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Math Strategy Posters
Math Strategy Posters
Math Strategy Posters
Math Strategy Posters
Math Strategy Posters
Math Strategy Posters
Math Strategy Posters
Math Strategy Posters
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Description

New products are always free to followers for the first 24 hours. Yea!

These posters are bright and super helpful! You can put them on a chart paper to be hung up and referenced all year long or bring them out when needed. Either way, I found them helpful when teaching all about math tools we use in kindergarten.

Included Posters:

-Ten Frame

-Number Line

-Number Bond

-Number Path (or number track)

-Picture

-Equation

Enjoy!

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Math Strategy Posters

Rated 5 out of 5, based on 2 reviews
5.0 (2 ratings)
MrsMabalay
1.8k Followers
$2.00

Highlights

Digital downloads
Grades icon
Grades
K - 1st
Standards icon
Standards
Pages
6

Description

New products are always free to followers for the first 24 hours. Yea!

These posters are bright and super helpful! You can put them on a chart paper to be hung up and referenced all year long or bring them out when needed. Either way, I found them helpful when teaching all about math tools we use in kindergarten.

Included Posters:

-Ten Frame

-Number Line

-Number Bond

-Number Path (or number track)

-Picture

-Equation

Enjoy!

Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

Reviews

5.0
Rated 5 out of 5, based on 2 reviews
2
ratings
All verified TPT purchases
Rated 5 out of 5
March 21, 2023
An AMAZING resource! Thank you for sharing your hard work and creativity with others!!!
Kathryn S.
13,253 reviews
Rated 5 out of 5
March 18, 2023
look forward to students using this as a resource, either at tables or nearby.
veronica H.
36,160 reviews

Questions & Answers

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Standards

to see state-specific standards (only available in the US).
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
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