Section References
(Mathematical Reasoning 
Embedded in all lessons.)

Lesson 55 
Word Problems

Lesson 56 
Number Combinations

Lesson 57 
Division Readiness

Lesson 58 
Counting by Inference

Lesson 59 
Multiplication Readiness

Lesson X, Y

Software

Thinkin' Things Collection 1, 
Edmark Corporation, 1994
cd and floppy for mac/windows

Specific Textbook Web Sites

http://www.glencoe.com/
sec/math/prealg/mathnet/

http://www.eduplace.com/
links/

http://www.eduplace.com/

http://www.hmco.com/college/
mathematics/index.html

http://www.mcdougallittell.com/

http://www.hmco.com/

http://www.SRA-4KIDS.com/

General Math Reference Sites

http://www.learner.org/
sami/view-category.php3?
category=math

http://www.score.k12.ca.us/

http://henson.austin.apple.com/
edres/curric.shtml

http://school.discovery.com/
schrockguide/index.html

http://www.EDsOasis.org/

http://www.math.com/

http://www.nea.org/
grants/free.html

http://www.wcom.com/
marcopolo/

http://www.udel.edu/sine/

http://dewey.chs.chico.k12.
ca.us/math.html

Free Stuff

http://www.nea.org/
grants/free.html

State/National Math 
Ed Organizations

http://www.nctm.org/

http://www.cde.ca.gov/

Calif. Dept. of Ed. Standards, Assessment, Ed. Reference.

Calculator Reference Site
http://www.ti.com/
calc/docs/calchome.html

1.) Students sit at a table and listen to a variety of simple word problems on tape. They have an assortment of manipulatives, bowls or tubs, crayons and drawing paper. They use these items to decide what strategies they will use to represent the problems. The teacher/ helper monitors the students and helps them if they are stuck by asking, "What do you need to do first? Is this a subtraction problem or an addition problem?" 

2.) In small groups, students are given simple word problems by the teacher/ helper and must decide how to act it out. For example: Two people went swimming. Three more joined them in the water. The students then decide what the problem is asking them to do and they perform it. Another group of students watches this and records what they see by sketching the drama on paper from left to right using circles with objects in them. They use an arrow to show movement of objects from one group to the next. 

3.) A small group of students sit at a table with maniplatives, bowls, paper and crayons, and orally make up their own word problems. They tell the teacher/ helper the word problem and then decide how to show it using the manipulatives. If students dictate the story to the teacher/ helper, and do the sketches, a class word problem book can be made.

Assessment is done on an individual basis by teacher/ helpers. For all assessment, students have available to them an assortment of manipulatives, a bowl, and paper with crayons.

1.) The teacher/ helper tells students a simple word problem. Students must decide what materials to use and what to do with them. For example, the teacher/ helper tells students, "There were seven apples on the tree. A strong wind came and knocked off five apples." Students choose materials to represent the apples, decide if they need to put them in the bowl or not, then decide if they will be adding apples or taking apples away from the bowl/ tub. Students draw a picture that models what they did for the problem.

2.) The following are some more examples of simple word problems: Two friends want to play tag. They decide they need more people to make the game fun. They ask six more friends to join them. Eight students were at the at center. They realized that only four were allowed to be there, so four students are left.