Making Math Accessible for All Students
The handout starts with a review of prerequisite skills of identify slope and intercept in the equation.
Below are slides from a Google Slides version.
Link to handout here. Link to Google Slides version here (make a copy to use it).
The handout has 3 pages.
Here is a link to the handout.
The slide show below presents all 4 pages.
Here is a link to the student handout, and a link to the teacher handout.
The Jamboard can be individualized with Google Images. The can allow for context. In this example, maybe the context is there are 7 players and 4 have an injury or on COVID protocol and have to sit out.
The artifact also incorporates scaffolding, color coding, and manipulatives. Subtraction is an operation, which invokes a verb. The kinesthetic aspect of the manipulatives helps to unpack the concept of subtraction.
Here is the link to the Jamboard. You need to make a copy to access it.
The structure aligns with the group representation of multiplication. The # of items in each group is presented first as this aligns with unit rate and slope problems.
The steps are listed in each photo in the gallery below. Here is a Youtube and FB Reel video showing the steps.
Here is a link to the Jamboard. You must make a copy to access it.
The first page of the handout provides an overview.
Note: the image of the 10s shows mistakes that are not in the actual handout.
Here is a link to the document. As stated in the overview on page 1, the elements of this handout may be cropped out and used individually. At least, the scaffolded rows can be covered to prevent the students from copy from previous rows completed.
I am interested in feedback on how to make this more useful or effective.
This handout focuses on connections to prior knowledge of skip counting and finding a missing factor. The students then make an explicit connection by rewriting division problems as missing factor problems. The handout is linked at the bottom.
If students are struggling with multiplication, they are likely having trouble with skip counting. I start with a warm up on skip counting with the numbers that are easiest for students to skip count. Note: you can start with 2, 5, 10 only if necessary.
I have students solve a missing factor problem using a provided skip counting row. Then they are shown that the problem can be rewritten as a division problem which has the missing factor as the answer. That is, division is another way to write a missing factor problem. You can use factor tree handouts and have students practice rewriting the problem as a division problem. Note: I see that most worksheets are used for prime factorization. Use the first two branches as shown in the image below.
The students are then presented a math sentence only for missing factor. They are to solve for the missing factor. Then they rewrite the math sentence into a division sentence and solve again. I have a separate column to help emphasize that they are lookin to solve a division problem. They have to see the division problem in isolation and then write the quotient.
Finally, the students are presented division problems and rewrite as a missing factor problem. Their mental process can be as follows: “2 times what gives me 10?” and then they skip count by 2s until they reach 10. This can be supported with multiples rows as shown in the factor tree page. A blank page is provided. You can give students a division worksheet and have them copy the problems into the handout.
Here is a link to the handout.
The scaffolding walks students through mental steps to unpack the underlying concepts. The first is a general concept of absolute value. The next two are specific to the problem. At the end, students are prompted to check the solutions to reinforce the concept of two possible values, one being negative and one positive. Note: this is not addressing the case of =0.
The scaffolded handouts are preceded by an initiation. The focus is to unpack the concepts underlying the equation steps. The key is for the students to understand that there are two possible solutions (aside from =0). The handout addresses the reason for two solutions and provides work with the absolute value symbol in this context. Here is a link to a Jamboard that helps unpack the concept of absolute value.
There are 3 practice problems with the template. I use 2 and 6 to help compare the different situations. There is another page with blank templates.
Here is a link to the handout.
The handout provides support in two ways. First, it draws upon prior knowledge of solving division equations Second, it scaffolds the initial multiplication. This post is in contrast to another in which I share scaffolding for cross multiplication, which is helpful if a variable term is a binomial.
Page 1 focuses on solving division equations to draw upon prior knowledge and to introduce the scaffolding. You can have students write a 1 under the factor.
This page uses the same scaffolding, but now with proportions. The focus is on multiplying the numerator, as was done on the first page.
Here is a link to the handout.
I have attempted to provide a deeper understanding of “like terms” in this post. This handout may be a useful follow up or it may be the entry point for simplifying.
The scaffolded handout focuses attention on the problem being an expression and on unpacking what simplifying and like terms mean. This is followed by a sequence of steps to address each mental and written step.
An effective strategy is to color code, showing which terms are like terms.
Here is a link to the handout.
