1. www.tie.net Cognitively Guided Instruction Book Study December 15, 2010

2. www.tie.net If we walked into a classroom where the teacher understands what Cognitively Guided Instruction is, what would we be seeing and hearing? Rachel Problems discussion Direct modeling review

3. www.tie.net Counting out objects-cubes, tiles, ect. Building and taking apart numbers Counting on Drawing pictures Combining multiple manipulatives-cubes & pictures 1:1 correspondence Trial and Error and then Guess and Check Making sets or groups representations Acting out the problem

4. www.tie.net Mr. Weisner ordered 17 creatures for his students to care for. He knows he is getting some lizards, some chicks, and some beetles. He also knows that his creatures will have 58 legs. What might he have ordered.

5. www.tie.net How does the structure of a problem influence the way children solve problems? How does the problem, itself, influence the way children solve it? How did Mrs. Kohlan use what she understands about direct modeling when she interacted with the children?

6. www.tie.net 1.Read and direct model the problem. 2.Define the action of the problem and the part of the problem that is missing. 3.View the video 4.Write a number sentence on the problem types chart that matches the problem.

7. www.tie.net Part-Part Whole Problems: Part-Part-Whole Whole Unknown I have 6 red unifix cubes and 8 green unifix cubes. How many unifix cubes do I have? Part-Part Whole-Part Unknown There are some robins and 13 cardinals in the tree. There were 19 birds in the tree. How many robins were in the tree?

8. www.tie.net Compare Problems: Compare Difference Unknown Alex has 10 cars. Bob has 6 cars. How many more cars did Alex have then Bob? Compare Quantity Unknown Bob has 6 cars. Alex has 4 more cars than Bob. How many cars does Alex have? Referent Set Unknown Alex has 10 cars. He has 4 more than Bob. How many cars does Bob have?

9. www.tie.net Identify the problem types and write the number sentence for each problem.

10. www.tie.net Cut problems out and place in the appropriate problem type section. With the remaining problem types, write a problem that goes with that problem type.

11. www.tie.net Homework Read Chapter 2 – Addition and Subtraction Problem Types