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MathVIDS! Videos
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
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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 |
Teach Metacognitive Strategies
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 |
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Videos for Teaching Plans: Explicit Teacher Modeling
One to One Correspondance
Concrete Learning Objective 1: view 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.
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