 using a variety of strategies to solve
problems(problem solving)
Math process (thinking mathematically)
4. Multiplication Fact Interview C

Š using representations (objects,
pictures, words andsymbols) to
organize one’s thinking and to record
the thinking steps taken to solve a
problem(representation)
 Š using the language of mathematics to
express and explain mathematical ideas
(communication)
 Š making conjectures, identifying
examples that show the conjectures to
be true or not, and thinking about
 how and why one understands this to
be so(reasoning and proof)
 Š seeing the connections among ideas
within mathematics and between
mathematics and everyday experiences
(connections)
The Teaching and Learning Cycle
Assessment Observe and assess throughout the
year
Teaching Provide differentiated instruction
Evaluation Identify strengths and needs
Planning Design lessons to meet needs
Fact Interviews
There are six interviews:
1. Addition Fact Interview A
Sums Within and To Ten
(First Grade MMSD Math Standard)
2. Addition Fact Interview B Sums to 20
(Second Grade MMSD Math Standard)
3. Subtraction Fact Interview C
Differences Less Than, Equal To, and Greater
Than 3 (Third Grade MMSD Math Standard)
2, 5, 4, and 3 As Multiplier or Multiplicand
(Third Grade MMSD Math Standard)
5. Multiplication Fact Interview D
All Multiplication Facts
(Fourth Grade MMSD Math Standard)
6. Division Fact Interview E
All Division Facts
(Fifth Grade MMSD Math Standard)
Coding Addition Fact Interviews A and B
 (ce)Counts Everything student puts up
fingers for each addend and counts
total
 (sb)Shows Both sets student puts up
group of fingers for each addend and
does not count total
 (f)fingers student counts up from
number with f written above it and puts
up fingers to track counting
 (c )counts student counts on from the
number with a c above it, perhaps
tapping, nodding, or mouthing the
count
 dot after sum student uses thinking
time to respond, more than 3-4 seconds
 line above sum response is incorrect
Compensating strategy—changes the numbers
in the equation, computes, and then adjusts the
solution to correct for the change made at the
beginning. E.g., given 6 + 9, the student shares
“6 + 10 is 16. I have to take away 1 from the 16
because I added 1 to the 9.” •
Decomposing an addend—uses another name
for the quantity to make the computation more
easily accomplished. E.g., given 6 + 8, the
student shares “6 is 2 + 4. 8 + 2 is 10. 10 and 4
more is 14.”
Coding Subtraction Fact Interview C
 (fb) fingers back student counts back
the quantity indicated by the
subtrahend, putting up fingers to track
the counting (example: student put
fingers up while saying 8, 7, 6, 5, 4, 3)
 (cb)counts back student counts back
the quantity indicated by the
subtrahend (example: student said 8, 7,
6, 5, 4, 3)
Coding Multiplication Fact Interviews C and D
 (rc) repeatedly adds a few, then counts
on student repeatedly adds a few
groups (i.e. 6, 12, 18), then counts on by
ones (i.e. 19, 20, 21, 22, 23, 24 and so
on)
 (r )repeatedly adds student adds groups
without counting
 (sf) skip counts, fingers student skip
counts, keeping track of groups with
fingers
 (s) skip counts student skip counts
Coding Division Fact Interview E
 (rs) repeatedly subtracts student
repeatedly subtracts the divisor
 (ra) repeatedly adds student repeatedly
adds the divisor
Problem Solving Interviews
There are three interviews.
1. Interview K
2. Interview A – First Grade
3. Interview B – Second Grade
Each interview has four elements:
1. problem types expected for proficiency at
each grade level (Each grade level’s
problem types are indicated by bolding and
underlining the problem type label.)
2. range of number sets, organized
developmentally from those requiring the
least amount of mental computation skills
to those requiring the most flexibility in
working with number (The target set of
numbers for end of year proficiencies are in
bold font and are underlined.)
3. range of solution strategies from the most
concrete (direct modeling) to the most
abstract (facts, standard algorithm) (The
target solution strategies for end of year
proficiencies are in bold font and are
underlined.)
4. space for making notes of the student’s
explanations of how she/he solved the
problem
8 Effective strategies in teaching math
 Ask the students to explain their ideas
 Find opportunities to differentiate
learning
 Don’t wait, act now
 Encourage math talk
 Create an interesting pathway
 Use visual images
 Show and tell new concepts
 Manipulative tools
Purpose and ways to collect assessment info
 Teachers jot down notes
 Teachers and students collect sample
of student works
 Uses brainstorming list , informal
posttest and pretest
 Use fact interview
 Use problem solving interview
 Use primary math assessment
Characteristics of a mathematical thinker?
 Thoughtful mathematician
 Careful observer