Place value blocks are very helpful in teaching

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Place value blocks are very helpful in teaching counting, number concepts, double-digit addition and subtraction. Place value concepts are more difficult to grasp and using these concrete manipulatives helps build understanding Sutton, J., & Krueger, A. (Eds) (2002). EDThoughts: What we know about mathematics teaching and learning. Aurora, CO: Mid-Continent Research for Education and Learning. How would you use Curriculum Based Measurement (CBM) when teaching multiplication fact families (e.g., times tables for 2, 3, 4)? Describe what you would do for each of the six steps of CBM. The CBM process is a clear outline that will work great for many subjects this is how I would use it in math for learning multiplication fact families. 1. For multiplication fact families I would create or select tests that allow the students to pass off a fact family for each number 1-10. The test will be a bell work assignment that
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will 10 problems per page such as 1x1,1x2, 1x3…etc. and then 1x1, 2x1, 3x1…etc. Students will move on when they complete each problem correctly. 2. This test will happen every Monday at the beginning of math and scored the same way each week. After the students finish their test, they will go to the answer book and correct their own test. I will be sitting at the same table as the answer key, so I can deter any cheating. 3. The student will get the score back and find their score on the graph and plot the newest score and connect the points of the graph. Their graphs will be kept in their leadership notebooks which will be shown at parent teacher conferences. 4. The students and I will sit down at our weekly 5-minute chat sessions and set a new goal to reach for the next week. We will discuss a short-term goal and a long-term goal. Short term goals will be next week, and long term will be the end of the quarter. We will set one to be at by the end of the school year. Every chat session we will see if we met the goal and what we can do to meet it the next week. 5. I will look at the graph and what direction it is going in and make notes of possible changes that need to be made. If the student seems to be stuck on a concept, I will offer some additional help as an intervention. Interventions can be additional one on one help or extra worksheets. 6. During the 5-minute chat session students and I will discuss their progress and if they feel the need to switch things up a little bit. During parent teacher conferences I will show the parents their student’s leadership book and show them the goals and the successes the students have made. The parents will be able to see the graph and the goals their student has achieved. Reference Page 5: Steps in the CBM process. (N.d.). IRIS Center. Retrieved from How does CBM data help teachers to improve the academic growth of at-risk students or students with learning disabilities who may need a change of instruction or additional services? Give a specific example.
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CBM data helps as a guide to teachers because it lets them know how well the student is performing. If a student has been progress monitored weekly and completes the lessons
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  • Fall '16
  • Kelli Moore
  • Mathematics education, Van De Walle

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