Sequence strategy cards in order from least sophisticated to most List to the side the knowledge skills and understandings a student would need to implement the strategy Gallery Walk Levels in Problem representation and solution ID: 574618
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Slide1
Strategies for Multiplication
Sequence strategy cards in order from least sophisticated to mostList to the side the knowledge, skills and understandings a student would need to implement the strategySlide2
Gallery WalkSlide3
Levels in Problem representation and solution
Briefly review the Levels in the progressions document starting on page 25
Level 1 – Making and counting allLevel 2 – Repeated counting by a given number Level 3 – Use properties and relational thinking
CC & OA Progression document – pages 25-26Slide4
Levels in Problem representation and solution
For each level, identify at least 1 strategy card as a “clear example” of that level.How does your group’s card sequence align with the levels described?
Do you wish to move any of your strategy cards?
CC & OA Progression document – pages 25-26Slide5
Level 1 clear example(s)
Transitioning to level 2 (multiplicative counting but not skip counting, distancing the setting)Slide6
Level 3 – clear example
This card should cause some discussion…. We don’t have enough information to know if student UNDERSTANDS… so can’t give it a level – might be level 3, might be memorization
Level 2 – clear example
Transition to level 3 – used commutative property but then solved 4x5 in a level 2 way
I’d call this level 2 but student’s skip counting sequence is limited - so “low” level 2Slide7
Connecting
to the Red BookSlide8
the Development of Mathematical Knowledge (For MD)
Sophistication of Unitizing NumbersDistancing the SettingKnowledge of Multiples and Sequences of Multiples
Development of Non-counting StrategiesSlide9
the Development of Mathematical Knowledge (For MD)
Sophistication of Unitizing NumbersDistancing the SettingKnowledge of Multiples and Sequences of Multiples
Development of Non-counting StrategiesSlide10
Sophistication of
Unitizing NumberIndividual items
6
8
5 x 8
1 x 8
Composite unit of composite units
For example
:
6 x 8Slide11
Four Aspects of the Development of Mathematical Knowledge
Sophistication of Unitizing NumbersDistancing the Setting
7x3
7 x 3Slide12
Four Aspects of the Development of Mathematical Knowledge
Sophistication of Unitizing NumbersDistancing the SettingKnowledge of Multiples and Sequences of MultiplesSlide13
Four Aspects of the Development of Mathematical Knowledge
Sophistication of Unitizing NumbersDistancing the SettingKnowledge of Multiples and Sequences of Multiples
Development of Non-counting StrategiesSlide14
Connecting Progressions to
the Red Book4 aspects of Mathematical Knowledge
Sophistication of Unitizing NumbersDistancing the SettingKnowledge of Multiples and Sequences of MultiplesDevelopment of Non-counting Strategies
Level 1:
Making & counting all
Level 2: Repeated counting
Level 3:
Properties and relational thinkingSlide15
Instructional Progression
Why is it important for a child to “spend time” working at level 2?How quickly can we expect a child to “move through” these levels?
How can we craft a classroom environment that support kids at their mathematical level AND encourages growth?
Level 1:
Making & counting all
Level 2: Repeated counting
Level 3: Properties and relational thinkingSlide16
Strategies & Knowledge
http://www2.nzmaths.co.nz/Numeracy/ONPD/M1/07.aspxSlide17
The relationship between Knowledge and Strategy