Multiple research-based mini-lessons aligned to a specific standard to use for small group instruction, reteaching, or intervention. Each mini-lesson presents a differentiated method of support for students and includes a full teacher model as well as student practice items.

Grade 3 · Math · 12 pages

Multiple research-based mini-lessons aligned to a specific standard to use for small group instruction, reteaching, or intervention. Each mini-lesson presents a differentiated method of support for students and includes a full teacher model as well as student practice items.

Grade 5 · Math · 15 pages

Multiple research-based mini-lessons aligned to a specific standard to use for small group instruction, reteaching, or intervention. Each mini-lesson presents a differentiated method of support for students and includes a full teacher model as well as student practice items.

Grade 8 · Math · 18 pages

Consider the context when determining how to most powerfully utilize multiple representations. Teachers can provide more than one representation at the outset of a problem, ask students to work collaboratively to develop alternate representations while working on a problem, or give each student the choice as to which representation he or she is more comfortable using to analyze a mathematical situation.

It can be helpful for students to not only see multiple representations across forms, but also to see multiple representations within a given form. For example, if given a statement like, "Bob has three more dollars than Tim, and John has twice as much money as Tim," students could assign the variable x to either Bob, Tim, or John, and depending on that choice, would write different equations. Many students find it valuable to try a problem like this multiple times, using variables different ways.

Use colors to represent correspondences across representations. For example, if students were drawing a pictorial representation of the expression 3n + 2, students might color blocks different to show how the 2 remains constant but 3 new units are added each time.

When asking students to model a series [[ http://threeacts.mrmeyer.com/pixelpattern/ | in context ]], have them describe the change in the pattern first by drawing a picture, then by using words to describe how each picture changes, then by creating a table, and finally by creating an equation.

When solving simple algebraic equations, teach students to draw visual representations of each expression and explain how the drawings correspond with different methods for solving the equation algebraically.

When teaching students about slope, illustrate a rate of change using a visual depiction that shows rise over run, a graph of a linear equation, a table, and a verbal description of how both input and output are changing.

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