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On June 22, 2021, we will launch updated strategies for the Math PK-2 model, as well as additional updates to the Navigator that highlight equity, SEL, and culturally responsive teaching. To learn more, visit our Site Updates (available in the "About" menu at the top of any page).
Hover to see how factors connect to Estimation. Then click connected factors to explore strategies related to multiple factors.
Estimation is making a rough calculation of value, number, or quantity. Students' Estimation skills develop quite slowly in the early school years but are still an indicator of their abilities to represent and manipulate numbers, crucial skills for arithmetic proficiency.
There are four main types of Estimation:
Building with blocks fosters conceptual understanding of early geometric and Spatial Skills while supporting gross motor development.
Collaborative problem solving occurs when learners solve problems in a group which exposes them to new strategies and opportunities to communicate their mathematical thinking.
The Concrete-Representational-Abstract (CRA) approach is when learners progress from using concrete materials to representational drawings then abstract symbols.
Connecting math to the community, cultures, and experiences of the learners helps them see the relevance and connections of math all around them.
Daily review strengthens previous learning and can lead to fluent recall.
Explicitly identifying strategies used for solving math problems, after first providing time for learners to problem solve on their own, fosters mathematical thinking and vocabulary.
Guided inquiry involves active listening and questioning to help learners use their own language to construct knowledge.
Guided practice involves facilitating strategic questioning to scaffold the practice and learning.
Math centers that include games, manipulatives, and hands-on activities to explore, support learner interests and promote the development of complex math skills and social interactions.
When students have meaningful conversations about math and use math vocabulary, they develop the thinking, questioning, and explanation skills needed to master mathematical concepts.
Math games invite learners to practice skills in a fun, applied context which supports learner agency and a learner mindset.
Math literature reflecting diversity can help learners hear math vocabulary in context, reflective of their culture, and see it applied to various mathematical concepts.
When teachers model how to solve a problem or a specific skill, they create positive clear models of what learning looks like, which provides cognitive support for learning math.
Three-phase lesson format is a problem-solving structure to promote meaningful math learning by activating prior knowledge, letting students explore mathematical thinking, and promoting a math community of learners.
Using manipulatives for hands-on exploration in a variety of ways supports conceptual understanding which is critical to mathematical thinking.
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Generating summary page
On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Summary" to view your Design Summary Report.
On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Report” to view your Design Summary Report.
By selecting "Show Report" you will be taken to the Assessment Summary Page. Once created, you will not be able to edit your report. If you select cancel below, you can continue to edit your factor and strategy selections.
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