of this interconnected information into your work with teachers and students in each of your buildings? * AS YOU THINK OF YOUR WORK… How does this information impact your work with teachers of all grades? … with Special Education , ELL, and older students who don’t have these skill sets. PROFESSIONAL PRACTICE EXPLORING STRATEGIES Number Strategies using Tens Frames: Work with a teacher or teacher team using tens frames strategies Model problem types with a group of students using tens frames Explore textbooks for number strategies using tens frames Video tape your work with teachers and or students working with ten frames and story problem types. LEARNING INTENTIONS Understand strategies that can be used to solve various problem situations. Understand strategies that can be used to develop number fluency. SUCCESS CRITERIA You will be successful when you can identify and implement number strategies that students can use to develop number fluency and solve story problem situations. FEEDBACK QUESTION: (1) Story problem types; (2) number strategies; (3) developmental learning progressions (from concrete to abstract); and (4) instructional models (like ten frames) are interrelated parts that must be cohesively connected for students to develop both fluency and number sense in the K-2 grades and the OA K-2 CCSS. Considering the 4 areas above, which areas do you need more practice to develop your skill in applying them with teachers and students? * Anchor the problem types in the session Have participants find their sheets? MTL OA study guide. Progression sheet? Display the poster in the room. * Homework from December Sit in like groups according to table tents. Report out: a Success; a challenge; an ah ha; Tape to a poster Debrief: Here’s what we’ve learned… look for generalizations (we sum up) 20 minutes * * * Turn and talk about fluency. Handout progressions document. Reading Talk again