By Trisha Brummer;Sarah Kartchner Clark

Support inexperienced persons in grades 1-8 get it 'write' with useful ideas to aid them write and comprehend arithmetic content material. This source is designed in an easy-to-use layout offering distinct thoughts, photo organizers, and actions with lecture room examples through grade levels. particular feedback for differentiating guideline are incorporated with each process for varied degrees of readers and studying kinds. 208pp. plus instructor source CD

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Then you can add the numbers together for a good estimate. How does your passage compare to the text? My paragraph made sense and was organized. The book did not use the word you. It gave examples of each way to round, along with real-life examples of when to round and estimate. ) Grades 6–8 Example Key Concepts: slope, x-intercept, y-intercept, x-axis, linear function, coordinate plane, y-axis, constant, graphing, origin, x-coordinate, y-coordinate Prewrite: graphing coordinate plane origin x-axis y-axis x-coordinate y-coordinate linear function x-intercept y-intercept slope constant Probable Passage: To begin graphing, a person must start with a coordinate plane.

Grades 1–2 Example Key Concepts: numbers 1–12, minute hand, hour hand, clock, second hand Prewrite: clock numbers 1–12 hour hand minute hand second hand Probable Passage: The clock has numbers 1–12. It has a short hand that is the hour hand. It has a longer hand that is called the minute hand. Some clocks also have a skinny red hand called a second hand. How does your passage compare to the text? My information is correct. The book gives more descriptions. Grades 3–5 Example Key Concepts: tenths place, hundredths place, thousandths place, decimals, rounding, estimating Prewrite: rounding estimating decimals tenths place hundredths place thousandths place Probable Passage: Sometimes it helps to use estimating and rounding when adding numbers with decimals.

List-Group-Label Background Information Activity The List-Group-Label (Taba 1967) classification strategy encourages brainstorming to categorize and organize mathematics vocabulary in relation to the text. Students combine their prior knowledge about concepts with instruction from the teacher, and then organize the information into categories. This activity can be done at the beginning of a lesson to introduce students to new words and concepts, or following a lesson as a review of concepts. Most words are associated with other words, and grouping these words in meaningful ways clarifies understanding of words and their meanings.

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