BollesM4thodologygeneralsession| jacksonville, florida |21 June 2013Yeap Ban Haryeapbanhar@gmail.comSlides are available atwww.banhar.blogspot.comconstructivist approach problem solving computational fluency theoretical underpinningsdifferentiated instruction number sense assessment small group work multiple strategies journalwriting multiple intelligences lesson structure common core state standards scope andsequence pacing anchor task conceptual understanding textbook questioning technique|visualization
flexibility with numbersand mental math|number sense
$296 - $244 = …$52$52 $52 $52 ?$244 - $52 x 3 = $88$52 + $88 = …Why do students havedifficulties in Newman’sTransforming?
It was decided thatMethod 2 does not work.Someone suggested that it wasnot necessary to find the amountpaid for the day shift. The totalamount for one day shift and onenight shift can be found directly. Isthat true? Anyway, final answer is$ 140?
Lesson Date //What do you see?Do you see triangles?
Lesson Date //This was discussed during theclass on measurements.