The numbers should be ignored and they should be visualizing what is taking place in the problem. Are we at the grocery store? Is the problem about a sports game? Thinking about the context will activate students' background knowledge and help them recall Tier1 & Tier 2 vocabulary they have already internalized.
During the second read, students read the problem in order to understand what the question is asking or what the prompt is asking them to do. Rereading the problem provides students the opportunity to process and think about the purpose of the task or problem. Sometimes when a task or problem is too lengthy it is common to miss the goal of the task. During the third read, students read the problem to determine the important information. Students should take the time to reason quantitatively. What does the number ___ mean? What is the value of the number ____? What quantity is represented by the number _____?
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