MathVIDS! Videos

 Instructional Strategies Teaching Plans: Explicit Teacher Modeling

Videos for Instructional Strategies

Build Meaningful Student Connections

 Clip 1 - view    Teacher LINKS to student prior knowledge Clip 2 - view    Teacher IDENTIFIES what students will do Clip 3 - view    Teacher PROVIDES meaning/rationale for learning Clip 4 - view    Teacher restates what students will learn

Dynamic Assessment for Mathematics

 Clip 1 - view    Teacher introduces Dynamic Mathematics Assessment Clip 2 - view    Teacher describes student interest & CRA assessment   components Clip 3 - view    Implementing Dynamic Assessment Clip 4 - view    What was learned about students and how it informs teaching

Explicit Teacher Modeling

Concrete

 Clip 1 - view    Teacher and students read story problems Clip 2 - view    Teacher relates addition equation to story problem/    Identifies important informations Clip 3 - view    Teacher descibes and models addition process Clip 4 - view    Teacher adds context

Representational

 Clip 1 - view    Teacher introduces context for problem solving Clip 2 - view    Teacher introduces and reads aloud story problem Clip 3 - view    Teacher cues students to important information in    story problem Clip 4 - view    Teacher explicitly relates division equation to story problem Clip 5 - view    Teacher explicitly describes and models solving the    division equation

Abstract

 Clip 1 - view    Teacher introduces/Reads story problems Clip 2 - view    Teacher models finding the problem to be solved Clip 3 - view    Teacher models finding important information and    relates equation to the story problem Clip 4 - view    Teacher models the addition process

Instructional Games

 Clip 1 - view    Teacher models the skill to be practiced Clip 2 - view    Teacher describes/models the instructional game Clip 3 - view    Students model playing the game Clip 4 - view    Student questions Clip 5 - view    Students play the instructional game/Teacher monitors

Planned Discovery Activities

 Clip 1 - view    Students explore materials used in activity Clip 2 - view    Teacher provides explicit directions for activity Clip 3 - view    Students begin practice in groups Clip 4 - view    Teacher monitors groups as they work Clip 5 - view    Teacher provides closure

Self-Correcting Materials

 Clip 1 - view    Teacher models math skill to be practiced Clip 2 - view    Teacher demonstrates use of self-correcting materials Clip 3 - view    Teacher gives directions Clip 4 - view    Students practice and Teacher monitors

Scaffolding Instruction

 Clip 1 - view    Teacher scaffolds instruction - Patterns (Kindergarten) Clip 2 - view    Teacher scaffolds instruction - Order of Operations (Gr 4)

Structured Cooperative Learning Groups

 Clip 1 - view    Teacher gives directions Clip 2 - view    Teacher reviews roles Clip 3 - view    Teacher describes structured learning sheet Clip 4 - view    Students practice/Teacher monitors Clip 5 - view    Teacher provides closure

Structured Language Experiences

 Clip 1 - view    Teacher builds meaningful student connections and    models describing patterns Clip 2 - view    Teacher describes/provides directions for activity Clip 3 - view    Students practice/Teacher monitors

Teach Concepts/Skills Within Authentic Context

 Clip 1 - view    Teacher activates prior knowledge Clip 2 - view    Teacher engages student interest Clip 3 - view    Teaches purpose of data collection Clip 4 - view    Teacher describes and models drawing graph Clip 5 - view    Teacher describes and models labeling graph Clip 6 - view    Teacher describes and models plotting data Clip 7 - view   Students practice/Teacher monitors Clip 8 - view   Teacher summarizes
 Clip 1 - view    Teacher IDENTIFIES the learning objective Clip 2 - view    Teacher LINKS to student prior knowledge Clip 3 - view    Teacher PROVIDES meaning/rationale for learning Clip 4 - view    Teacher DESCRIBES/introduces Strategy Cue sheets Clip 5 - view    Teacher describes the ORDER strategy Clip 6 - view    Teacher models using the ORDER strategy Clip 7 - view    Teacher reviews using Rapid-Fire Verbal Rehearsal

Videos for Teaching Plans: Explicit Teacher Modeling

One to One Correspondance

Concrete Learning Objective 1view  Clip 1, Clip 2
Recognize and create groups that are matched one to one using unlike objects.

Concrete Learning Objective 3: view  Clip 1

Recognize and create groups that are not matched one to one using concrete objects.

Representational Learning Objective 1: view  Clip 1, Clip 2
Identify groups that show one to one correspondence using groups of concrete items and groups of representations of these items

Representational Learning Objective 2: view  Clip 1, Clip 2
Identify groups that show one to one correspondence using representations of objects.

Comparing More Than, Less Than, Same

Concrete Learning Objective 1: view  Clip 1, Clip 2, Clip 3
Identify if a given group of objects has more than, less than, or the same number of objects when compared to another group of objects.

Representational Learning Objective 1: view  Clip 1
Identify if a given group of objects has more than, less than, or the same number when compared to a group of representations of objects.

Representational Learning Objective 3: view  Clip 1, Clip 2
Create a group with more than, less than, or the same number of representations as a given group of representations.

Grouping Hundreds, Tens, and Ones

Concrete Learning Objective 1: view  Clip 1, Clip 2, Clip 3, Clip 4
Group by tens using concrete objects.

Concrete Learning Objective 2:
view  Clip 1, Clip 2, Clip 3
Count a set of objects by making groups of ten.

Representational Learning Objective 1: view  Clip 1, Clip 2, Clip 3, Clip 4
Given a number, draw and count groups of ten.

Skip Counting

Concrete Learning Objective 1: view  Clip 1, Clip 2, Clip 3, Clip 4, Clip 5, Clip 6, Clip 7
Skip count by ten using objects.

Representational Learning Objective 1: view  Clip 1, Clip 2, Clip 3, Clip 4, Clip 5, Clip 6
Skip count by tens using a number line.

Identify Place Value to 100's Place

Concrete Learning Objective 1: view  Clip 1, Clip 2
Identify the essential features of a place value mat, represent groups of ones, tens, and hundreds on place value mats appropriately using concrete materials, and say what each group of base-ten materials means.

Concrete Learning Objective 2: view  Clip 1, Clip 2, Clip 3
Represent one, two, and three digit numbers using base-ten materials/place value mats and say what the digits represent in concrete terms.

Representational Learning Objective 1: view  Clip 1, Clip 2
Draw pictures on place value mats to represent place value of one, two, and three digit numbers.

Abstract Learning Objective 2: view  Clip 1, Clip 2, Clip 3
Find the place value of digits in one, two, and three digit numbers using the FIND Strategy.

Identify and Write Fractions

Concrete Learning Objective 1: view  Clip 1, Clip 2, Clip 3, Clip 4, Clip 5

Identify fractions using concrete materials that represent the area model.

Representational Learning Objective 1: view  Clip 1, Clip 2

Draw representations of fractional parts and write fractions.

Rounding to Nearest Ten or Hunrded

Concrete Learning Objective 1: view  Clip 1, Clip 2, Clip 3, Clip 4, Clip 5

Round to the nearest ten using discrete counting objects.

Concrete Learning Objective 3: view  Clip 1, Clip 2, Clip 3
Round to the nearest ten using discrete concrete objects and a number line.

Representational Learning Objective 2: view  Clip 1, Clip 2, Clip 3
Round to the nearest ten by drawing pictures that represent concrete materials.
*Teach this skill directly after students have demonstrated mastery of rounding to the nearest ten using discrete concrete materials (without number lines).

Abstract Learning Objective 1: view  Clip 1, Clip 2, Clip 3
Round to the nearest ten or hundred by identifying the talking digit in two and three digit numbers.

Compare Fractions with Like and Unlike Denominators

Concrete Learning Objective 1: view  Clip 1, Clip 2, Clip 3

Compare fractional parts with like denominators using concrete objects that represent the area model (e.g. circle pieces, fraction bars/strips, Cuisenaire rods).

Concrete Learning Objective 2: view  Clip 1

Compare fractional parts with unlike denominators using concrete materials that represent the area model.

Concrete Learning Objective 3:
view  Clip 1, Clip 2

Compare fractional parts with like denominators using concrete materials that represent the sets model (e.g. sets of counting chips, beans, unifix cubes, tickets.).

Concrete Learning Objective 4:
view  Clip 1

Compare fractional parts with unlike denominators using concrete materials that represent sets model (e.g. sets of counting chips, beans, unifix cubes, tickets).

Identify and Represent Equivalent Fractions

Concrete Learning Objective 1: view  Clip 1, Clip 2
Identify and represent equivalent fractions using concrete objects with an area model.

Concrete Learning Objective 3: view  Clip 1, Clip 2
Identify and represent equivalent fractions using concrete objects with a measurement model.

Representational Learning Objective 1: view  Clip 1, Clip 2

Use paper folding and drawing to identify equivalent fractions.

Representational Learning Objective 2: view  Clip 1, Clip 2

Use drawings to represent equivalent fractions.

Multiplying One-Digit by Two-Digit Numbers with Regrouping

Concrete Learning Objective 1: view  Clip 1, Clip 2, Clip 3, Clip 4
Use concrete objects to solve two digits by one digit multiplication problems with regrouping.

Representational Learning Objective 1: view  Clip 1, Clip 2, Clip 3, Clip 4, Clip 5 , Clip 6
Solve two digits by one digit multiplication problems with regrouping using drawings to show the process of repeated addition.

Representational Learning Objective 2:
view  Clip 1, Clip 2, Clip 3, Clip 4
Solve two digits by one digit numbers with regrouping using drawings to show how numbers are regrouped.

Representational Learning Objective 3: view  Clip 1, Clip 2
Solve two digits by one digit multiplication problems with regrouping by using drawings to illustrate the algorithmic process.

The Division Process: Division with Remainders

Concrete Learning Objective 1: view  Clip 1
Divide without remainders using concrete materials.

Concrete Learning Objective 2: view  Clip 1, Clip 2, Clip 3
Divide without remainders using concrete materials within a story problem context - measurement/”separating into equal groups” situations.

Concrete Learning Objective 4:
view  Clip 1
Divide with remainders using concrete materials in measurement/”separating into equal groups” and partitive/”sharing” situations.

Representational Learning Objective 1:
view  Clip 1
FASTDRAW Strategy (to solve division story problems by drawing pictures).

Representational Learning Objective 2: view  Clip 1, Clip 2
Draw solutions to division story problems using the “FASTDRAW Strategy.”

Abstract Learning Objective 1: view  Clip 1

Solves division story problem using FASTDRAW strategy

Adding and Subtracting Fractions with Mixed Numbers

Concrete Learning Objective 1: view  Clip 1
Combine two sets of concrete materials (circle pieces) representing mixed numbers with like denominators.

Concrete Learning Objective 2: view  Clip 1, Clip 2
Solve story problems involving addition of mixed numbers.

Representational Learning Objective 1:
view  Clip 1
Add fractions with mixed numbers by drawing pictures that represent concrete materials.