blocks two the crossed get little ran and the the school street girl to to.

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Presentation transcript:

blocks two the crossed get little ran and the the school street girl to to

blocks two the crossed get little ran and the the school street girl to to

the little girl ran two blocks and crossed the street to get to the school

the little girl ran two blocks and crossed the street to get to the school

blocks two the crossed get little ran and the the school street girl to to the little girl ran two blocks and crossed the street to get to the school

blocks two the crossed get little ran and the the school street girl to to the little girl ran two blocks and crossed the street to get to the school Which is easier to remember? Why?

…provides a foundation for more complex math skills …is easier if students understand operations …is easier if students understand number patterns and properties …is easier if students have many opportunities to practice targeted facts

…provides a foundation for more complex math skills …is easier if students understand operations …is easier if students understand number patterns and properties …is easier if students have many opportunities to practice targeted facts

 Can you think of a story problem to go with this number sentence? 7+ 9 = 16

school-math-lessons/7090-teaching-math- story-problems/

Caution: Avoid Key Words

 Maxine took the 28 stickers she no longer wanted and gave them to Zandra. Now Maxine has 73 stickers left. How many stickers did Maxine have to begin with?

 Key words are misleading. Often the key word or phrase in the problem suggest an operation that is incorrect.  Many problems have no key words.  The key word strategy sends a wrong message about DOING the math. We want students to focus on what is happening in the problems.  See VanDeWalle pages and for more suggestions on teaching suggestions.