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Terms in this set (13)
Helps with counting sequences, using patterns for problem solving, estimation, understanding place value, and understanding how the number system works.
count around the circle
Helps with counting sequences and undertanding patterns in numbers
Helps with counting sequences, understanding patterns in numbers, and differences or distance between two numbers.
start and stop counting
, Helps with irrational numbers, various names and respresentations of numbers. It also helps with Big Ideas like benchmarks, equivalence, the whole, and part of the whole. Strategies like using benchmarks and doubling and halving are ways to help students learn mathematical concepts
organic number line
During the three-phase lesson plan students actively participate in before, during, and after learning. Which PHASE activates prior knowledge, checks for understanding of the problem, and establishes clear expectations?
Allow students to generate questions for each other to help deepen the understanding of the task they are completing. This allows the teacher to informally assess a student's learning and thinking and observe effective discourse.
Built on the principal of active learning. Constructing their own understanding by actively engaging with material. Learning is not an isolated process. Interaction with peers, teachers and others to define and explain their understanding and thinking.Learning activities are relevant, engaging, and meaningful for the student. This is a learner-centered approach that focuses on students using their own knowledge and prior knowledge to apply to the new concept being presented. Students reflect on their learning to plan for their future experiences and recognize new strategies for the concept.
Comprehension of mathematical concepts, operations, and relations
Ability to to formulate, represent, and solve mathematical problems.
Capacity for logical thought, reflection, explanation, and justification.
Skill in carrying out procedures flexibly, accurately, efficiently, and appropriately.
Habitual inclination to see mathematics as sensible, useful, worthwhile, coupled with a belief in diligence and one's own efficacy.
Learner-centered approach with assistance being offered by working with other that are more "knowledgeable" It works with the concept of each learner having a zone proximal development. The guided math approach using I Do, We Do, You Do process for learning.