MathVIDS! Videos
Videos for Instructional Strategies
Build Meaningful Student Connections
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Teacher LINKS to student prior knowledge 
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Teacher IDENTIFIES what students will do 
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Teacher PROVIDES meaning/rationale for learning 
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Teacher restates what students will learn 
Dynamic Assessment for Mathematics
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Teacher introduces Dynamic Mathematics Assessment 
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Teacher describes student interest & CRA assessment
components 
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Implementing Dynamic Assessment 
Clip 4  view
What was learned about students and how it informs teaching 
Explicit Teacher Modeling
Concrete
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Teacher and students read story problems 
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Teacher relates addition equation to story problem/
Identifies important informations

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Teacher descibes and models addition process 
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Teacher adds context 
Representational
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Teacher introduces context for problem solving 
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Teacher introduces and reads aloud story problem 
Clip 3  view
Teacher cues students to important information in
story problem 
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Teacher explicitly relates division equation to story problem 
Clip 5  view
Teacher explicitly describes and models solving the
division equation 
Abstract
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Teacher introduces/Reads story problems 
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Teacher models finding the problem to be solved 
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Teacher models finding important information and
relates equation to the story problem 
Clip 4  view
Teacher models the addition process 
Instructional Games
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Teacher models the skill to be practiced 
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Teacher describes/models the instructional game 
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Students model playing the game 
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Student questions 
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Students play the instructional game/Teacher monitors 
Planned Discovery Activities
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Students explore materials used in activity 
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Teacher provides explicit directions for activity 
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Students begin practice in groups 
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Teacher monitors groups as they work 
Clip 5  view
Teacher provides closure 
SelfCorrecting Materials
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Teacher models math skill to be practiced 
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Teacher demonstrates use of selfcorrecting materials 
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Teacher gives directions 
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Students practice and Teacher monitors 
Scaffolding Instruction
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Teacher scaffolds instruction  Patterns (Kindergarten) 
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Teacher scaffolds instruction  Order of Operations (Gr 4) 
Structured Cooperative Learning Groups
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Teacher gives directions 
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Teacher reviews roles 
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Teacher describes structured learning sheet 
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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
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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 RapidFire 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 baseten materials means.
Concrete Learning Objective 2: view Clip 1, Clip 2, Clip 3
Represent one, two, and three digit numbers using baseten 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 OneDigit by TwoDigit 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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