New to the CPA approach, three-part lesson structure and bar modeling? Join Mathodology this summer to understand these methods and how effectively implementing them can increase student learning!
Subject: bar modeling
Be inspired and equipped with effective instructional strategies to meet various student needs within the classroom. Led by Sarah Schaefer, this three-day course will provide insights into creating environments that promote deep learning where students and teachers are excited to reason, communicate, and think mathematically.
Limited to 70 participants only.
Join Sarah and Ban Har for this two-day institute in sunny Florida! This course will challenge teachers to reflect on current practices and evaluate what effect instructional decisions have on student learning.
I am currently in the unit of Parts to Whole, teaching bar modeling. Looking ahead, it seems to me that bar modeling is a big part of not only this unit but upcoming units as well.
My wondering and question: I have students who are looking at the problems and can figure them out by stacking numbers then using the renaming strategy which was what they learned in lessons before bar modeling. Should I be encouraging all of my students to draw the bar model before stacking the numbers to solve the problem? How critical is it for them to bar model? Please know that I am not saying that I don’t want to teach it at all, but I don’t know how much I should be “pushing” those that either don’t understand it or those that feel like they can work the problems using other strategies.
Join Sarah and Ban Har for this three-day institute in sunny Florida! This course is what you need to learn the pedagogy behind Singapore Mathematics Programs from experts in the field. You’ll understand the research behind a spiral curriculum and the methods used to solve problems.