CEC 2014 Convention & Expo Bradley J. Kaffar Nancy S. Fitzgerald Dustin B. Mancl Margaret A. Vanderwarn Evidence-Based Practices to Improve Achievement in Computation With Regrouping and Word Problems

Advance Organizer Evidence-Based Practices Addition With Regrouping Subtraction With Regrouping Word Problems With Regrouping Combined Problem-Solving Methods

Introduction Mathematics is one of the most challenging aspects of the school curriculum for many students, and a concern is the lack of achievement in multi-digit computation with regrouping and word problems. Specifically, out of 29 mathematics difficulties, special education teachers ranked word problems as the most problematic, multi-step problems as second most problematic, and regrouping as the seventh most problematic area for students with learning disabilities (LD) (Bryant & Bryant, 2008).

Evidence-Based Practices Explicit Instruction Concrete – Representational – Abstract (CRA) Teaching Sequence Cognitive Strategies Schema-Based Diagrams

Explicit Instruction Advance Organizer Describe and Model Guided Practice Independent Practice Problem-Solving Practice Supplemental Practice to Fluency

The “RENAME” Strategy for Addition With Regrouping R ead the problem. E xamine the ones column: 10 or more, go next door. N ote the ones in the ones column. A ddress the tens column: 10 or more, go next door. M ark tens in the tens column. E xamine and note hundreds; exit with a quick check.

“10 or More” Sentences Adding the Ones: If adding the numbers in the ones column results in 10 or more, regroup to form a ten (10 or more, go next door). Adding the Tens: If adding the numbers in the tens column results in 10 or more, regroup to form a hundred (10 or more, go next door).

R ead the problem

E xamine the ones column: 10 or more, go next door If adding the numbers in the ones column results in 10 or more, regroup to form a ten (10 or more, go next door).

N ote ones in the ones column

A ddress the tens column: 10 or more, go next door If adding the numbers in the tens column results in 10 or more, regroup to form a hundred (10 or more, go next door).

M ark tens in the tens column

E xamine and note hundreds; exit with a quick check

The “RENAME” Strategy for Subtraction With Regrouping R ead the problem. E xamine the ones column: use the BBB Sentence for ones. N ote the ones in the ones column. A ddress the tens column: use the BBB Sentence for tens. M ark tens in the tens column. E xamine and note hundreds; exit with a quick check.

“BBB” Sentences BBB Sentence for Ones: Bigger number on Bottom means Break down a ten and trade. BBB Sentence for Tens: Bigger number on Bottom means Break down a hundred and trade.

R ead the problem

E xamine the ones column: use the BBB Sentence for ones Bigger number on Bottom means Break down a ten and trade.

N ote ones in the ones column

A ddress the tens column: use the BBB Sentence for tens Bigger number on Bottom means Break down a hundred and trade.

M ark tens in the tens column

E xamine and note hundreds; exit with a quick check

Word Problems Join Problems Separate Problems Part – Part – Whole Problems Compare Problems Extraneous Information Student-Originated Problems

The “FAST RENAME” Strategy for Word Problems With Regrouping Step 1: F ind what you’re solving for. Step 2: A sk yourself, “What are the parts of the problem?” Step 3: S et up the numbers. Step 4: T ie down the sign. Use the “ RENAME ” Strategy for computation.

Combined Problem-Solving Methods Explicit Instruction Concrete – Representational – Abstract (CRA) Teaching Sequence Schema-Based Diagrams The “ READER ” Strategy

Schema-Based Diagrams

R ead the problem. The “ READER ” Strategy Step 1: R ead the problem. Step 2: E xamine the question. Step 3: A bandon irrelevant (unneeded) information. Step 4: D etermine the operation using diagrams, if needed. Step 5: E nter numbers. Step 6: R ecord answer. Juan collects rocks. His sister collects dolls. Juan had fifteen rocks before going to the park. Today, Juan collected five more rocks at the park. How many rocks does Juan have in all?

E xamine the question. The “ READER ” Strategy Step 1: R ead the problem. Step 2: E xamine the question. Step 3: A bandon irrelevant (unneeded) information. Step 4: D etermine the operation using diagrams, if needed. Step 5: E nter numbers. Step 6: R ecord answer.

A bandon irrelevant (unneeded) information. The “ READER ” Strategy Step 1: R ead the problem. Step 2: E xamine the question. Step 3: A bandon irrelevant (unneeded) information. Step 4: D etermine the operation using diagrams, if needed. Step 5: E nter numbers. Step 6: R ecord answer.

D etermine the operation using diagrams, if needed. ☐ + ☐ The “ READER ” Strategy Step 1: R ead the problem. Step 2: E xamine the question. Step 3: A bandon irrelevant (unneeded) information. Step 4: D etermine the operation using diagrams, if needed. Step 5: E nter numbers. Step 6: R ecord answer.

E nter numbers The “ READER ” Strategy Step 1: R ead the problem. Step 2: E xamine the question. Step 3: A bandon irrelevant (unneeded) information. Step 4: D etermine the operation using diagrams, if needed. Step 5: E nter numbers. Step 6: R ecord answer.

R ecord answer rocks The “ READER ” Strategy Step 1: R ead the problem. Step 2: E xamine the question. Step 3: A bandon irrelevant (unneeded) information. Step 4: D etermine the operation using diagrams, if needed. Step 5: E nter numbers. Step 6: R ecord answer.

Post Organizer Evidence-Based Practices Addition With Regrouping Subtraction With Regrouping Word Problems With Regrouping Combined Problem-Solving Methods Resources: