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

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

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

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

10. 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

11. 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?

12. …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

13. …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

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

16. http://www.brighthubeducation.com/middle- school-math-lessons/7090-teaching-math- story-problems/

17. Caution: Avoid Key Words

18.  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?

19.  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 87-91 and 294-296 for more suggestions on teaching suggestions.