# Robert van Deusen

(59)
United States - Iowa - Williamsburg
4.0
I’m having a
+ TpT Sale Event
5
 "Teaching is the highest form of understanding."—Attributed to Aristotle

Subject
Prices
Top Resource Types
My Products
sort by:
Best Seller
view:
Teaching Subtraction Using the Concrete, Pictorial, & Abstract Representations from CCSS 2.NBT.7 By Robert van Deusen, PhD Contents of the packet: • 13 pages of Teacher’s Guide including a 2-page Table of Contents • 1 page of Place Value Pieces
Subjects:
Types:
CCSS:
\$8.00
\$6.40
9 ratings
4.0
For use with CCSS 5.NF.6 Contents of the packet: • 1 cover page • 11 pages of Teacher’s Guide including a 2-page Table of Contents • 6 overhead or smart board masters 1. Unit Square Model with Tick Marks for Teaching Improper x Improper (IxI)
Subjects:
Types:
CCSS:
\$4.00
\$3.20
4 ratings
4.0
A story about Lady G and Sir Lancelot running a bakery which sells sliced bread highlights the context for the entire fraction unit. Using the context set by the story, finding equivalent fractions, adding fractions, subtracting fractions,
Subjects:
Types:
CCSS:
\$6.00
\$4.80
7 ratings
4.0
Students need to learn strategies to help reduce the amount of time it takes to learn all of the 100 basic multiplication facts. By using strategies that take advantage of number sense, the distributive property of multiplication, and patterns in
Subjects:
Types:
CCSS:
\$7.00
\$5.60
2 ratings
4.0
Young children benefit from a strategy from Singapore Math—namely using a Concrete to Pictorial to Abstract (CPA) strategy. Each concept is introduced at the concrete level using a word problem that is solved using manipulatives on a special mat
Subjects:
Types:
CCSS:
\$3.00
\$2.40
7 ratings
3.9
An early task for pre-school or kindergarten students is to learn the concepts behind the numbers from one to ten. This document contains cards showing six different representations for each of the five numbers from 6 – 10. They are numerals, pips
Subjects:
Types:
CCSS:
\$1.00
\$0.80
4 ratings
4.0
Teaching Long Division Meaningfully CCSS 5.NBT.B.6 By Robert M. van Deusen, PhD Contents of the packet: 33 pages of Teacher’s Guide including background on quotative and partitive division models. For long division to make sense in context as
Subjects:
Types:
CCSS:
\$3.00
\$2.40
2 ratings
4.0
An early task for pre-school or kindergarten students is to learn the concepts behind the numbers from one to five. This document contains cards showing six different representations for each of the five numbers. They are numerals, pips on a die,
Subjects:
Types:
CCSS:
\$1.00
\$0.80
2 ratings
4.0
This product builds number sense while teaching subtraction basic facts using only 4 different mental strategies. The 173-page PDF contains a 16-page Teacher's Manual including instructions on how to print each of the three sets of 100 subtraction
Subjects:
Types:
\$8.00
\$6.40
1 rating
4.0
This product builds number sense while teaching addition basic facts using eleven strategies based on four different mental super strategies. The 180-page PDF contains a 22-page Teacher's Manual including instructions on how to print each of the
Subjects:
Types:
CCSS:
\$9.00
\$7.20
3 ratings
4.0
In August of 2014, I was hired to provide six hours of professional development to five homeschool teachers in Ames, Iowa. This 45-minute video has been edited to provide ten essential topics that are part of teaching for understanding required by
Subjects:
2nd, 3rd, 4th, 5th
Types:
\$10.00
\$8.00
not yet rated
Video & Supporting Document
Duration: 45:22
Teaching Addition and Subtraction Within Ten Using CCSS K.OA.2 NOTE: This document is a separate set of problems and is designed as a companion to the Teaching Addition and Subtraction Within Five Using CCSS K.OA.2 document. The 21 problems in the
Subjects:
Types:
CCSS:
\$6.40
\$5.12
not yet rated
Use with CCSS 2.MD.8. The PDF contains six pages. Each needs to be copied onto paper or card stock. Two pages are mats and four pages need to be cut into the "coins." Each coin has a realistic picture of the head of the penny, nickel, dime or
Subjects:
Types:
CCSS:
FREE
7 ratings
4.0
This document has everything you need to print Place Value Mats (4 versions from 100, 10, and 1 to 100,000; 10,000; and 1,000 to 1, .1, and .01 to .001, .0001, and .00001). Also, you can print Place Value Pieces and Place Value Strips on colored
Subjects:
Types:
CCSS:
\$3.00
\$2.40
not yet rated
Number Paths are preferred for Kindergarten and First Grade versus Number Lines. Number lines are a measurement model (continuous) while number paths are a counting model (discrete). It is much easier to count an object (rectangle) than to make
Subjects:
Types:
CCSS:
\$3.00
\$2.40
not yet rated
showing 1-15 of 15

### Ratings

Digital Items
4.0
Overall Quality:
4.0
Accuracy:
4.0
Practicality:
4.0
Thoroughness:
4.0
Creativity:
4.0
Clarity:

4.0
Total:
48 total vote(s)
TEACHING EXPERIENCE

Taught grades 3–6 all subjects. Taught 7–8 math. Instructional Computing Consultant, Assessment and Technology Coordinator, K–8 Principal, Elementary Math Methods Lecturer.

MY TEACHING STYLE

Interactive, questioning, respectful, humorous, supportive, innovative, flexible approach to teaching and learning. I utilize manipulatives, models, and strategies to teach math meaningfully to pre-service teachers. I advocate for better ways of making math understandable and enjoyable. The Singapore Bar Model is my favorite pre-algebraic model for problem solving.

HONORS/AWARDS/SHINING TEACHER MOMENT

Selected by the Teacher Education students to give the faculty address at the December Convocation for the College of Education at The University of Iowa, 2011 Selected again by the Teacher Education students to give the faculty address at the May Convocation for the College of Education at The University of Iowa, 2018 Acknowledged by graduating seniors at The University of Iowa who were asked to name one person who had had a positive influence on them. I was in the top 2% of all university faculty.

MY OWN EDUCATIONAL HISTORY

BA in Political Science and Elementary Education, Coe College, 1974 MA & Ph.D. in Elementary Math Education, The University of Iowa, 1977 & 1980

This is my 44th year as an educator and I'm still excited to be involved in the best profession available! Thirty-six years ago, I left education for double the pay—discovered that money wasn't really what motivated me and have been elated to be an educator ever since. I had left a job where I liked everything except the pay to take a job where I liked nothing except the pay. Thrilled to have learned the lesson so early in my career.