Module 2 Strand F4
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Module 2 Strand F4
Math Skills: Sequential Context and Instructional Systems (Continued)
Four Self-talk Math Strategies:
RIDGES
LAMPS
SLOBS
FOIL
To solve math word problems independently:
Read the problem carefully.
I know.
Draw a picture.
Goal statement.
Equation development.
Solve the equation.
To remember steps in regrouping or carrying in addition:
Line up numbers according to their decimal points
Add right column of numbers and then ask...
More than ? If so, continue to next step.
Put the 1s below column.
Send the 10s to top of next column.
To help with borrowing in subtraction:
Smaller. Follow steps.
Larger. Leap to subtraction.
O Cross off number in the next column.
Borrow by taking one 10 and adding to the next column.
Subtract.
To help algebra students from missing one of the four products needed to calculate multiplication of a binomial by another binomial: example, (x+4) (x + 3)
F Multiply First terms
O Multiply Outermost Terms
I Multiply Innermost terms
L Multiply Last terms
Friend and Bursuck (1996, p.358)
To help students remember Order of Operations:
Brackets
Exponents
Division
Multiplication
Addition
Subtraction (Author of this strategy-unknown)
QUESTIONS TO PONDER:
- Does you school district have an assessment package including informal assessment tolls for use in identification of LD in math? Is identification of LD in math high or low profile?
- Do teachers use any of the suggested strategies, concepts and/or systems discussed in chapter 7?
Post any discussion in Caucus as M2SF4. Post any neat ideas in B.B. of Ideas.
M2 "Light"er Side
Assignments