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Site Index
Home page (index.html)
Purpose (purpose.html)
Description of MathVIDS Learning Resources/Sites (description.html)
Why MathVIDS Was Developed/Underlying Assumptions (WhyMathVIDS.html)
Important Features (features.html)
Who Should Use MathVIDS? (who.html)
Site Index (siteindex.html)
Credits (credits.html)
Learning Community (http://wiki.coe.jmu.edu/MathVIDSLC/Home)
Understanding Math Learning Problems (understanding.html)
Instruction Strategies (strategies.html)
Instructional Strategies By Category (category.html)
Teacher Instruction
Concrete-Representational-Abstract Sequence of Instruction (cra.html)
Building Meaningful Student Connections (bmsc.html)
Teach Concepts/Skills Within Authentic Context (ac.html)
Explicit Teacher Modeling (em.html)
- concrete
- representational
- abstract
Teaching Metacognitive Strategies (tms.html)
Scaffolding Instruction (si.html)
Teach Using Big Math Ideas (tubi.html)
Student Practice
Structured Language Experiences (ple.html)
Peer Mediated Learning:
Structured Cooperative Learning Groups (sclg.html)
Structured Peer Tutoring (pt.html)
Planned Discovery Activities (pda.html)
Instructional Games (ig.html)
Self-Correcting Materials (scm.html)
Evaluation
Continuous Monitoring/Charting of Student Performance (cm.html)
Dynamic Assessment for Mathematics (da.html)
Instructional Strategies By Impact (impact.html)
Building Student Understanding
Teacher Instruction:
Concrete-Representational-Abstract Sequence of Instruction (cra.html)
Structured Language Experiences (ple.html)
Teach Concepts/Skills Within Authentic Context (ac.html)
Learning From a Model
Teacher Instruction:
Concrete-Representational-Abstract Sequence of Instruction (cra.html)
Scaffolding Instruction (si.html)
Student Practice:
Peer Mediated Learning
Structured Cooperative Learning Groups (sclg.html)
Structured Peer Tutoring (pt.html)
Promoting Student Independence (independence.html)
Teacher Instruction:
Teaching Metacognitive Strategies (tms.html)
Student Practice:
Instructional Games (ig.html)
Self-Correcting Materials (scm.html)
Facilitating Meaningful Student Connections (connections.html)
Teacher Instruction:
Building Meaningful Student Connections (bmsc.html)
Teach Using Big Math Ideas (tubi.html)
Student Practice:
Planned Discovery Activities (pda.html)
Ensuring Student Mastery (Evaluation) (mastery.html)
Continuous Monitoring/Charting of Student Performance (cm.html)
Dynamic Assessment for Mathematics (da.html)
Instructional Strategies Complete List (completelist.html)
Building Meaningful Student Connections (bmsc.html)
Concrete-Representational-Abstract Sequence of Instruction (cra.html)
Continuous Monitoring/Charting of Student Performance (cm.html)
Dynamic Assessment for Mathematics (da.html)
Explicit Teacher Modeling (em.html)
Instructional Games (ig.html)
Planned Discovery Activities (pda.html)
Self-Correcting Materials (scm.html)
Scaffolding Instruction (si.html)
Structured Cooperative Learning Groups (sclg.html)
Structured Language Experiences (ple.html)
Structured Peer Tutoring (pt.html)
Teach Concepts/Skills Within Authentic Context (ac.html)
Teach Using Big Math Ideas (tubi.html)
Teaching Metacognitive Strategies (tms.html)
Instructional Strategies Implementation Tips (tips.html)
Teaching Plans (plans.html)
Concepts (concepts.html)
Place Value
Whole Number Operations
Fractions
Level of Understanding (levels.html)
Concrete
Reresentational
Abstract
VA Standards of Learning (standards.html)
(SOL K.1) One to One Correspondance
Concrete
otoc/C_intro.html
Phase1, Phase2, Phase3, Phase4
Representational
otoc/R_intro.html
Phase1, Phase2, Phase3, Phase4
(SOL K.1) Comparing More Than, Less Than, Same
Concrete
cmls/C_intro.html
Phase1, Phase2, Phase3, Phase4
Representational
cmls/R_intro.html
Phase1, Phase2, Phase3, Phase4
(SOL 1.2) Grouping Hundreds, Tens, and Ones
Concrete
ghto/C_intro.html
Phase1, Phase2, Phase3, Phase4
Representational
ghto/R_intro.html
Phase1, Phase2, Phase3, Phase4
(SOL 1.3) Skip Counting
Concrete
sc/C_intro.html
Phase1, Phase2, Phase3, Phase4
Representational
sc/R_intro.html
Phase1, Phase2, Phase3, Phase4
(SOL 2.1) Identify Place Value to 100's Place
Concrete
ipv/C_intro.html
Phase1, Phase2, Phase3, Phase4
Representational
ipv/R_intro.html
Phase1, Phase2, Phase3, Phase4
Abstract
ipv/A_intro.html
Phase1, Phase2, Phase3, Phase4
(SOL 2.4) Identify and Write Fractions
Concrete
iwf/C_intro.html
Phase1, Phase2, Phase3, Phase4
Representational
iwf/R_intro.html
Phase1, Phase2, Phase3, Phase4
(SOL 3.2) Rounding to Nearest
10 or 100
Concrete
rtnh/C_intro.html
Phase1, Phase2, Phase3, Phase4
Representational
rtnh/R_intro.html
Phase1, Phase2, Phase3, Phase4
Abstract
rtnh/A_intro.html
Phase1, Phase2, Phase3, Phase4
(SOL 3.6) Compare Fractions with Like and Unlike Denominators
Concrete
cflud/C_intro.html
Phase1, Phase2, Phase3, Phase4
(SOL 4.2) Identify and Represent Equivalent Fractions
Concrete
iref/C_intro.html
Phase1, Phase2, Phase3, Phase4
Representational
iref/R_intro.html
Phase1, Phase2, Phase3, Phase4
(SOL 4.8) Multiplying Two Digit by One Digit Numbers with Regrouping
Concrete
mtdod/C_intro.html
Phase1, Phase2, Phase3, Phase4
Representational
mtdod/R_intro.html
Phase1, Phase2, Phase3, Phase4
Abstract
mtdod/A_intro.html
Phase1, Phase2, Phase3, Phase4
(SOL 4.9, 5.5) The Division Process: Division with Remainders
Concrete
dpdr/C_intro.html
Phase1, Phase2, Phase3, Phase4
Representational
dpdr/R_intro.html
Phase1, Phase2, Phase3, Phase4
Abstract
dpdr/A_intro.html
Phase1, Phase2, Phase3, Phase4
(SOL 5.7) Adding and Subtracting Fractions with Mixed Numbers
Concrete
asfmn/C_intro.html
Phase1, Phase2, Phase3, Phase4
Representational
asfmn/R_intro.html
Phase1, Phase2, Phase3, Phase4
Abstract
asfmn/A_intro.html
Phase1, Phase2, Phase3, Phase4
NCTM Standards of Learning (nctm.html)
Metacognative Strategies (metacognative.html)
Learner Accomodation and Instructional Modification (accomodations.html)
References (references.html)
MathVIDS! Videos (videos.html)
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