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Purpose/Details:
This strategy requires students to show the educator an answer to a problem. It is a great strategy that increases student engagement/class participation. Educators should find ways that students can use visual components to answer a question/demonstrate understanding (Kawas, n.d.).

Justification:
I would use this strategy when teaching 4th grade students how to compare whole numbers using the symbols >, <, or = (Texas Education Agency, 2012). This strategy would allow students to practice what they have learned, use their hands, and improve classroom participation. I would provide each student with a copy of the symbols: <, >, and =. I would write two numbers on the board and ask students to hold up the correct symbol that reflects the relationship between the two numbers or place them on their desks. If students place the answers on their desks, I would walk around and engage in conversation regarding the answer choices. I could also put students in groups, provide a basket of various numbers, and have students choose any two numbers and demonstrate a relationship between the two numbers. I would walk around to the groups and have students explain their display. This activity can improve group collaboration, student engagement, and student understanding.

References
Kawas, T. (n.d.). Instructional strategies. Retrieved from http://mathwire.com/strategies/is.html

Texas Education Agency (2012). Chapter 111. Texas essential knowledge and skills for mathematics. Subchapter A.  Elementary. §111.6. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111a.html

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Purpose:

According to Killian (n.d.), "Practice helps students to retain knowledge and skills that they have learned while also allowing you another opportunity to check for understanding" (para 10).

Details:
Educators should work through examples, model, or teach concepts prior to students practicing. After students have watched and heard the lesson, they can practice individual or in a group (Killian, n.d.).

Justification:
Math requires a lot of practice. Educators can lecture the entire class period, but if students are not given the opportunity to practice, they likely will not grasp the material.

I would use this strategy to help 2nd grade students learn how to determine the value of coins up to one dollar (Texas Education Agency, 2012).

After I reviewed the value of each coin, I would group coins, and determine the value of the group of coins. This demonstration would be done at the front of the class. I would allow students to practice this concept multiple ways. First, I would divide the students into group and provide each group with a bag of coins. Each student in the group would take turns grabbing at least four coins from the bag, placing them on the table, and determining the value. Another way I would allow students to practice is by working exercises in MobyMax individually in and out of class (MobyMax, n.d.). Finally, I would initiate a game of money bingo for the class participation/practice. Money Bingo requires students to determine the value of a group of coins, and select the answer on the bingo board (ABCYa, n.d.).  MobyMax and ABCYa are great ways to incorporate technology usage as well.

References
ABCYa. (n.d.). Money bingo. Retrieved from http://www.abcya.com/money_bingo.htm

Killian, S. (n.d.). Top 10 evidence based teaching strategies. Retrieved from http://www.evidencebasedteaching.org.au/evidence-based-teaching-strategies/

MobyMax. (n.d.). Moby interactive. Retrieved from https://www.mobymax.com/moby-interactive

Texas Education Agency (2012). Chapter 111. Texas essential knowledge and skills for mathematics. Subchapter A.  Elementary. §111.4. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111a.html

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Purpose:
Rosenshine (2012) states that educators should present new material in small amounts and then assist students as they practice the new material. According to research, our memory can only handle small amounts of information at once; therefore, presenting too much new material to students can cause confusion (Rosenshine, 2012).

Details:
When using this instructional strategy, educators would present concepts in small amounts. Once students have mastered the first step, then the educator would proceed to the next step. During this process, students learn and practice the new material. Additionally, educators are asking questions to ensure students' understanding and reteaching as needed (Rosenshine, 2012).

Justification:
This strategy would be appropriate for teaching 3rd grade math students how to round numbers to the nearest 10 and estimate solutions to addition problems (Texas Education Agency, 2012). My first step would be making sure students are familiar with ones, tens, and hundreds place values. Next, I would make sure students are to solve basic addition problems. These are concepts that would have been learned in earlier grade levels, so it may not require much review. Then, I would teach students how to round two and three digit numbers to the nearest 10. Finally we would work through a problem such as: 53+126, by rounding both numbers to the nearest 10, and adding the two rounded numbers together to form the solution. This provides the estimated solution to the original problem. I would differentiate for my advanced students by allowing them to work through rounding to the nearest 100 and solving subtraction problems.

References
Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. Retrieved from https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf

Texas Education Agency (2012). Chapter 111. Texas essential knowledge and skills for mathematics. Subchapter A.  Elementary. §111.5. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111a.html

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Purpose:
According to Johnson, Johnson, and Holubec (as cited in D.W. Johnson and Johnson, n.d.), informal cooperative learning involves students working together towards a joint learning goal in a temporary group, that typically last from a few minutes to a class period. This strategy helps students focus on the concepts to be learned, practice what is taught, and summarize what was learned. Educators use this strategy to keep students actively engaged ( D.W. Johnson & Johnson, n.d.).

Details:
Informal cooperative learning involves an introductory focused discussion, intermittent focused discussion, and closure focused discussion. For the introductory discussion, the educator would pair students in groups of two or three, assign a problem/concept for students to discuss prior knowledge and learn the expectations associated with that lesson (D.W. Johnson & Johnson, n.d.). The intermittent discussions would occur after the educator teaches for about 10-15 minutes. Students would work individually to solve a problem within about three minutes, share their answers and discuss their work with their partner/group, and then join together to create a final answer. The educator could then pick a student from each group to summarize the results in about 30 seconds (D.W. Johnson & Johnson, n.d.). Finally, during the closure discussion, the educator would "... give students an ending discussion task lasting four to five minutes" (D.W. Johnson & Johnson, n.d., para 17). "The task requires students to summarize what they have learned from the lecture and integrate it into existing conceptual framework" (D.W. Johnson & Johnson, para 17).

Justification:
In a 2nd grade math class, I would use this strategy when teaching students how to solve  addition word problems, with data represented within pictographs (Texas Education Agency, 2012). For example, I would pair students in groups of two, provide an example of a pictograph, and have them discuss what they know about addition and pictographs. Next, I would teach and work through word problems that use a pictograph. Afterwards, pairs would be assigned a pictograph/word problem to solve (different problem for each pair). In pairs, students would discuss their answers and explain how they determined the answer. I would walk around the classroom during this time to observe and provide feedback as needed. Upon completion, one student from each group would go to the board and explain the problem/solution to the class. Finally, I would ask students to share what they learned and discuss expectations for homework.

References
Johnson, D.W. & Johnson, R. T. (n.d.). An overview of cooperative learning. Retrieved from http://www.co-operation.org/what-is-cooperative-learning/

Texas Education Agency (2012). Chapter 111. Texas essential knowledge and skills for mathematics. Subchapter A.  Elementary. §111.5. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111a.html

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Purpose:
According to Rosenshine (2012), "Providing students models and worked examples can help them learn to solve problems faster" (p.15).

Details:
This strategy requires that the educator model or demonstrate how to solve a problem, while the student observes. Worked examples is a form of modeling that includes step-by-step demonstration on how to solve a problem. While an educator works the example, he/she would also explain the steps and any underlying principles (Rosenshine, 2012). When educators implement this strategy, students receive cognitive support.

Justification:
I would use this strategy when teaching 2nd grade math students how to solve multi-step word problems involving addition, using a place value strategy (Texas Education Agency, 2012). For example, I would display the word problem on the whiteboard. Next, I would ask the students to tell me the two numbers from the problem. Then, I would write the addition problem on the board, along with a place value table. Finally, I would work through the problem while explaining it to the students. Students would be able to see the worked example on the board prior to working a problem individually or in groups. This strategy is appropriate for 2nd grade math students as it helps students grasps difficult math concepts.

I attached a video below of an educator working through a math problem, step-by-step. This is an example of how I would work through a problem at the front of the class and explain the principles (MsDelaV, 2017).

References
Ms.DelaV. (2017, March 16). Math strategy: Algorithm with place value chart (Addition) [Video file]. Retrieved from https://youtu.be/PpvFxOIwfbU

Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. Retrieved from https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf

Texas Education Agency (2012). Chapter 111. Texas essential knowledge and skills for mathematics. Subchapter A.  Elementary. §111.4. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111a.html

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Math Strategy: Algorithm with Place Value Chart (Addition)