How thick is the Science book?ģ MOTIVATION: Using building blocks. A Science book is 0.2 times as thick as the Math book.
How much hotdog did she cooked? 2.) A Math book is 0.6 dm thick. She placed 0.25 kg of it in the refrigerator and cooked the rest.
3 4 2 5 7 8 6 REVIEW: Solve the following mentally: 1.) Sophia bought 0.8 kg of hotdog. K to 12 Curriculum Guide, M5NS-IId-110, Lesson Guide in Elementary 5 p.274Ģ DRILL: Flash the following fractions, the pupils will make an illustration of the fraction on a piece of colored paper. Visualize multiplication of Decimals Using Pictorial Models. Students are often expected to memorize facts and algorithms as well as to build fluency.1 Visualize multiplication of Decimals Using Pictorial Models. Abstract/Symbolic: During this phase, students are expected to solve problems through the use of numbers and symbols rather than with the use of concrete objects or visual representations. With a virtual representation, students move the image with a mouse or with their hands.ģ. Representational models also may be presented virtually through websites or tablet applications. These representations should be used to connect and solve the same concepts previously taught using concrete objects. These pictures, drawings, or diagrams may be given to the students, or they may draw them when presented with a problem. Representational/Visual/Pictorial: Students use two-dimensional pictures, drawings, or diagrams to solve problems.
Explicit instruction and student verbalizations, such as explaining the concept or demonstrating use of the manipulative while they verbally describe the mathematical procedure, should accompany all manipulative use.Ģ. It is important to note that although students may demonstrate proper use of a manipulative, this does not mean that they understand the concepts behind use of the manipulative. Using an assortment of manipulatives is not always possible, however some concepts can only be taught using a specific manipulative. It is helpful to use a variety of manipulatives (if possible) to teach concepts so that students can generalize the concept being taught. Examples of manipulatives include counting bears, snap cubes, base-10 blocks, real or plastic money, clocks, fraction tiles, geoboards, Algeblocks, algebra tiles, and others. Concrete: In this phase, students use three-dimensional manipulatives to solve problems and to gain a better conceptual understanding of a concept. A description of the three phases follows.ġ. Moving through each phase is essential for every skill area, not just for early foundational skills (Jayanthi et al., 2008 National Mathematics Advisory Panel, 2008 Stein, Kinder, Silbert, & Carnine, 2005 Woodward, 2006). By building strong conceptual understanding, students are able to better generalize skills and understand algorithms (Gersten et al., 2009 Jones, Inglis, Gilmore, & Evans, 2013 Miller & Hudson, 2007). Using multiple representations to teach mathematics allows students to understand mathematics conceptually, often as a result of developing or “seeing” an algorithm or strategy on their own. Teaching Mathematical Vocabulary and SymbolsĬoncrete, Representational/Visual/Pictorial, and Abstract/Symbolic Models.Concrete, Representational/Visual/Pictorial, Abstract/Symbolic Models.Effective Questioning in the math classroom (questioning was introduced in chapter 9).Specific topics covered include the following:Įxplicit, Systematic Instruction (aka Direct Instruction)- Chapter 4 The strategies presented in this guide should be used in conjunction with teaching guides developed for specific mathematical concepts. Special education instructors, math interventionists, and others working with students who struggle with mathematics may find this guide helpful. The purpose of this chapter is to provide brief explanations of practices that can be implemented when working with students in need of intensive intervention in mathematics.
Department of Education and is in the pubic domain. Washington, DC: Office of Special Education, U.S. Principles for designing intervention in mathematics. This next section contains excerpts from the National Center on Intensive Intervention.
0 kommentar(er)
