Build a lasting foundation for math proficiency right from the start The ‘math’ is on the wall: unless we can instill in our youngest mathematicians a solid understanding of number sense, they have little hope of mastering the more rigorous fractions and algebra that lie ahead. A key piece is identifying precisely where students are likely to struggle, then intervening with smart, targeted instruction. That's where Witzel and Riccomini's Building Number Sense Through the Common Core fits in.Grounded in research-supported instruction with aligned assessments to ensure comprehension, this essential resource provides: Teaching strategies that build number sense skills, including quantity and cardinality, numeral/number recognition, fact fluency, math language, and moreAdaptations for students with specific needs, including English learners and students with disabilities, based on an RTI approach Guidance on measuring number sense through assessments and preparing students for standardized testingUser-friendly charts, tables, and sample math problems for planning curriculum and lessons Discover strategies that enable your students to develop a fundamental sense for numbers and create a lasting foundation for math proficiency! ‘The authors describe how each common standard should be taught, which makes this a quick and immensely useful resource. I've already begun using the strategies with my fellow teachers.’ Deborah Gordon, Third-Grade TeacherMadison School District, Phoenix, AZ ‘This is an evidence based, accessible manual on how, why, and what to teach. Well written with effective examples and scenarios to illustrate key points, this book should be read by anyone interested in improving outcomes for children in mathematics.’ Annmarie Urso, Assistant ProfessorState University of New York at Geneseo
Chapter 5: Building Computation Systems Through Place Value
Building Computation Systems Through Place Value
Evaluating the many procedures taught to our students reveals a series of tricks that lack number sense. It's time to put reasoning and strategy back into mathematics instruction.
Why do we compute mathematics from right to left in elementary mathematics but then support a left-to-right format thereafter? Why do we tell our students that you can't take 9 from 7 in a subtraction problem two years before they learn about negatives? It might be that our standard algorithms are developed to be math tricks that satisfy a single grade-level set of standards rather than designed from math logic and reasoning that progress through math skills and grade level. It may also be that ...