Do your students struggle with math word problem solving? If you said yes, you are not alone. Learn about specific math word problem-solving instruction strategies rooted in research from various practice guides from the Institute of Education Sciences. We will also address the importance of establishing a common word problem solving attack strategy across all grade levels within a district to ensure alignment and cohesion.
Participants can expect an interactive session that provides them with actionable takeaways to enhance the quality and impact of their classroom walkthroughs. Let's embark on a journey together to elevate the art of observation and feedback, shaping a learning environment where both educators and students thrive.
Mathematics is a hierarchical subject, the ability to learn more advanced concepts or procedures is predictable based on prior learning. In order to prepare students and ensure success with future math content, educators must ensure that fluency is achieved in what will someday become a prerequisite skill. For example, students that are fluent with whole numbers will be able to generalize and adapt that knowledge to rational numbers. This session will dig deeply into the importance of fluency, and teachers will walk away with instructional strategies to support building fluency in their classrooms.
Teaching anything related to fractions is difficult, especially when students have not built fluency with whole numbers. This means that extra support may be necessary to help students acquire the concepts and procedures needed to work with fractions. The Concrete-Representation-Abstract (CRA) sequence of instruction allows educators to preplan scaffolded supports that guide students towards abstract understanding during the acquisition stage of learning. This session will provide teachers with an explicit, set-based model for computing with fractions that they can use during core instruction or intervention to support students’ learning.
Teaching well and increasing student achievement is not simply about finding good instructional practices. We must apply the right strategies at the right time, or students will not grow. The Instructional Hierarchy gives us a framework for understanding students’ learning as a progression and matching instructional practices to their unique needs at each stage. This session will introduce educators to the Instructional Hierarchy and how to match instructional strategies to increase mathematics achievement.
Mathematics is a hierarchical subject, the ability to learn more advanced concepts or procedures is predictable based on prior learning. In order to prepare students and ensure success with future math content, educators must ensure that fluency is achieved in what will someday become a prerequisite skill. For example, students that are fluent with whole numbers will be able to generalize and adapt that knowledge to rational numbers. This session will dig deeply into the importance of fluency, and teachers will walk away with instructional strategies to support building fluency in their classrooms.
Teaching anything related to fractions is difficult, especially when students have not built fluency with whole numbers. This means that extra support may be necessary to help students acquire the concepts and procedures needed to work with fractions. The Concrete-Representation-Abstract (CRA) sequence of instruction allows educators to preplan scaffolded supports that guide students towards abstract understanding during the acquisition stage of learning. This session will provide teachers with an explicit, set-based model for computing with fractions that they can use during core instruction or intervention to support students’ learning.
Do you want to know how the Kansas Math Project can be beneficial to your district and your teachers? In this session, we will provide you with an overview of the Kansas Math Project (KMP), which offers researchers-based teaching strategies and deepens teachers' understanding of math content. The project is a result of collaboration between the Kansas Department of Education, Kansas MTSS & Alignment, Dr. Sarah Powell, and Dr. Bradley Witzel, as well as educators across Kansas who provided feedback and review during the design phase. Attend this session to receive an overview of the project and information regarding how you can participate. Audience: any attendee
Teaching well and increasing student achievement is not simply about finding good instructional practices. We must apply the right strategies at the right time, or students will not grow. The Instructional Hierarchy gives us a framework for understanding students’ learning as a progression and matching instructional practices to their unique needs at each stage. This session will introduce educators to the Instructional Hierarchy and how to match instructional strategies to increase mathematics achievement.
