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Long division chant and organizer!

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The language being used when doing addition/subtraction problems (regrouping, bundling, etc.)

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CRA and near point reference

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Intentional use of a restricted number of math facts

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Quantity recognition

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long division hand motions and chant

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array in the representational phase for the operations

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A reminder that it takes ALL learners time to build fluency -- probably more time than we expect or allow.

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Place value mat and word problem organizers

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CRA

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With base 10 blocks, the concept that the pattern of cube to rod to flat to cube continues past the 1000's place

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DIVIDE, MULTIPLY, SUBTRACT, COMPARE, BRING DOWN

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The use of manipulatives for regrouping and the language

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Touch and Say!

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Checking back with concrete when needed, but not lingering there.

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When you start introducing multiplication facts and students are still working on addition/subtraction facts, how do you weave practice together?

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CRA

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access to graphic organizer template examples if possible.

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How can we revisit addition/subtraction facts in the older grades if students aren't solid on them yet, but we've moved onto multiplication/division?

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CRA

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the word problem organizer and the long division sheet inside the paper protector or beginning lessons

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CRA and proper usage of base 10 blocks

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CRA

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Simultaneous processing

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2-digit multiplication with blocks

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Saying how many groups of a number can be made instead of how many times does one number go into another number for division.

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Love the "near point reference". Have long had posters/charts with references all around the classroom. Why not put it right in front of them!?

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Long division strategies and the array model!

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circle the sign. follow the line

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The importance of chanting and using the whole body to help understand the math concepts.

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Concrete and representational strategies for multiplication and division

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always link from known to new (ex: using the dollar, dimes, penny place value chart when first introducing money)

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The multisensory strategies support students in SO many ways!

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CRA

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CRA and quantity recognition

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how to make pictures or sometime for the R phase in word problems with more complex word problems involving multiplication and division

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teaching multiplication and division alongside eachother

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Concrete

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multiplication graphic organizer

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All of the organizers

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Making sure the number is on the right side when showing the box method... Using craft sticks with our first investigation

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repetitive sayings

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Thinking about the "division" step in long division. They need to have the basic framework of the operation down before they can begin learning that whole process. Would like to learn a bit more about what that earlier phase looks/sounds like.

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CRA and near point

Improper used when discussing need to regroup

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Using multiplication facts repeatedly during class.

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There's a lot of information. I hope I can remember all of it.

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Finding the balance between explicit, direct instruction and inquiry based learning can be tricky in the heterogeneous classroom. I need to continue thinking about how to make the math accessible to all, and ensure success, while also finding room for exploration and challenge.

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long division hand motions

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Circular review - continuing to reinforce known topics while continuing to learn new material

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repetition - Claudia

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Thank you for the wonderful presentation. Can we add another day for review?

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CRA - Claudia

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CRA

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Unless I remembered incorrectly, the blocks used for multiplication and division were all in one color. How might we potentially use other colors?

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How to remember everything

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bundles of sticks - Claudia