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Understanding Math Learning Problems Instructional Strategies Teaching Plans Videos & Resources


MathVIDS! Videos

Instructional Strategies

Building Meaningful Student Connections
Dynamic Assessment for Mathematics
Explicit Teacher Modeling
Instructional Games
Planned Discovery Activities
Self-Correcting Materials
Scaffolding Instruction
Structured Cooperative Learning Groups
Structured Language Experiences
Teach Concepts/Skills Within Authentic Context
Teaching Metacognitive Strategies

Teaching Plans: Explicit Teacher Modeling

One to One Correspondance
Comparing More Than, Less Than, Same
Grouping Hundreds, Tens, and Ones
Skip Counting
Identify Place Value to 100's Place
Identify and Write Fractions
Rounding to Nearest 10 or 100
Compare Fractions with Like and Unlike Denominators
Identify and Represent Equivalent Fractions
Multiplying Two Digit by One Digit Numbers with Regrouping
The Division Process: Division with Remainders
Adding and Subtracting Fractions with Mixed Numbers


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

   Clip 4 - view

   Teacher restates what students will learn


Dynamic Assessment for Mathematics

   Clip 1 - view

   Teacher introduces Dynamic Mathematics Assessment

   Clip 2 - view

   Teacher describes student interest & CRA assessment

  components

   Clip 3 - view

   Implementing Dynamic Assessment

   Clip 4 - view

   What was learned about students and how it informs teaching


Explicit Teacher Modeling

Concrete

   Clip 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

   Clip 1 - view

   Teacher models the skill to be practiced

   Clip 2 - view

   Teacher describes/models the instructional game

   Clip 3 - view

   Students model playing the game

   Clip 4 - view

   Student questions

   Clip 5 - view

   Students play the instructional game/Teacher monitors


Planned Discovery Activities

   Clip 1 - view

   Students explore materials used in activity

   Clip 2 - view

   Teacher provides explicit directions for activity

   Clip 3 - view

   Students begin practice in groups

   Clip 4 - view

   Teacher monitors groups as they work

   Clip 5 - view

   Teacher provides closure


Self-Correcting Materials

   Clip 1 - view

   Teacher models math skill to be practiced

   Clip 2 - view

   Teacher demonstrates use of self-correcting materials

   Clip 3 - view

   Teacher gives directions

   Clip 4 - view

   Students practice and Teacher monitors


Scaffolding Instruction

   Clip 1 - view

   Teacher scaffolds instruction - Patterns (Kindergarten)

   Clip 2 - view

   Teacher scaffolds instruction - Order of Operations (Gr 4)


Structured Cooperative Learning Groups

   Clip 1 - view

   Teacher gives directions

   Clip 2 - view

   Teacher reviews roles

   Clip 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

   Clip 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

   Clip 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 Rapid-Fire Verbal Rehearsal

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Videos for Teaching Plans: Explicit Teacher Modeling

One to One Correspondance

Concrete Learning Objective 1view  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 base-ten materials means.


Concrete Learning Objective 2: view  Clip 1, Clip 2, Clip 3
Represent one, two, and three digit numbers using base-ten 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 One-Digit by Two-Digit 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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