As students enter 1st grade, they continue to work on math comprehension using early structures, like the Kindergarten journal we introduced last week, but now we begin to add visual models to the mix!
From real objects in the physical world, to quantitative pictures, to story mats and acting out problems, each step in the developmental journey takes our littles closer to confidence in the word problem solving process. Each step is important so that we help them arrive in the proper way instead of trying to force application of word problem skills too soon.
Whether you’re working with your student at home or in a traditional classroom, it’s important to understand the progression of how a young child’s mind starts to comprehend word problems.
We can help our children experience math in the real world by providing thousands and thousands of experiences with real objects in the physical world. But what’s next?
Mathematical Practice 2 states that children should be able to “Reason abstractly and quantitatively.” What does that even mean??
Last, but not least, we’re closing out our Working with Fractions series with subtracting fractions with Concrete, Pictorial, Abstract (CPA) means.
How did you learn how to add fractions as a child?
For most of us dividing fraction is one of those things where we got the right answer in math, but we don’t really remember why.
We’re finishing up February, and concluding this series of math games for Math with Someone, with a fractions game!