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Evidence-Based Practices to Improve Achievement in Computation With Regrouping and Word Problems

Evidence-Based Practices to Improve Achievement in Computation With Regrouping and Word Problems. CEC 2014 Convention & Expo Bradley J. Kaffar Nancy S. Fitzgerald Dustin B. Mancl Margaret A. Vanderwarn. Advance Organizer. Evidence-Based Practices Addition With Regrouping

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Evidence-Based Practices to Improve Achievement in Computation With Regrouping and Word Problems

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  1. Evidence-Based Practices to Improve Achievement in Computation With Regrouping and Word Problems CEC 2014 Convention & Expo Bradley J. Kaffar Nancy S. Fitzgerald Dustin B. Mancl Margaret A. Vanderwarn

  2. Advance Organizer • Evidence-Based Practices • Addition With Regrouping • Subtraction With Regrouping • Word Problems With Regrouping • Combined Problem-Solving Methods

  3. Introduction Mathematics is one of the most challenging aspects of the school curriculum for many students, and a concern is the lack of achievement in multi-digit computation with regrouping and word problems. Specifically, out of 29 mathematics difficulties, special education teachers ranked word problems as the most problematic, multi-step problems as second most problematic, and regrouping as the seventh most problematic area for students with learning disabilities (LD) (Bryant& Bryant, 2008).

  4. Evidence-Based Practices • Explicit Instruction • Concrete – Representational – Abstract (CRA) Teaching Sequence • Cognitive Strategies • Schema-Based Diagrams

  5. Explicit Instruction • Advance Organizer • Describe and Model • Guided Practice • Independent Practice • Problem-Solving Practice • Supplemental Practice to Fluency

  6. The “RENAME” Strategy for Addition With Regrouping Read the problem. Examine the ones column: 10 or more, go next door. Note the ones in the ones column. Address the tens column: 10 or more, go next door. Mark tens in the tens column. Examine and note hundreds; exit with a quick check.

  7. “10 or More” Sentences Adding the Ones: If adding the numbers in the ones column results in 10 or more, regroup to form a ten (10 or more, go next door). Adding the Tens: If adding the numbers in the tens column results in 10 or more, regroup to form a hundred (10 or more, go next door).

  8. Read the problem.

  9. Examine the ones column: 10 or more, go next door. If adding the numbers in the ones column results in 10 or more, regroup to form a ten (10 or more, go next door).

  10. Note ones in the ones column.

  11. Address the tens column: 10 or more, go next door. If adding the numbers in the tens column results in 10 or more, regroup to form a hundred (10 or more, go next door).

  12. Mark tens in the tens column.

  13. Examine and note hundreds; exit with a quick check.

  14. The “RENAME” Strategy for Subtraction With Regrouping Read the problem. Examine the ones column: use the BBB Sentence for ones. Note the ones in the ones column. Address the tens column: use the BBB Sentence for tens. Mark tens in the tens column. Examine and note hundreds; exit with a quick check.

  15. “BBB” Sentences BBB Sentence for Ones: Bigger number on Bottom means Break down a ten and trade. BBB Sentence for Tens: Bigger number on Bottom means Break down a hundred and trade.

  16. Read the problem.

  17. Examine the ones column: use the BBB Sentence for ones. Bigger number on Bottom means Break down a ten and trade.

  18. Note ones in the ones column.

  19. Address the tens column: use the BBB Sentence for tens. Bigger number on Bottom means Break down a hundred and trade.

  20. Mark tens in the tens column.

  21. Examine and note hundreds; exit with a quick check.

  22. Word Problems • Join Problems • Separate Problems • Part – Part – Whole Problems • Compare Problems • Extraneous Information • Student-Originated Problems

  23. The “FAST RENAME” Strategy for Word Problems With Regrouping Step 1:Find what you’re solving for. Step 2:Ask yourself, “What are the parts of the problem?” Step 3:Set up the numbers. Step 4:Tie down the sign. Use the “RENAME” Strategy for computation.

  24. Combined Problem-Solving Methods • Explicit Instruction • Concrete – Representational – Abstract (CRA) Teaching Sequence • Schema-Based Diagrams • The “READER” Strategy

  25. Schema-Based Diagrams

  26. Read the problem. The “READER”Strategy Step 1:Read the problem. Step 2:Examine the question. Step 3:Abandon irrelevant (unneeded) information. Step 4:Determine the operation using diagrams, if needed. Step 5:Enter numbers. Step 6:Record answer. Juan collects rocks. His sister collects dolls. Juan had fifteen rocks before going to the park. Today, Juan collected five more rocks at the park. How many rocks does Juan have in all?

  27. Examine the question. The “READER”Strategy Step 1:Read the problem. Step 2:Examine the question. Step 3:Abandon irrelevant (unneeded) information. Step 4:Determine the operation using diagrams, if needed. Step 5:Enter numbers. Step 6:Record answer. Juan collects rocks. His sister collects dolls. Juan had fifteen rocks before going to the park. Today, Juan collected five more rocks at the park. How many rocks does Juan have in all?

  28. Abandon irrelevant (unneeded) information. The “READER”Strategy Step 1:Read the problem. Step 2:Examine the question. Step 3:Abandon irrelevant (unneeded) information. Step 4:Determine the operation using diagrams, if needed. Step 5:Enter numbers. Step 6:Record answer. Juan collects rocks. His sister collects dolls. Juan had fifteen rocks before going to the park. Today, Juan collected five more rocks at the park. How many rocks does Juan have in all?

  29. Determine the operation using diagrams, if needed. The “READER”Strategy Step 1:Read the problem. Step 2:Examine the question. Step 3:Abandon irrelevant (unneeded) information. Step 4:Determine the operation using diagrams, if needed. Step 5:Enter numbers. Step 6:Record answer. Juan collects rocks. His sister collects dolls. Juan had fifteen rocks before going to the park. Today, Juan collected five more rocks at the park. How many rocks does Juan have in all? ☐ + ☐

  30. Enter numbers. The “READER”Strategy Step 1:Read the problem. Step 2:Examine the question. Step 3:Abandon irrelevant (unneeded) information. Step 4:Determine the operation using diagrams, if needed. Step 5:Enter numbers. Step 6:Record answer. Juan collects rocks. His sister collects dolls. Juan had fifteen rocks before going to the park. Today, Juan collected five more rocks at the park. How many rocks does Juan have in all? 15 + 5

  31. Record answer. The “READER”Strategy Step 1:Read the problem. Step 2:Examine the question. Step 3:Abandon irrelevant (unneeded) information. Step 4:Determine the operation using diagrams, if needed. Step 5:Enter numbers. Step 6:Record answer. Juan collects rocks. His sister collects dolls. Juan had fifteen rocks before going to the park. Today, Juan collected five more rocks at the park. How many rocks does Juan have in all? 15 + 5 20 rocks

  32. Post Organizer • Evidence-Based Practices • Addition With Regrouping • Subtraction With Regrouping • Word Problems With Regrouping • Combined Problem-Solving Methods Resources: http://bradleyjkaffar.efoliomn.com/CEC2014

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