By Rusty Bresser
This publication provides an leading edge method of reinforcing scholars math abilities. The 27 enticing classes are effortless to enforce, require very little coaching, and take merely five to fifteen mins to educate. Designed to be used in the course of transition instances, the minilessons aid scholars perform math options, abilities, and techniques through using them in quite a few problem-solving contexts during the university day. content material components explored contain: quantity and operations; algebra; geometry; information research and chance; and dimension. each one job features a fabrics record, instructing instructions, a listing of key questions, and concepts for extending the job all year long.
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Extra resources for Minilessons for Math Practice, Grades K-2
We continued discussing the similarities and differences between the polygons until all of the students’ ideas were exhausted. qxd 6/14/06 10:58 PM Page 41 Comparing Polygons Same 4 corners (angles) 4 sides symmetrical quadrilaterals polygons have vertical lines have horizontal lines have parallel lines Different rectangle has 2 equal sides; square has 4 equal sides this square is smaller this rectangle is longer area of this rectangle is bigger perimeter of this rectangle is longer they have different names To complete the activity, I asked the students where they might see rectangles and squares in the classroom or in the world around them.
My purpose in this activity is to pose problems that are gradually more and more difficult, using similar numbers to encourage students to use computational strategies that make use of base ten number concepts. This does not mean that my goal is for all students to use the same method, however. Judging from the students’ solution strategies for the problem 17 ϩ 13, they used several ways to combine the quantities utilizing their knowledge of tens and ones. For example, Maria started with the tens place first, combining groups of tens, and then added the ones, and finally combined the partial sums (10 ϩ 10 is 20; 7 ϩ 3 is 10; 20 ϩ 10 is 30).
I did it a different way,” River said. “I started with the dimes: ten, twenty, thirty. Then I did the nickels: thirty-five, forty, forty-five. ” I was impressed with the variety of ways in which these second graders approached the problem. Often, we tell students to start with the coins having the greatest value (in this case, the dimes) and work from there. This teaching strategy can preempt some creative problem solving by students. Allowing children to use strategies that make sense to them strengthens their problem-solving skills.
Minilessons for Math Practice, Grades K-2 by Rusty Bresser