Math Support Comments (MDR)

Refer to Teacher’s Resource for classroom strategies listed below, p. 114

  • KWL
  • Think Aloud
  • Three Read
  • Word Wall
  • Frayer Model
  • Journal
  • Venn diagram
  • Think Pair Share
  • Concept Map
  • (circle)
  • Other graphic organizers

Other Teacher Generated Strategies

  • Use of a multiplication chart
  • Chunking material
  • Math games
  • Computers
  • Calculators
  • Support materials for home (home packages)
  • Homework bags
  • Individual lessons
  • Small group instruction
  • Literature for math
  • Reinforcing reasonable answers
  • Mental Math Strategies and practice
  • Math word problems daily to solve orally
  • Model how to solve a problem often
  • Picture / word journals
  • Place Mats – using large format papers from beginning to end of unit, to be completed as unit progresses
  • Guess and check
  • Co-teaching
  • Learning centers
  • Use of manipulatives and visuals when/where appropriate
  • -straws/pipe-cleaners for angles
  • A peer reader for literacy support
  • Reduce the amount of problems in class work/assignments/tests
  • Additional time for completion of task
  • Teacher assistant support
  • Provide an example of the correct step by step procedure for solving the algorithm
  • Use graphic organizers to help develop concepts/ideas
  • Use word wall to build math vocabulary
  • Use 100’s chart for counting (mini-chart for times tables)
  • Use all representations (words, pictures and numbers)
  • Math journal to explain concepts and ideas
  • Place value chart for addition/subtraction and to provide visual support
  • Teach key words and phrases to build understanding (to make operation choices)
  • -sum means to add
  • Reward system for working independently and completing homework
  • Relate math problems to real life student experiences
  • Teach estimation strategies using rounding, mental math and developing personal benchmarks
  • Arrays
  • Manipulatives
  • Extra help at recess
  • Use KWL strategies
  • Home program

Strategies for Specific Strands

NUMBER

  • Number line (whole numbers,fractions, etc.)
    Hundred’s chart
  • Graphic organizers
  • Modeling
  • Calculators
  • Providing one on one support with teacher
  • Peer mentoring (one to one)
  • Manipulatives (base 10 blocks, fraction pieces, etc.)
  • Provide individual instruction using hands on manipulatives to reinforce place value to 10 000.
  • Provide opportunities to record and to use math journals
  • Base 10 blocks
  • Counters
  • 10 frames
  • vocabulary-word wall
  • identify and model fractions and mixed numbers (colored tiles and fraction circles)

Possible Comments

  • Having trouble identifying and modeling fractions and/or mixed numbers
  • Experiences problems with comparing and ordering fractions in a particular situation
  • Struggles to compare and order decimals with/without models
  • Unable to model tenths and hundredths

OPERATIONS

  • Provide visual support to enhance understanding and skip counting
  • Using math manipulatives, create an input/output model and provide the pattern rule
  • Using graphic organizers (example – Venn diagram) to determine common attributes in number sense.
  • Use a number chart to determine patterns of multiples
  • Use tiles to create arrays showing double facts (6 x 6) then rearrange to show other factors of 36 (from Van deWalle p. 301)
  • Use 3 read strategy for word problems
  • Math Journal
  • Exit cards
  • Flash cards to learn basic facts
  • Strategies for times tables (multiplication)
  • Mental math activities
  • Group work
  • Teach rounding strategies and use models (pennies, jelly beans-estimating)
  • Number lines

Possible Comments

  • Has difficulty demonstrating an understanding of various means of division.
  • Is unable to divide two or three digit whole numbers by a single digit divisor.
  • Struggles to solve and create word problems involving adding and subtracting decimals to hundreds.

MEASUREMENT

  • Brainstorm to provide lists of concrete examples as benchmarks (example – km, cm, etc.)
  • Use visual aids
  • Geoboards/pipe cleaners/meter sticks/thermometers
  • KWL charts
  • Conversion charts –catch phrases and flash cards
  • Stations, math centers, computer
  • Estimation – check and comparing
  • Scales
  • Group work
  • Word wall

Possible Comments

  • Unable to tell time
  • Use of paper plate clocks, explicit teaching of telling time
  • Unable to provide concrete models of measurements ie. Width of finger is 1cm.
  • Need to use a number line to place numbers – need to visualize a number line

GEOMETRY

  • Use manipulatives to learn, identify and compare 3D shapes and properties
  • Reinforce geometry vocabulary using word walls
  • Use pattern blocks to practice constructing composite figures
  • Use cut outs, hands of a clock and over heads to help students understand 2D figures (slides, reflections and quarter/half turns)
  • Use concept definition map to help understand vocabulary
  • Use of technology to reinforce concepts ex. Websites
  • Use contrasting colors to aid in measuring angles
  • Use patterns to demonstrate flips, slides and turns
  • Peer tutor or group work to complete assignments
  • Allow ample opportunity to explore manipulatives
  • Word wall for geometry terms
  • Allow use of charts for reference
  • Use of Frayer model to build geometry vocabulary
  • Use of concept definition map

Possible Comments

  • Unable to draw a net for a particular 3D shape
  • Difficulty classifying angles and/or triangles
  • Has difficulty making generalizations about (vertices, edges and faces of various prisms, pyramids, cones and cylinders)

DATA MANAGEMENT AND PROBABILITY

  • Word wall with specific vocabulary
  • Use of games and manipulatives (dice, coins, spinners, etc.)
  • Use tree diagrams for outcomes that are equally likely
  • Help establish a mathematic vocabulary
  • Academic journal
  • Math dictionary
  • Use the Think-Pair-Strategy to help elicit response from students
  • Use Frayer Model to display data and information

Possible Comments

  • Unable to use appropriate mathematical terminology to describe particular graphs
  • Unable to interpolate (read specific information from a particular display)
  • Has difficulty constructing a specific graph
  • Has difficulty choosing an appropriate data collection method
  • Has difficulty predicting probabilities using bench marks
  • Difficulty using fractions to describe experimental probabilities
  • Is unable to cite everyday examples of events having high or low probabilities

PATTERNS

Practice more complex patterns ex. Skip counting by 7 beginning at 17

Word wall to reinforce terminology ex consecutive, shrinking, growing,

Concept maps

Use of visual aids to reinforce concepts

Journal writing to explain the math process

Think-Pair-Share Buddy system

Use of additional manipulatives

Additional group work

Practice “Try and Adjust” and “Guess and Check” methods