You are on page 1of 4

Strategy

category
Assessm
ent

Strategy

Description

Uses

Centered

Indirect
Inventory

Beginning of school
assessment of prior
knowledge. Returning from
break assessment of
retention.

Student

Assessm
ent

Concept
Map

When students are having a
hard time understanding the
order in which to solve a
problem.

Assessm
ent

Error
Pattern
Analysis

Multiple choice or short
answer tests that
target fundamental
concepts within a
domain. These tests
are designed to
uncover systematic
misconceptions.
Activities can reveal
the underlying
structure or
organization of
students’ knowledge of
a concept or
constellation of
concepts.
An assessment
approach that allows
teachers to determine
whether students are
making consistent
mistakes when
performing basic
computations

Assessm
ent

C-R-A
Assessme
nt

Provides students the
opportunity to
demonstrate their
knowledge of a
mathematical
concept/skill at any of
the three, concrete,
representational, and
abstract, levels.

Learning
Differences
Linguistic,
intraperson
al

Link

Teacher

Spatial,
interperson
al,
mathemati
cal,
kinesthetic
.

http://montessorimuddle.org/201
1/08/24/concept-maps-of-math/

By pinpointing the pattern of
and individual student's
errors, teachers can then
directly teach the correct
procedure for solving the
problem

Teacher

http://fcit.usf.edu/mathvids/strate
gies/erroranalysis.html

No students learn the exact
same. Providing an
assessment those students
can answer in their own way
allows the teacher to see
how each learns and
students can feel more
confident in answering.

Teacher

All areas
when the
teacher
can figure
out the
mistakes
and help
students
individually
in their
specific
need.
Intraperso
nal,
linguistic,
logical,
spatial

https://www.teacherspayteachers
.com/Product/Student-Survey-forMath-and-Algebra-First-Day-ofSchool-408022

http://mcsed.net/Page/268

Student
participat
ion

Group
Stations

Student
Participat
ion

KaHoot!

Student
Participat
ion
Student
Participat
ion

Thinking
Blocks

Students will rotate
through different
stations which address
different ways to
assess a problem.
An online assessment
tool where teachers
create questions and
post them to the forum
and students answer
on the ipad. The %
results are then
displayed.
Online modeling tool
for students.

Keep students focused on
learning the material and
help others through the
knowledge they have.

Student

Spatial,
Interperso
nal,
Auditory,
Kinesthetic
Intraperso
nal,
spatial,
Linguistic,

https://www.teachingchannel.org/
videos/high-school-algebralesson

This allows the teacher to
see areas that need
improvement before giving
an exam.

Teacher

This program helps students
understand word problems
and design a plan to solve.

Student

Spatial,
Linguistic,
Auditory

http://www.mathplayground.com/
tb_addition/thinking_blocks_addit
ion_subtraction.html

Stations

Set up different
stations in the room
with different activities
with varying skill levels.

Not all students learn at the
same speed. With stations
and small groups a teacher
can focus on the strengths
and weaknesses of the class.
Solving word problems are
very difficult for some
student. Drawing pictures,
highlighting key words and
creating a thought process is
very useful.

Teacher

Kinesthetic
, logical,
interperson
al,
linguistic.
Spatial,
linguistic,
and logical.

https://www.pinterest.com/loveto
teachmath/middle-school-mathstation-ideas/

Teaching
Field

Process
Model

Teaching
Field

Visual
Represen
tation

Use a process model to
guide students when
presenting them with
new problems.
Teachers should focus
on how each step in
the process supports
better access to the
problem. Determine
the goal of the problem
and how to reach it.
Drawings, charts,
graphs, tangible
shapes are all visuals
that can represent an
idea.

Geometry, fractions, and
statistics are just a few of
the areas of mathematics
that need visual aids to
teach a lesson.

Teacher

Spatial,
intraperson
al,
interperson
al (group
work),
Kinesthetic

http://www.learninginmotion.com
/products/modeling/index.html

Teacher

https://play.kahoot.it/#/k/2e30f64
6-b1d4-11e2-857f-12313c03a233

http://slideplayer.com/slide/1508
388/

Teaching
Field

Explicit
Timing

Teaching
Field

Scaffoldin
g
Instructio
n

Reinforce
Literacy

Response
Journal/
Glossary

Reinforce
Literacy

Embed In
Context,
Present
As A
Problem

Reinforce
literacy

Discussio
n

Review

Warm up/

timing math seatwork
in minute trials that are
used to help students
become more
automatic in math facts
and more proficient in
solving problems.
Teacher
compares correct
problem per minute
rate.
Once the teacher
explains the problem,
they perform several
examples until the
students can perform
them alone.
Students record
information in a journal
of what they learned or
need extra help with.
They write all key
words and concepts to
refer back to.
Place an equation in a
mathematic al
contextualized
problem.

Open communication
with the class which
allows for student
motivation, fostering
intellectual agility and
sharping skills.
A set of problems from

.
Intraperso
nal, Logical

Helps students retain
important information, and
concepts for quick use.

Teacher

http://www.mathdrills.com/factfamilyworksheets/f
act_family_multiplication_division
_081_001.php

This allows teachers to make
sure all students are keeping
up and staying focused.

Teacher

Linguistic,
interperson
al, Auditory

Helps with reinforcing the
lesson and allowing students
to know when they need
help.

Student

Linguistic,
intraperson
al, spatial,
logical

This shows students the
different words that can be
used in place of one another.
Ex. Add, more than,
together. It show that math
can be a useful tool in real
life situations.
Use Discussions during a
lesson to make sure students
are following along and
keeping up the pace.

Teacher

Intraperso
nal, logical,
linguistic

http://www.satunlocked.com/satmath-writing-equations-wordproblems/

Teacher

Interperso
nal,
Auditory,
Linguistic

Mathematical-Conversations-toTransform-Algebra-Class

Math is a building subject.

Teacher

Intraperso

https://www.khanacademy.org/m

http://fcit.usf.edu/mathvids/strate
gies/si.html

Daily
math

the previous day or
lesson to reinforce
retention.

Review

Cooperati
ve/
Collabora
tive

Review

Muddiest
Point

Collaborative learning
is a method of teaching
and learning in which
students team together
to explore a significant
question or create a
meaningful Knowledge.
Students identify what
they do not understand
in a lesson and
articulate it. Allows
student reflection
which increases
retention.

Student must have a good
understanding of the
previous work before
continuing.
Students work in groups to
provide different ways to
solve a problem. They work
together as a team.

At the end of a lesson have
students write down
questions they have and turn
into teacher.

nal, logical

ath/algebra/algebramiscellaneous/cc-algebrawarmup/e/algebra-1-warmup

Student

Interperso
nal,
linguistic,
Spatial

http://www.dailyteachingtools.co
m/cooperative-learningjigsaw.html

student

This will
help all
students,
because
they can
post
questions
and I can
rely
answers to
fit each
need.

http://www.cdio.org/files/mudcar
ds.pdf