{"id":238,"date":"2020-07-09T18:00:21","date_gmt":"2020-07-09T18:00:21","guid":{"rendered":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=238"},"modified":"2024-03-15T01:19:54","modified_gmt":"2024-03-15T01:19:54","slug":"general-math-stratagies","status":"publish","type":"page","link":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=238","title":{"rendered":"General Math Strategies"},"content":{"rendered":"\n<p class=\"is-style-error\">Clients may need support in developing their math accuracy. &nbsp;This could be done through specific math strategies or through general learning\/teaching strategies.&nbsp;Although students may have a strong understating of quantitative relationships, due to weaknesses in certain costive processes such as working memory or attention, they may make callers errors at times.<\/p>\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-cd3eb445fa6c5963a61472edb721e992\" style=\"color:#e68037\"><strong>General Math Strategies To Improve Accuracy &amp; Performance <\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Emphasizing learning strategies for quick calculation and estimation.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Recommending the use of a calculator when exact answers are required for accurate problem-solving is required. &nbsp;<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage the client to summarize the question before trying to solve it to ensure he has not missed important information.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage the use of visual images and manipulatives to help in problem-solving.&nbsp;<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Try tot increase and build simple computation skills. There are various workbooks available on the web, such as&nbsp;&nbsp;<em>Mental Math Mental Computation &#8211; Nova Scotia Education<\/em><\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>You could suggest that the client focuses at home, &nbsp;on real-world math to understand the part-whole relationship. This can include money, time, and measurement in at-home tasks like baking, shopping, home repairs, and scheduling activities.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Use <strong>direct instruction<\/strong> to teach mathematics concepts by writing examples of multi-step mathematics problems on the board and making note of what is required to complete the problems. Number the steps in the order they are to be completed.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Keep sample math problems visible. Keep a step-by-step model of a problem on the board for students to refer to. It may also be helpful for the client to have a model at their desk for reference.&nbsp;<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Photocopy pages for your client so she\/he does not have to take notes or rewrite math problems. Enlargements of original copies give students extra room to show work and write answers. This enables them to use their cognitive energy for completing the problems instead of copying them.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Allow the client to have access to calculators to explore mathematical ideas and experiences, to develop and reinforce skills, to support problem-solving activities, and to perform calculations and manipulations.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Shorten homework assignments in math. For example, assign every second, third, or fourth mathematics problem that still covers the skills required for mastering major mathematics concepts<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Have the client&nbsp;verbalize successive steps in mathematical operations prior to doing them. This verbalization should clarify exactly what the client will need to do to solve the problem.&nbsp;\n<ul class=\"wp-block-list\">\n<li>The client&#8217;s teacher can also ask them what the \u201cplan\u201d is, in order to correct misunderstandings early on.\n<ul class=\"wp-block-list\">\n<li>Have your client summarize the question before trying to solve to ensure he has not missed important information. It may be helpful to keep a step-by-step model of a problem on the board or at your client\u2019s workstation for him\/her to refer to.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Concrete materials are likely to improve your client&#8217;s&nbsp;performance in math, as they give students a hands-on or visual model to work with and can help increase understanding of underlying concepts.&nbsp;<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Provide visual supports to support the acquisition of math facts (e.g., pictures, diagrams).<\/li>\n<\/ul>\n\n\n\n<!--nextpage-->\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-a5a12da6f11aa5c27acc4365e0732283\" style=\"color:#e68037\"><strong>General Math Strategies To Improve Accuracy &amp; Performance (Part 2)<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Use rule books.\u00a0 Have your client to keep a notebook in which he\/she writes math rules in his own words.\u00a0 \n<ul class=\"wp-block-list\">\n<li>Encourage them to use rule books with assignments by looking up the rule in the book and talking about it.\u00a0 <\/li>\n\n\n\n<li>Rule books could have a math vocabulary section and a strategy section for recording \u201ctricks\u201d that help with the calculations, e.g, steps in long division, BEDMAS, FOIL, etc.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Give your client opportunities to connect mathematical concepts to some practical aspect of everyday living.\u00a0 \n<ul class=\"wp-block-list\">\n<li>For example, addition, subtraction, and multiplication are common mathematical operations that one would use while shopping in a grocery store.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Teach Math vocabulary. Math dictionaries are available at many book stores. Concrete examples will help to facilitate understanding.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Students could develop their own math dictionary involving a verbal definition of the vocabulary word and a picture, where appropriate.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Stress the importance of mathematics as a life skill through the use of real-life situations where math is involved.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Have math literature:&nbsp; ex. counting books, number books, mathematical concepts books, etc. as part of the reading center in order to link mathematics to reading and writing.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>It is important, where possible, to provide students with immediate and specific feedback for correct and incorrect responses.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Provide examples and non-examples and discuss why certain answers are correct or incorrect.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Highlight similar operations using similar colours on a page to reduce confusion of sign usage by students. Use visual cues (e.g. stop signs or red dots) on the paper when student must change operations.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Explore the use of the Power of Ten program (<a href=\"https:\/\/poweroften.ca\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/poweroften.ca\/<\/a>)<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Modeling of teachers thought processes or use of a think-aloud process.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Reduce the number of problems assigned on a page or enlarge the problems.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Use dice, coins, cards and games (Box Cars and One-Eyed Jacks).<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage the student to initial the bottom of his\/her workbooks or pages to indicate that they have double checked their work.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Have your client complete targeted questions which address the concept being taught and not all of the questions on an assigned page.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Explore the use of Chisanbop math.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Explore the use of TouchMath.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Graphic organizers can also be used to help your client break down math problems into steps: <a href=\"https:\/\/www.understood.org\/en\/school-learning\/learning-at-home\/homework-study-skills\/download-graphic-organizers-to-help-kids-with-math\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.understood.org\/en\/school-learning\/learning-at-home\/homework-study-skills\/download-graphic-organizers-to-help-kids-with-math<\/a>&nbsp;<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-ae5c2e041898f3deaae4ed55af96d758\" style=\"color:#b62727\"><strong>Rhyme or Music Strategy<\/strong><\/p>\n\n\n\n<p class=\"is-style-error\">An additional strategy that may be used by children who have well-developed oral language skills, but trouble with rote recall, is <strong>rhyme or music<\/strong>. <br><br>Flash cards are made for practicing any unknown facts. The problem and the first line of a poem are written on one side of the card, and the solution and the last line of the poem are written on the flip side. Cards are then appropriately illustrated. Students in a classroom may customize their cards by creating the rhymes and drawing the subsequent illustrations: <br><br>\u25a0 8 x 7 can be done with sticks, (2) until you know that it\u2019s 56.<br>\u25a0 8 x 4 forgot what to do, (2) so she called up number 32.<br>\u25a07 x 7 was never on time, (2) until he ran into Mr. 49.<\/p>\n\n\n\n<!--nextpage-->\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-b322748c904d1e7883dc963dd06bfe07\" style=\"color:#2b81b3\"><strong>Multiplication  Facts<\/strong><\/p>\n\n\n\n<p><strong>When teaching multiplication facts use of the following may help:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>0 times and number is 0<\/li>\n\n\n\n<li>1 times any number is that number<\/li>\n\n\n\n<li>2 times any number means double that number<\/li>\n\n\n\n<li>5 times any number involves counting by 5\u2019s the number of times indicated by the multiplier (teach what multiplier means)<\/li>\n\n\n\n<li>The trick in learning the 9\u2019s:&nbsp; subtract 1 from the multiplier to obtain the tens digit.&nbsp; Add enough to the tens digit to make it equal 9 to obtain the ones digit.<\/li>\n\n\n\n<li>Now there are only 15 facts to be memorized:&nbsp; 3&#215;3, 3&#215;4, 3&#215;6, 3&#215;7, 3&#215;8, 4&#215;4, 4&#215;6, 4&#215;7, 4&#215;8, 6&#215;6, 6&#215;7, 6&#215;8, 7&#215;7, 7&#215;8, 8X8.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-a700616bf7587d55d431285c422103d7\" style=\"color:#36886a\"><strong>Additional Resources<\/strong><\/p>\n\n\n\n<p><strong>Web Resources:<\/strong><\/p>\n\n\n\n<p>Sometimes computer games can build math skills. There are a number of free websites for teaching math concepts<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"http:\/\/www.mathsisfun.com\/puzzles\/index.html\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/www.mathsisfun.com\/puzzles\/index.html<\/a><\/li>\n\n\n\n<li><a href=\"http:\/\/www.mathgametime.com\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/www.mathgametime.com<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.coolmath4kids.com\/math-games\/second\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.coolmath4kids.com\/math-games\/<\/a><\/li>\n\n\n\n<li><a href=\"http:\/\/pbskids.org\/games\/math\/\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/pbskids.org\/games\/math\/<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.education.com\/games\/math\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.education.com\/games\/math\/<\/a><\/li>\n<\/ul>\n\n\n\n<p>\u201c<strong>Math Strategies Made Simple<\/strong>: A step-by-step guide for parents and teachers\u201d by Rubin and Shaffer is a resource that breaks down common math strategies for addition, subtraction, multiplication and division into discrete steps: <a href=\"https:\/\/education.fcps.org\/lies\/sites\/lies\/files\/kathy.renn\/Math%20parent%20book%20rev%20NOV%206.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/education.fcps.org\/lies\/sites\/lies\/files\/kathy.renn\/Math%20parent%20book%20rev%20NOV%206.pdf<\/a><\/p>\n\n\n\n<p>The Khan Academy has math strategies by grade: <a href=\"https:\/\/www.khanacademy.org\/math\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.khanacademy.org\/math<\/a><\/p>\n\n\n\n<p><strong>Additional Reading<\/strong><\/p>\n\n\n\n<p>For more information on evidence-based mathematics instruction and strategies, <a href=\"https:\/\/iris.peabody.vanderbilt.edu\/module\/math\/cresource\/q1\/p03\/#content\" target=\"_blank\" rel=\"noreferrer noopener\">click here<\/a>.<\/p>\n\n\n\n<p>For more information on maths skills and strategies, see this handout: <a href=\"http:\/\/resourcelibrary.ucalgaryblogs.ca\/files\/2020\/09\/Math-Skills-Handout.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Math Skills Handout<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"entry-summary\">\nClients may need support in developing their math accuracy. &nbsp;This could be done through specific math strategies or through general&hellip;\n<\/div>\n<div class=\"link-more\"><a href=\"https:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=238\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &ldquo;General Math Strategies&rdquo;<\/span>&hellip;<\/a><\/div>\n","protected":false},"author":8966,"featured_media":0,"parent":83,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","footnotes":""},"class_list":["post-238","page","type-page","status-publish","hentry","entry"],"_links":{"self":[{"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/238","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/users\/8966"}],"replies":[{"embeddable":true,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=238"}],"version-history":[{"count":25,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/238\/revisions"}],"predecessor-version":[{"id":3286,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/238\/revisions\/3286"}],"up":[{"embeddable":true,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/83"}],"wp:attachment":[{"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=238"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}