MathVIDS!
Videos
Videos
for Instructional Strategies
Build
Meaningful Student Connections
Clip
1  view
Teacher
LINKS to student prior knowledge

Clip
2  view
Teacher
IDENTIFIES what students will do

Clip
3  view
Teacher
PROVIDES meaning/rationale for learning

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4  view
Teacher
restates what students will learn

Dynamic
Assessment for Mathematics
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1  view
Teacher
introduces Dynamic Mathematics Assessment

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2  view
Teacher
describes student interest & CRA assessment
components

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3  view
Implementing
Dynamic Assessment

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4  view
What
was learned about students and how it informs
teaching

Explicit
Teacher Modeling
Concrete
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1  view
Teacher
and students read story problems

Clip
2  view
Teacher
relates addition equation to story problem/
Identifies important informations

Clip
3  view
Teacher
descibes and models addition process

Clip
4  view
Teacher
adds context

Representational
Clip
1  view
Teacher
introduces context for problem solving

Clip
2  view
Teacher
introduces and reads aloud story problem

Clip
3  view
Teacher
cues students to important information in
story problem

Clip
4  view
Teacher
explicitly relates division equation to story
problem

Clip
5  view
Teacher
explicitly describes and models solving the
division
equation

Abstract
Clip
1  view
Teacher
introduces/Reads story problems

Clip
2  view
Teacher
models finding the problem to be solved

Clip
3  view
Teacher
models finding important information and
relates equation to the story problem

Clip
4  view
Teacher
models the addition process

Instructional
Games
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1  view
Teacher
models the skill to be practiced

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2  view
Teacher
describes/models the instructional game

Clip
3  view
Students
model playing the game

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4  view
Student
questions

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5  view
Students
play the instructional game/Teacher monitors

Planned
Discovery Activities
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1  view
Students
explore materials used in activity

Clip
2  view
Teacher
provides explicit directions for activity

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3  view
Students
begin practice in groups

Clip
4  view
Teacher
monitors groups as they work

Clip
5  view
Teacher
provides closure

SelfCorrecting
Materials
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1  view
Teacher
models math skill to be practiced

Clip
2  view
Teacher
demonstrates use of selfcorrecting materials

Clip
3  view
Teacher
gives directions

Clip
4  view
Students
practice and Teacher monitors

Scaffolding
Instruction
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1  view
Teacher
scaffolds instruction  Patterns (Kindergarten)

Clip
2  view
Teacher
scaffolds instruction  Order of Operations (Gr
4)

Structured
Cooperative Learning Groups
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1  view
Teacher
gives directions

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2  view
Teacher
reviews roles

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3  view
Teacher
describes structured learning sheet

Clip
4  view
Students
practice/Teacher monitors

Clip
5  view
Teacher
provides closure

Structured
Language Experiences
Clip
1  view
Teacher
builds meaningful student connections and
models
describing patterns

Clip
2  view
Teacher
describes/provides directions for activity

Clip
3  view
Students
practice/Teacher monitors

Teach
Concepts/Skills Within Authentic Context
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1  view
Teacher
activates prior knowledge

Clip
2  view
Teacher
engages student interest

Clip
3  view
Teaches
purpose of data collection

Clip
4  view
Teacher
describes and models drawing graph

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5  view
Teacher
describes and models labeling graph

Clip
6  view
Teacher
describes and models plotting data

Clip
7  view
Students
practice/Teacher monitors

Clip
8  view
Teacher
summarizes

Teach
Metacognitive Strategies
Clip
1  view
Teacher
IDENTIFIES the learning objective

Clip
2  view
Teacher
LINKS to student prior knowledge

Clip
3  view
Teacher
PROVIDES meaning/rationale for learning

Clip
4  view
Teacher
DESCRIBES/introduces Strategy Cue sheets

Clip
5  view
Teacher
describes the ORDER strategy

Clip
6  view
Teacher
models using the ORDER strategy

Clip
7  view
Teacher
reviews using RapidFire Verbal Rehearsal

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Videos for
Teaching Plans: Explicit Teacher Modeling
One
to One Correspondance
Concrete
Learning Objective 1: view Clip
1, Clip
2
Recognize and create groups that are matched one to one using unlike
objects.
Concrete Learning Objective 3: view Clip
1
Recognize
and create groups that are not matched one to one using
concrete objects.
Representational Learning Objective 1: view Clip
1, Clip
2
Identify groups that show one to one correspondence using groups of concrete
items and groups of representations of these items
Representational Learning Objective 2: view Clip
1, Clip
2
Identify groups that show one to one correspondence using representations
of objects.
Comparing
More Than, Less Than, Same
Concrete
Learning Objective 1: view Clip
1, Clip
2, Clip
3
Identify if a given group of objects has more than, less than, or the
same number of objects when compared to another group of objects.
Representational Learning Objective 1: view Clip
1
Identify if a given group of objects has more than, less than, or the
same number when compared to a group of representations of objects.
Representational Learning Objective 3: view Clip
1, Clip
2
Create a group with more than, less than, or the same number of representations
as a given group of representations.
Grouping
Hundreds, Tens, and Ones
Concrete
Learning Objective 1: view Clip
1, Clip
2, Clip
3, Clip
4
Group by tens using concrete objects.
Concrete Learning Objective 2: view Clip
1, Clip
2, Clip
3
Count a set of objects by making groups of ten.
Representational Learning Objective 1: view Clip
1, Clip
2, Clip
3, Clip
4
Given a number, draw and count groups of ten.
Skip
Counting
Concrete
Learning Objective 1: view Clip
1, Clip
2, Clip
3, Clip
4, Clip
5, Clip
6, Clip
7
Skip count by ten using objects.
Representational Learning Objective 1: view Clip
1, Clip
2, Clip
3, Clip
4, Clip
5, Clip
6
Skip count by tens using a number line.
Identify
Place Value to 100's Place
Concrete
Learning Objective 1: view Clip
1, Clip
2
Identify the essential features of a place value mat, represent groups
of ones, tens, and hundreds on place value mats appropriately using concrete
materials, and say what each group of baseten materials means.
Concrete Learning Objective 2: view Clip
1, Clip
2, Clip
3
Represent one, two, and three digit numbers using baseten materials/place
value mats and say what the digits represent in concrete terms.
Representational Learning Objective 1: view Clip
1, Clip
2
Draw pictures on place value mats to represent place value of one, two,
and three digit numbers.
Abstract Learning Objective 2: view Clip
1, Clip
2, Clip
3
Find the place value of digits in one, two, and three digit numbers using
the FIND Strategy.
Identify
and Write Fractions
Concrete
Learning Objective 1: view Clip
1, Clip
2, Clip
3, Clip
4, Clip
5
Identify
fractions using concrete materials that represent the area
model.
Representational Learning Objective 1: view Clip
1, Clip
2
Draw representations
of fractional parts and write fractions.
Rounding
to Nearest Ten or Hunrded
Concrete
Learning Objective 1: view Clip
1, Clip
2, Clip
3, Clip
4, Clip
5
Round
to the nearest ten using discrete counting objects.
Concrete Learning Objective 3: view Clip
1, Clip
2, Clip
3
Round to the nearest ten using discrete concrete objects and a number
line.
Representational Learning Objective 2: view Clip
1, Clip
2, Clip
3
Round to the nearest ten by drawing pictures that represent concrete
materials.
*Teach this skill directly after students have demonstrated mastery of
rounding to the nearest ten using discrete concrete materials (without
number lines).
Abstract Learning Objective 1: view Clip
1, Clip
2, Clip
3
Round to the nearest ten or hundred by identifying the talking digit
in two and three digit numbers.
Compare
Fractions with Like and Unlike Denominators
Concrete
Learning Objective 1: view Clip
1, Clip
2, Clip
3
Compare
fractional parts with like denominators using concrete
objects that represent the area model (e.g. circle pieces,
fraction bars/strips, Cuisenaire rods).
Concrete Learning Objective 2: view Clip
1
Compare
fractional parts with unlike denominators using concrete
materials that represent the area model.
Concrete Learning Objective 3: view Clip
1, Clip
2
Compare
fractional parts with like denominators using concrete
materials that represent the sets model (e.g. sets of counting
chips, beans, unifix cubes, tickets.).
Concrete Learning Objective 4: view Clip
1
Compare fractional
parts with unlike denominators using concrete materials
that represent sets model (e.g. sets of counting chips,
beans, unifix cubes, tickets).
Identify
and Represent Equivalent Fractions
Concrete
Learning Objective 1: view Clip
1, Clip
2
Identify and represent equivalent fractions using concrete objects with
an area model.
Concrete Learning Objective 3: view Clip
1, Clip
2
Identify and represent equivalent fractions using concrete objects with
a measurement model.
Representational Learning Objective 1: view Clip
1, Clip
2
Use
paper folding and drawing to identify equivalent fractions.
Representational Learning Objective 2: view Clip
1, Clip
2
Use drawings to represent
equivalent fractions.
Multiplying
OneDigit by TwoDigit Numbers with Regrouping
Concrete
Learning Objective 1: view Clip
1, Clip
2, Clip
3, Clip 4
Use concrete objects to solve two digits by one digit multiplication
problems with regrouping.
Representational Learning Objective 1: view Clip
1, Clip
2, Clip
3, Clip 4, Clip
5 , Clip
6
Solve two digits by one digit multiplication problems with regrouping
using drawings to show the process of repeated addition.
Representational Learning Objective 2: view Clip
1, Clip
2, Clip
3, Clip 4
Solve two digits by one digit numbers with regrouping using drawings
to show how numbers are regrouped.
Representational Learning Objective 3: view Clip
1, Clip
2
Solve two digits by one digit multiplication problems with regrouping
by using drawings to illustrate the algorithmic process.
The
Division Process: Division with Remainders
Concrete
Learning Objective 1: view Clip
1
Divide without remainders using concrete materials.
Concrete Learning Objective 2: view Clip
1, Clip
2, Clip
3
Divide without remainders using concrete materials within a story problem
context  measurement/”separating into equal groups” situations.
Concrete Learning Objective 4: view Clip
1
Divide with remainders using concrete materials in measurement/”separating
into equal groups” and partitive/”sharing” situations.
Representational Learning Objective 1: view Clip
1
FASTDRAW Strategy (to solve division story problems by drawing pictures).
Representational Learning Objective 2: view Clip
1, Clip
2
Draw solutions to division story problems using the “FASTDRAW Strategy.”
Abstract Learning Objective 1: view Clip
1
Solves division story
problem using FASTDRAW strategy
Adding
and Subtracting Fractions with Mixed Numbers
Concrete
Learning Objective 1: view Clip
1
Combine two sets of concrete materials (circle pieces) representing mixed
numbers with like denominators.
Concrete Learning Objective 2: view Clip
1, Clip
2
Solve story problems involving addition of mixed numbers.
Representational Learning Objective 1: view Clip
1
Add fractions with mixed numbers by drawing pictures that represent concrete
materials.
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