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Math Alliance – Scaffolds May 18, 2010

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Case study groups Group: Clarify the assignment due June 1 Each person please share ◦ What you have done so far ◦ What scaffolds or supports you have used, either in assessment or in instruction ◦ What you have learned about your student ◦ What you would like feedback on ◦ What you need to do by June 1

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Strategy Poster Cautions Some do better when told than shown Still have to match problem with strategy Need instruction in how to use posters Need to limit number of strategies but this limits choice Can become too procedural if students did not understand strategy originally Can be overwhelming

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Strategy Posters Suggestions for some ◦ Pictures ◦ May need their own or a poster placed very close to their seat ◦ Limit words ◦ Watch color – can help or hinder ◦ Number steps ◦ Keep uncluttered ◦ One strategy only – or separate posters

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Strategy Posters Highlight vocabulary Watch examples Watch that they are not too procedural Limit the language Need instruction in and modeling of using posters

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K-W- (L) Charts As a group ◦ Write on the K ◦ Write on the W Put your names by any K ’s you would like to share in a later class At the signal ◦ Do the same thing on the next poster You will write on four posters.

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Cue Cards for Multiplication

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Why Cue Cards? Difficulties with: ◦ selecting the correct operations ◦ choosing the relevant information ◦ difficulties in understanding the language ◦ remembering correct operations ◦ retrieving learned information ◦ spatial relationships ◦ visual imagery Stolen from Ellen Grissom, 2009

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Taken from Xin, Jitendra, and Deatline-Buchman, 2009

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How to translate that for your students: Read to understand the problem Identify the problem type Draw a schema diagram to represent the problem Turn the diagram in to a math sentence Solve the problem Look back to check. Stolen from Ellen Grissom, 2009

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So… As we go through the math tonight, keep the idea of cue cards in the back of your mind. Think about: ◦ What information do students need to know? ◦ How can you guide them to find this information? ◦ What would be the most efficient and effective way to display this information?

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Cue Cards for Multiplication (continued)

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How to translate that for your students: Read to understand the problem Identify the problem type Draw a schema diagram to represent the problem Turn the diagram in to a math sentence Solve the problem Look back to check. Stolen from Ellen Grissom, 2009

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2 Different Multiplication Problem Types Multiplicative Comparison ◦ “Guy and Vito both cut grass last weekend. Vito made $12 dollars which was 1/3 as much as Guy. How much money did Guy make?” Proportion ◦ “If it takes 3 eggs to make 20 cupcakes, then how many cupcakes can be made with 12 eggs?”

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Activity Create cue cards for your case study student Include: Steps to follow Examples Helpful diagrams ◦ Make sure to create cards that address the needs of your student.

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