Chapter 2 & Chapter 9 (126-139):

A- alternative
B-build it in
methods: if your parts problems:
first strategy
building or
doesnt work it
designing
is important to
different
find other
representations
methods to
of problems to
teach your
help further
children
your
understanding
E-engage
students from
where they
already are:
meet children
where they are
but still
challenge them
and interest
them
I- introduce
mathematical
conventions:
the basis for
any
mathematical
operation

M-multiple
entry and exit
points: a
problem that is

N-number line
model: a visual
line to help
solve problems

J- join/add
problems:
situations in
which quantities
are physically
being brought
together

C- classroom
discussions:
promote varied
approaches to
problems and
help students
who may be
stuck

D- deciding the
wording of
problems: word
problems so
that actions and
quantities follow
a chronological
order or natural
story order for
easier problem
solving
G- getting
H- high quality
numbers for
tasks that
problems:
promote
allows you to
students finding
vary the
their own
difficulty level of strategies:
probelms
encourages
students to find
and explore on
their own
K- K.CCs:
L-Lesson format
counting and
(three-phase:
cardinality
before, during
standards:
and after):
single digit
before (activate
fluency;
prior
counting on;
knowledge,
base ten
establish clear
understandings; expectations);
comparisons
during (notice
childrens
thinking,
provide support
and extensions);
after (promote a
community of
learners, listen
actively,
summarize main
ideas)
O-Operations
P-part-partthrough
whole problems:
contextual
put together
problems: using and take apart

challenging in
different ways
and can be
solved in
different ways

story problems
to solve things

problems, two
parts that are
conceptually put
together

Rrepresentations
through
manipulatives:
using building
blocks or
drawings to
represent your
problems

S-Student to
student
dialogue:
promotes self
confidence and
deepens
thinking

Uunderstanding:
teaching for
understanding
rather than
teaching for
passing a test

V-Visuals:
another way to
help solve
problems, such
as: drawings

W-worthwhile
tasks: consider
the level of
cognitive
demand, the
potential of
multiple entry
and exit points
and relevancy

T- Teaching
through
problem solving:
an upside down
approach to
mathematics
that allow
children to learn
through
problems
X eXplain
meaning in
words:
thoroughly
explaining each
thing to every
student in a way
they can
understand

Z- zero
property: use
the property of
zero in
contextual story
problems to
help students
understand

Q- (high quality)
questions that
promote
relation and
verification

In order to be the best teacher you can be you need to

transform your classroom and teaching strategies using these
methods listed above and each child learns differently which
will take even more adaptation.