1. Name: Lisa Vogt Standard: Common Core State Standards: 2.NBT.9 Explain why addition and subtraction strategies work, using place value and properties of operations. Explanation may be supported by drawings or objects. Subject: Math Grade: 2
2. References: Scaffolding https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber https://www.mshouser.com/teaching-tips/8-strategies-for-scaffolding-instruction
3. Objective: Students can use number models, picture models, and words to help explain their thinking on a strategy.
3.1. Key Student Factors: Having a wide range of students from different cultures all around the world, but we all live in Dubai (tap into prior knowledge). 98% students speak 2 or more languages (mostly arabic), but everyone is fluent in english (use visual aids). Needing to learn to work with peers (partner work).
3.1.1. Scaffolding strategies:
3.1.1.1. Use visual aids: Using money and base ten blocks, this shows the value of each place value. Number grids, this help students see patterns, count and count at a variety of numbers. Number line, this help students add and subtract and count. Students can draw this strategies as a picture model to help explain their thinking. References: Think Math, 2016. http://thinkmath.edc.org/resource/number-line-subtraction-and-measurement Teaching Math Practical, 2015. https://www.teachingmadepractical.com/numbergrids/
3.1.1.2. Intentional partner work: When students talk to their partner about how they solved a problem, it's good practice using words to explain their thinking. It is also working on partner talk and collaboration.
3.1.1.3. Tap into prior knowledge: Math is everywhere. Relating how students can use strategies at a grocery store, when they are trying to figure out a total. Or changing addition and subtraction story problems to something students can relate to or are familiar with. This help keeps students engaged because they feel more connected.