** VPL **

What does John Van de Walle have to say about...

What does John Van de Walle have to say about...

### by Miriam Cortes

This is a virtual professional learning opportunity so to receive credit for this course, please complete the assignments throughout the tackk. You are welcome to complete this at your own pace. It is all due by May 1st! Happy Learning

Miriam Cortes

We will spend the next month reading and learning together about what Van de Walle has to say about ... Mastering the Basic Facts, Developing Whole Number Place Value Concepts and addition and subtraction strategies.

### Together, we will study chapters 10, 11 and 12 of the *Elementary and Middle School Mathematics Teaching Developmentally* book by John Van de Walle.

# Chapter 10

Helping Students Master the Basic Facts

Some effective strategies mentioned by Van de Walle to use in teaching fact mastery:

- doubles
- near doubles
- subtraction as think addition
- nifty nines

As a math interventionist, I found this chapter to be especially interesting. There are several strategies mentioned in this chapter that I am going to try with some of my students that have yet to master their facts. On page 186-188, the fact remediation section was an eye opener and great reminder for me as to what approaches I might continue and some that I may discontinue as I work with my students to maximize their success.

**As you read through this chapter, choose from any of the effective strategies discussed in chapter 10 to respond to the following questions in the stream.**

1. Think about the expectations of your grade levels fact mastery. What strategies will you try with your students who have not met the level of mastery at this point in the year? Discuss how might you "map" out the rest of the year for fact mastery with those same students? (several strategies and games were mentioned, will you choose from those or do you have others that you have tried in years prior that you will try again?)

2. As you read through chapter 10, did you come across any new strategies or any that you have not tried in years or months? Please choose one discuss the importance of trying this method with those that have struggled to learn their basic facts.

# Chapter 11

Developing Whole Number Place Value Concepts

How can we, as educators best develop Number concepts in our students? According to chapter 11, number concepts are usually described and broken down into the following chunks of both teaching and learning:

- Count by ones
- grouping 10's (basic ideas of place value and base ten concepts)
- Oral and written names/symbols for numbers
- patterns/ relationships with multi-digit numbers
- Numbers beyond 1000

Please choose from the above developmental areas to focus on as you respond to the following questions in the stream.

- In your grade level, discuss an activity mentioned in this chapter that you might use with your students at the developmental stage that you consider them to be.
- If this is an activity that you have used, please let us know how it went with them and would you recommend doing this activity again or what changes might you make in order to make it more effective?
- How are the strategies and activities described in this chapter similar or different from the way you learned math as a child?

# Chapter 12

Developing Strategies for Addition and Subtraction Computation

Chapter 12 was summed up into the 3 types of computational strategies that were discussed: Direct modeling, student involved strategies and standard algorithms. We are reminded that there are developmental stages in what we are asking children to learn as we teach them. In direct teaching, we are using a variety of manipulatives or drawings to represent our thinking. Student Invented strategies are often times overlooked. However, spending time on discussing how other students is proven useful in student learning because not one strategy works for all students. Finding the one that works for them is key, this will allow for them to find their right "fit". Standard algorithms for both addition and subtraction are a must. However, there is so much involved in getting students to this point. Students must first have a grasp of tens and ones, regrouping.

Please use the information you learned from chapter 12 to respond to the following question. (This is a discussion question that came directly from the book. I am using it here because this is the same question that we are asked as educators in CCISD so often.)

1. How are standard algorithms different from student invented strategies? What are the benefits of invented strategies over standard algorithms?

2. Assessments that we use are critical in gauging student learning so that we can know where we should begin our individual instruction with each child. Thinking about your grade level's assessments, discuss how you can use this information to drive your instruction.