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Understanding Math Learning Problems Instructional Strategies Teaching Plans Videos & Resources

Site Index

Home page (index.html)

Purpose (purpose.html)
Description of MathVIDS Learning Resources/Sites (description.html)
Why MathVIDS Was Developed/Underlying Assumptions (WhyMathVIDS.html)
Important Features (features.html)
Who Should Use MathVIDS? (who.html)

Site Index (siteindex.html)

Credits (credits.html)

Learning Community (http://wiki.coe.jmu.edu/MathVIDSLC/Home)

Understanding Math Learning Problems (understanding.html)

Instruction Strategies (strategies.html)

Instructional Strategies By Category (category.html)

Teacher Instruction

Concrete-Representational-Abstract Sequence of Instruction (cra.html)

Building Meaningful Student Connections (bmsc.html)

Teach Concepts/Skills Within Authentic Context (ac.html)

Explicit Teacher Modeling (em.html)

  • concrete
  • representational
  • abstract

Teaching Metacognitive Strategies (tms.html)

Scaffolding Instruction (si.html)

Teach Using Big Math Ideas (tubi.html)

Student Practice

Structured Language Experiences (ple.html)

Peer Mediated Learning:

Structured Cooperative Learning Groups (sclg.html)
Structured Peer Tutoring (pt.html)

Planned Discovery Activities (pda.html)
Instructional Games (ig.html)
Self-Correcting Materials (scm.html)

Evaluation

Continuous Monitoring/Charting of Student Performance (cm.html)
Dynamic Assessment for Mathematics (da.html)


Instructional Strategies By Impact (impact.html)

Building Student Understanding

Teacher Instruction:
Concrete-Representational-Abstract Sequence of Instruction (cra.html)
Structured Language Experiences (ple.html)
Teach Concepts/Skills Within Authentic Context (ac.html)

Student Practice?

Learning From a Model

Teacher Instruction:
Concrete-Representational-Abstract Sequence of Instruction (cra.html)

Scaffolding Instruction (si.html)
Student Practice:

Peer Mediated Learning

Structured Cooperative Learning Groups (sclg.html)
Structured Peer Tutoring (pt.html)

Promoting Student Independence (independence.html)

Teacher Instruction:

Teaching Metacognitive Strategies (tms.html)

Student Practice:

Instructional Games (ig.html)
Self-Correcting Materials (scm.html)

Facilitating Meaningful Student Connections (connections.html)

Teacher Instruction:

Building Meaningful Student Connections (bmsc.html)
Teach Using Big Math Ideas (tubi.html)
Student Practice:

Planned Discovery Activities (pda.html)

Ensuring Student Mastery (Evaluation) (mastery.html)

Continuous Monitoring/Charting of Student Performance (cm.html)
Dynamic Assessment for Mathematics (da.html)

Instructional Strategies Complete List (completelist.html)

Building Meaningful Student Connections (bmsc.html)

Concrete-Representational-Abstract Sequence of Instruction (cra.html)
Continuous Monitoring/Charting of Student Performance (cm.html)
Dynamic Assessment for Mathematics (da.html)
Explicit Teacher Modeling (em.html)
Instructional Games (ig.html)
Planned Discovery Activities (pda.html)
Self-Correcting Materials (scm.html)
Scaffolding Instruction (si.html)
Structured Cooperative Learning Groups (sclg.html)
Structured Language Experiences (ple.html)
Structured Peer Tutoring (pt.html)
Teach Concepts/Skills Within Authentic Context (ac.html)
Teach Using Big Math Ideas (tubi.html)
Teaching Metacognitive Strategies (tms.html)

Instructional Strategies Implementation Tips (tips.html)

Teaching Plans (plans.html)

Concepts (concepts.html)

Place Value

Whole Number Operations

Fractions

Level of Understanding (levels.html)

Concrete

Reresentational

Abstract

VA Standards of Learning (standards.html)

(SOL K.1) One to One Correspondance

Concrete

otoc/C_intro.html

otoc/C_plan.html

Phase1, Phase2, Phase3, Phase4

Representational

otoc/R_intro.html

otoc/R_plan.html

Phase1, Phase2, Phase3, Phase4


(SOL K.1) Comparing More Than, Less Than, Same

Concrete

cmls/C_intro.html

cmls/C_plan.html

Phase1, Phase2, Phase3, Phase4

Representational

cmls/R_intro.html

cmls/R_plan.html

Phase1, Phase2, Phase3, Phase4


(SOL 1.2) Grouping Hundreds, Tens, and Ones

Concrete

ghto/C_intro.html

ghto/C_plan.html

Phase1, Phase2, Phase3, Phase4

Representational

ghto/R_intro.html

ghto/R_plan.html

Phase1, Phase2, Phase3, Phase4


(SOL 1.3) Skip Counting

Concrete

sc/C_intro.html

sc/C_plan.html

Phase1, Phase2, Phase3, Phase4

Representational

sc/R_intro.html

sc/R_plan.html

Phase1, Phase2, Phase3, Phase4


(SOL 2.1) Identify Place Value to 100's Place

Concrete

ipv/C_intro.html

ipv/C_plan.html

Phase1, Phase2, Phase3, Phase4

Representational

ipv/R_intro.html

ipv/R_plan.html

Phase1, Phase2, Phase3, Phase4

Abstract

ipv/A_intro.html

ipv/ipv_A_plan.html

Phase1, Phase2, Phase3, Phase4


(SOL 2.4) Identify and Write Fractions

Concrete

iwf/iwf_C_intro.html

Representational

iwf/iwf_R_intro.html


(SOL 3.2) Rounding to Nearest 10 or 100

Concrete

rtnh/C_intro.html

rtnh/C_plan.html

Phase1, Phase2, Phase3, Phase4

Representational

rtnh/R_intro.html

rtnh/R_plan.html

Phase1, Phase2, Phase3, Phase4

Abstract

rtnh/A_intro.html
rtnh/A_plan.html

Phase1, Phase2, Phase3, Phase4

 

(SOL 3.6) Compare Fractions with Like and Unlike Denominators

Concrete

cflud/C_intro.html

cflud/C_intro2.html

cflud/C_plan.html

Representational

Abstract


(SOL 4.2) Identify and Represent Equivalent Fractions

Concrete

iref/C_intro.html

iref/C_plan.html

Phase1, Phase2, Phase3, Phase4

Representational

iref/R_intro.html

iref/R_plan.html

Phase1, Phase2, Phase3, Phase4

(SOL 4.8) Multiplying Two Digit by One Digit Numbers with Regrouping

Concrete

mtdod/C_intro.html

mtdod/C_plan.html

Phase1, Phase2, Phase3, Phase4

Representational

mtdod/R_intro.html

mtdod/R_plan.html

Phase1, Phase2, Phase3, Phase4

Abstract

mtdod/A_intro.html

mtdod/A_plan.html

Phase1, Phase2, Phase3, Phase4


(SOL 4.9, 5.5) The Division Process: Division with Remainders

Concrete

dpdr/C_intro.html

dpdr/C_plan.html

Phase1, Phase2, Phase3, Phase4

Representational

dpdr/R_intro.html

dpdr/R_plan.html

Phase1, Phase2, Phase3, Phase4

Abstract

dpdr/A_intro.html

dpdr/A_plan.html

Phase1, Phase2, Phase3, Phase4


(SOL 5.7) Adding and Subtracting Fractions with Mixed Numbers

Concrete

asfmn/C_intro.html

asfmn/C_plan.html

Phase1, Phase2, Phase3, Phase4

Representational

asfmn/R_intro.html

asfmn/R_plan.html

Phase1, Phase2, Phase3, Phase4

Abstract

asfmn/A_intro.html

asfmn/A_plan.html

Phase1, Phase2, Phase3, Phase4

NCTM Standards of Learning (nctm.html)

Metacognative Strategies (metacognative.html)

Learner Accomodation and Instructional Modification (accomodations.html)

References (MathVIDSreferences.html)

MathVIDS! Videos (videos.html)

Viewing (viewing.html)