ratio and proportion problem solving ppt

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Praxis Core Math

Course: praxis core math   >   unit 1.

• Rational number operations | Lesson
• Rational number operations | Worked example

Ratios and proportions | Lesson

• Ratios and proportions | Worked example
• Percentages | Lesson
• Percentages | Worked example
• Rates | Lesson
• Rates | Worked example
• Naming and ordering numbers | Lesson
• Naming and ordering numbers | Worked example
• Number concepts | Lesson
• Number concepts | Worked example
• Counterexamples | Lesson
• Counterexamples | Worked example
• Pre-algebra word problems | Lesson
• Pre-algebra word problems | Worked example
• Unit reasoning | Lesson
• Unit reasoning | Worked example

What are ratios and proportions?

What skills are tested.

• Identifying and writing equivalent ratios
• Solving word problems involving ratios
• Solving word problems using proportions

How do we write ratios?

• The ratio of lemon juice to sugar is a part-to-part ratio. It compares the amount of two ingredients.
• The ratio of lemon juice to lemonade is a part-to-whole ratio. It compares the amount of one ingredient to the sum of all ingredients.
• Determine whether the ratio is part to part or part to whole.
• Calculate the parts and the whole if needed.
• Plug values into the ratio.
• Simplify the ratio if needed. Integer-to-integer ratios are preferred.

How do we use proportions?

• Write an equation using equivalent ratios.
• Plug in known values and use a variable to represent the unknown quantity.
• If the numeric part of one ratio is a multiple of the corresponding part of the other ratio, we can calculate the unknown quantity by multiplying the other part of the given ratio by the same number.
• If the relationship between the two ratios is not obvious, solve for the unknown quantity by isolating the variable representing it.
• (Choice A)   1 : 4 1:4 1 : 4 1, colon, 4 A 1 : 4 1:4 1 : 4 1, colon, 4
• (Choice B)   1 : 2 1:2 1 : 2 1, colon, 2 B 1 : 2 1:2 1 : 2 1, colon, 2
• (Choice C)   1 : 1 1:1 1 : 1 1, colon, 1 C 1 : 1 1:1 1 : 1 1, colon, 1
• (Choice D)   2 : 1 2:1 2 : 1 2, colon, 1 D 2 : 1 2:1 2 : 1 2, colon, 1
• (Choice E)   4 : 1 4:1 4 : 1 4, colon, 1 E 4 : 1 4:1 4 : 1 4, colon, 1
• (Choice A)   1 6 \dfrac{1}{6} 6 1 ​ start fraction, 1, divided by, 6, end fraction A 1 6 \dfrac{1}{6} 6 1 ​ start fraction, 1, divided by, 6, end fraction
• (Choice B)   1 3 \dfrac{1}{3} 3 1 ​ start fraction, 1, divided by, 3, end fraction B 1 3 \dfrac{1}{3} 3 1 ​ start fraction, 1, divided by, 3, end fraction
• (Choice C)   2 5 \dfrac{2}{5} 5 2 ​ start fraction, 2, divided by, 5, end fraction C 2 5 \dfrac{2}{5} 5 2 ​ start fraction, 2, divided by, 5, end fraction
• (Choice D)   1 2 \dfrac{1}{2} 2 1 ​ start fraction, 1, divided by, 2, end fraction D 1 2 \dfrac{1}{2} 2 1 ​ start fraction, 1, divided by, 2, end fraction
• (Choice E)   2 3 \dfrac{2}{3} 3 2 ​ start fraction, 2, divided by, 3, end fraction E 2 3 \dfrac{2}{3} 3 2 ​ start fraction, 2, divided by, 3, end fraction
• Your answer should be
• an integer, like 6 6 6 6
• a simplified proper fraction, like 3 / 5 3/5 3 / 5 3, slash, 5
• a simplified improper fraction, like 7 / 4 7/4 7 / 4 7, slash, 4
• a mixed number, like 1   3 / 4 1\ 3/4 1   3 / 4 1, space, 3, slash, 4
• an exact decimal, like 0.75 0.75 0 . 7 5 0, point, 75
• a multiple of pi, like 12  pi 12\ \text{pi} 1 2   pi 12, space, start text, p, i, end text or 2 / 3  pi 2/3\ \text{pi} 2 / 3   pi 2, slash, 3, space, start text, p, i, end text

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Teaching Ratio and Proportion Problem Solving Using Schema-based Instruction

Teaching Ratio and Proportion Problem Solving Using Schema-based Instruction. Asha K. Jitendra, 1 Jon Star, 2 Kristin Starosta, 3 Sheetal Sood, 3 Grace Caskie, 3 Jayne Leh, 3 Cheyenne Hughes, 3 Toshi Mack, 3 and Sarah Paskman 3 1 University of Minnesota 2 Harvard University

• Ilana Gibbs
• math structure
• cross multiplication
• whole class format
• main effect
• ability level status april
• 3lehigh university paper presented
• More by User

Presentation Transcript

Teaching Ratio and Proportion Problem Solving Using Schema-based Instruction Asha K. Jitendra,1 Jon Star,2 Kristin Starosta,3 Sheetal Sood,3 Grace Caskie, 3 Jayne Leh, 3 Cheyenne Hughes, 3 Toshi Mack, 3 and Sarah Paskman 3 1University of Minnesota 2Harvard University 3Lehigh University Paper Presented at the 2008 Annual CEC Convention, Boston, MA

Thanks to … • Research supported by Institute of Education Sciences (IES) Grant # R305K060075-06) • All participating teachers and students (Shawnee Middle School, Easton, PA) April 4, 2008

Mathematical word problems • Represent “the most common form of problem solving” (Jonassen, 2003, p. 267) in school mathematics curricula. • Present difficulties for special education students and low achieving students Cummins, Kintsch, Reusser, & Weimer, 1988; Mayer, Lewis, & Hegarty, 1992; Nathan, Long, & Alibali, 2002; Rittle-Johnson & McMullen, 2004). April 4, 2008

Math Wars April 4, 2008

To solve word problems, • Need to be able to recognize the underlying mathematical structure • Schemas • Domain or context specific knowledge structures that organize knowledge and help the learner categorize various problem types to determine the most appropriate actions needed to solve the problem Chen, 1999; Sweller, Chandler, Tierney, & Cooper, 1990 April 4, 2008

Focus on math structure helps … • Allows for the organization of problems and identification of strategies based on the underlying mathematical similarity rather than superficial features • “This is a rate problem” • Rather than “This is a train problem” April 4, 2008

Prior research on SBI has focused on • Schema priming (Chen, 1999; Quilici & Mayer, 1996; Tookey, 1994), • Visual representations such as number line diagrams (e.g., Zawaiza & Gerber, 1993) or schematic diagrams (e.g., Fuson and Willis, 1989); Jitendra, Griffin, McGoey, Gardill, Bhat, & Riley, 1998; Xin, Jitendra, & Deatline-Buchman, 2005; Jitendra, Griffin, Haria, Leh, Adams, & Kaduvettoor, 2007; Willis and Fuson, 1988) • Schema-broadening by focusing on similar problem types (e.g., Fuchs, Fuchs, Prentice, Burch, Hamlett, Owen, Hosp & Jancek, 2003; Fuchs, Seethaler, Powell, Fuchs, Hamlett, & Fletcher, 2008; ) April 4, 2008

Our Approach • Schema-Based Instruction with Self-Monitoring • Translate problem features into a coherent representation of the problem’s mathematical structure, using schematic diagrams • Apply a problem-solving heuristic which guides both translation and solution processes Marshall (1990); Mayer (1999); Riley, Greeno, & Heller (1983) April 4, 2008

Teaching proportionality is critical … • Challenging topic for many students (National Research Council, 2001) • Current curricula typically do not focus on developing deep understanding of the mathematical problem structure and flexible solution strategies (NCES, 2003; NRC, 2001). April 4, 2008

Purpose of the study • To investigate the effectiveness of SBI-SM instruction on students’ ability to solve ratio and proportion problems. • To evaluate the outcomes for students of varying levels of academic achievement. April 4, 2008

Participants • 148 7th grade students (79 girls), in 8 classrooms, in one urban public middle school • Mean chronological age 153.12 months (range = 137.04 to 174.96; SD = 5.76). • 54% Caucasian, 22% Hispanic, 22% African American • 42% Free/reduced lunch • 15% receiving special education services and 3% ELLs April 4, 2008

Teacher Participants • 6 teachers (3 female) • (All 7th grade teachers in the school) • 8.6 years experience (range 2 to 28 years) • Three teachers had a degree in mathematics • Text: Glencoe Mathematics: Applications and Concepts, Course 2 April 4, 2008

Study Design Pretest-intervention-posttest-delayed posttest with random assignment to condition by class Four “tracks” - Advanced, High, Average, Low* *Referred to in the school as Honors, Academic, Applied, and Essential April 4, 2008

Professional Development SBI-SM teachers received one full day of PD immediately prior to unit and were also provided with on-going support during the study Understanding ratio and proportion problems Introduction to the SBI-SM approach Detailed examination of lessons Control teachers received 1/2 day PD Implementing standard curriculum on ratio/proportion April 4, 2008

Procedure - Both Conditions • Instruction on same topics • Duration: 40 minutes daily, five days per week across 10 school days • Classroom teachers delivered all instruction • Lessons structured as follows: • Students work individually to complete a review problem and teacher reviews it in a whole class format, • Teacher introduces the key concepts/skills using a series of examples • Teacher assigns homework • Students allowed to use calculators. April 4, 2008

SBI-SM Condition • Our intervention unit on ratio and proportion • Lessons scripted • Instructional paradigm: Teacher-mediated instruction - guided learning - independent practice, using schematic diagrams and problem checklists (FOPS) • Teacher and student “think alouds” April 4, 2008

SBI-SM Instructional Sequence April 4, 2008

Problem Checklist (FOPS) • Step 1. Find the problem type • Step 2: Organize the information • Step 3: Plan to solve the problem • Step 4: Solve the problem April 4, 2008

Applying SBI-SM to Solve Ratio Problems Example: The ratio of the number of girls to the total number of children in Ms. Robinson’s class is 2:5. The number of girls in the class is 12. How many children are in the class? April 4, 2008

1. Find the problem type Read and retell problem to understand it Ask self if this is a ratio problem Ask self if problem is similar or different from others that have been seen before The ratio of the number of girls to the total number of children in Ms. Robinson’s class is 2:5. The number of girls in the class is 12. How many children are in the class? April 4, 2008

2. Organize the information April 4, 2008

2. Organize the information Underline the ratio or comparison sentence and write ratio value in diagram Write compared and base quantities in diagram Write an x for what must be solved The ratio of the number of girls to the total number of children in Ms. Robinson’s class is 2:5. The number of girls in the class is 12. How many children are in the class? April 4, 2008

2. Organize the information 12 Girls x Children March 27, 2008 AERA 53.026 23

3. Plan to solve the problem Translate information in the diagram into a math equation Plan how to solve the equation April 4, 2008

4. Solve the problem Solve the math equation and write the complete answer Check to see if the answer makes sense April 4, 2008

Problem solving strategies A. Cross multiplication April 4, 2008

Problem solving strategies B. Equivalent fractions strategy “7 times what is 28? Since the answer is 4 (7 * 4 = 28), we multiply 5 by this same number to get x. So 4 * 5 = 20.” April 4, 2008

Problem solving strategies C. Unit rate strategy “2 multiplied by what is 24? Since the answer is 12 (2 * 12 = 24), you then multiply 3 * 12 to get x. So 3 * 12 = 36.” April 4, 2008

Additional problem types/schemata April 4, 2008

Control condition • Instructional procedures outlined in the district-adopted mathematics textbook April 4, 2008

Outcome Measure Mathematical problem-solving (PS) 18 items from TIMSS, NAEP, and state assessments Cronbach’s alpha 0.73 for the pretest 0.78 for the posttest 0.83 for the delayed posttest April 4, 2008

Figure 1. Sample PS Test Item If there are 300 calories in 100g of a certain food, how many calories are there in a 30g portion of this food? 90 100 900 1000 9000 April 4, 2008

Treatment Fidelity • Treatment fidelity checked for all lessons. • Mean treatment fidelity across lessons for intervention teachers was 79.78% (range = 60% to 99%). April 4, 2008

Results At pretest: SBI-SM and control classes did not differ Scores in each track significantly differed as expected: High > Average > Low No interaction April 4, 2008

Results • At posttest: • Significant main effect for treatment: SBI-SM scored higher than control classes • Low medium effect size of 0.45 • Significant main effect for track as expected • High > Average > Low • No interaction April 4, 2008

Results • At delayed posttest: • Significant main effect for treatment: SBI-SM scored higher than control classes • Medium effect size of 0.56 • Significant main effect for track as expected • High > Average > Low • No interaction April 4, 2008

Figure 1 Mathematics Problem-Solving Performance by Condition April 4, 2008

Figure 2 Mathematics Problem-Solving Performance by Condition and Students’ Ability Level Status April 4, 2008

Summary and Discussion SBI-SM led to significant gains in problem-solving skills. • A low moderate effect size (0.45) at Time 1 • A strong moderate effect (0.56) at Time 2 Developing deep understanding of the mathematical problem structure and fostering flexible solution strategies helped students in the SBI-SM group improve their problem solving performance April 4, 2008

Discussion • Three issues undermined the potential impact of SBI-SM • One high ability control classroom teacher deviated from the textbook presentation • One intervention teacher experienced classroom management difficulties • Variation in implementation fidelity • Intervention was time-based (10 days) rather than criterion-based (mastery of content) April 4, 2008

Thanks! Asha K. Jitendra (ji[email protected]) Jon R. Star ([email protected]) April 4, 2008

SBI References from our Research Team BOOKS AND CURRICULAR MATERIALS • Jitendra, A. K. (2007). Solving math word problems: Teaching students with learning disabilities using schema-based instruction. Austin, TX: Pro-Ed. • Montague, M., & Jitendra, A. K. (Eds.) (2006). Teaching mathematics to middle school students with learning difficulties. New York: The Guilford Press. April 4, 2008

SBI References from our Research Team CHAPTERS Chard, D. J., Ketterlin-Geller, L. R., & Jitendra, A. K. (in press). Systems of instruction and assessment to improve mathematics achievement for students with disabilities: The potential and promise of RTI. In E. L. Grigorenko (Ed.), Educating individuals with disabilities: IDEIA 2004 and beyond. New York, N.Y.: Springer. Xin, Y. P., & Jitendra, A. K. (2006). Teaching problem solving skills to middle school students with mathematics difficulties: Schema-based strategy instruction. In M. Montague & A. K. Jitendra (Eds.), Teaching mathematics to middle school students with learning difficulties (pp. 51-71). New York: Guilford Press. April 4, 2008

SBI References from our Research Team Journal Articles • Griffin, C. C. & Jitendra, A. K. (in press). Word problem solving instruction in inclusive third grade mathematics classrooms. Journal of Educational Research. • Jitendra, A. K., Griffin, C., Deatline-Buchman, A., & Sczesniak, E. (2007). Mathematical word problem solving in third grade classrooms. Journal of Educational Research, 100(5), 283-302. • Jitendra, A. K., Griffin, C., Haria, P., Leh, J., Adams, A., & Kaduvetoor, A. (2007). A comparison of single and multiple strategy instruction on third grade students’ mathematical problem solving. Journal of Educational Psychology, 99, 115-127. • Xin, Y. P., Jitendra, A. K., & Deatline-Buchman, A. (2005). Effects of mathematical word problem solving instruction on students with learning problems. Journal of Special Education, 39(3), 181-192. April 4, 2008

SBI References from our Research Team Journal Articles • Jitendra, A. K. (2005). How design experiments can inform teaching and learning: Teacher-researchers as collaborators in educational research. Learning Disabilities Research & Practice, 20(4), 213-217. • Jitendra, A. K., DiPipi, C. M., & Perron-Jones, N. (2002). An exploratory study of word problem-solving instruction for middle school students with learning disabilities: An emphasis on conceptual and procedural understanding. Journal of Special Education, 36(1), 23-38. • Jitendra, A. K., Hoff, K., & Beck, M. (1999). Teaching middle school students with learning disabilities to solve multistep word problems using a schema-based approach. Remedial and Special Education, 20(1), 50-64. • Jitendra, A. K., Griffin, C., McGoey, K., Gardill, C, Bhat, P., & Riley, T. (1998). Effects of mathematical word problem solving by students at risk or with mild disabilities. Journal of Educational Research, 91(6), 345-356. • Jitendra, A. K., & Hoff, K. (1996). The effects of schema-based instruction on mathematical word problem solving performance of students with learning disabilities. Journal of Learning Disabilities, 29(4), 422-431. April 4, 2008

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Maths Ratio & Proportion Year 6

Subject: Mathematics

Age range: 7-11

Resource type: Lesson (complete)

Last updated

18 February 2021

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Lesson objective: To solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts.

In this lesson, students will be introduced to ratio and proportion and it will be explained that ratio shows the relative sizes of two or more values and proportion is a part, share, or number in relation to the whole.

Through an engaging powerpoint they will first learn how ratio and proportion are used in real-life contexts and will begin to write the ratio and proportion of shaded parts of shapes/ objects. They will have a go at differentiated questions before moving onto the differentiated activity sheets. 3 levels of challenge and provided along with the answer sheets.

Duration: 1- 2 hours.

This lesson is the first of 4 lessons on ratio and proportion. If you would like to purchase the rest of the BUNDLE, please click here: https://www.tes.com/teaching-resource/maths-ratio-and-proportion-year-6-12306457

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Maths Term 2 Year 6 BUNDLE

This term 1 BUNDLE for Year 6 students includes lessons on the following: **Fractions, decimals and percentages:** - Dividing decimals by integers - Multiplying decimals by integers - Fraction & decimal equivalents - Multiplying and dividing decimals by 10,100,1000 - Fractions, decimals and percentages **Measures:** - Converting metric units - Converting imperial units - Problem solving with metric and imperial units - Area and perimeter - Area of triangles and parallelograms - Volume of cubes and cuboids **Ratio & Proportion:** - Ratio and proportion - Ratio and scale factor - Calculating amounts in a given ratio - Problem solving with ratio and proportion **Algebra:** - Finding the rule - Forming expressions - Using simple formulae - Enumerating possibilities of combinations of variables - Finding pairs of numbers in equations All lessons come with an interactive powerpoint presentation and relevant resources which are differentiated. Answers are also provided. These resources have been tried and tested- they are high quality and support effective teaching towards the National Curriculum objectives. If you would like to see more resources from ResourcesForYou then please visit: https://www.tes.com/teaching-resources/shop/ResourcesForYou Leave a review for this resource and send a copy of your receipt to resourcesforyou1[email protected] to receive a FREE single resource of your choice!

This sequence of lessons cover: - solving problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts. -solving problems involving unequal sharing and grouping using knowledge of fractions and multiples. -solving problems involving similar shapes where the scale factor is known or can be found. -Mix of problem solving with ratio and proportion. All lessons include an engaging powerpoint presentation and 3 levels of differentiated worksheets. Answer sheets are also provided. These lessons are aimed at Year 6 students but can easily be modified to suit Year 5 or lower KS3 students. Leave a review for this resource and send a copy of your receipt to resourcesforyou10[email protected] to receieve a FREE single resource of your choice!

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• Preferences

Teaching Ratio and Proportion Problem Solving Using Schema-based Instruction - PowerPoint PPT Presentation

Teaching Ratio and Proportion Problem Solving Using Schema-based Instruction

Students allowed to use calculators. april 4, 2008. 16. sbi-sm condition ... if there are 300 calories in 100g of a certain food, how ... – powerpoint ppt presentation.

• Asha K. Jitendra,1 Jon Star,2
• Kristin Starosta,3 Sheetal Sood,3
• Grace Caskie, 3 Jayne Leh, 3 Cheyenne Hughes, 3 Toshi Mack, 3 and Sarah Paskman 3
• 1University of Minnesota
• 2Harvard University
• 3Lehigh University
• Paper Presented at the 2008 Annual CEC Convention, Boston, MA
• Research supported by Institute of Education Sciences (IES) Grant R305K060075-06)
• All participating teachers and students (Shawnee Middle School, Easton, PA)
• Represent the most common form of problem solving (Jonassen, 2003, p. 267) in school mathematics curricula.
• Present difficulties for special education students and low achieving students
• Need to be able to recognize the underlying mathematical structure
• Domain or context specific knowledge structures that organize knowledge and help the learner categorize various problem types to determine the most appropriate actions needed to solve the problem
• Allows for the organization of problems and identification of strategies based on the underlying mathematical similarity rather than superficial features
• This is a rate problem
• Rather than This is a train problem
• Schema priming (Chen, 1999 Quilici Mayer, 1996 Tookey, 1994),
• Visual representations such as number line diagrams (e.g., Zawaiza Gerber, 1993) or schematic diagrams (e.g., Fuson and Willis, 1989) Jitendra, Griffin, McGoey, Gardill, Bhat, Riley, 1998 Xin, Jitendra, Deatline-Buchman, 2005 Jitendra, Griffin, Haria, Leh, Adams, Kaduvettoor, 2007 Willis and Fuson, 1988)
• Schema-broadening by focusing on similar problem types (e.g., Fuchs, Fuchs, Prentice, Burch, Hamlett, Owen, Hosp Jancek, 2003 Fuchs, Seethaler, Powell, Fuchs, Hamlett, Fletcher, 2008 )
• Schema-Based Instruction with Self-Monitoring
• Translate problem features into a coherent representation of the problems mathematical structure, using schematic diagrams
• Apply a problem-solving heuristic which guides both translation and solution processes
• Challenging topic for many students (National Research Council, 2001)
• Current curricula typically do not focus on developing deep understanding of the mathematical problem structure and flexible solution strategies (NCES, 2003 NRC, 2001).
• To investigate the effectiveness of SBI-SM instruction on students ability to solve ratio and proportion problems.
• To evaluate the outcomes for students of varying levels of academic achievement.
• 148 7th grade students (79 girls), in 8 classrooms, in one urban public middle school
• Mean chronological age 153.12 months (range 137.04 to 174.96 SD 5.76).
• 54 Caucasian, 22 Hispanic, 22 African American
• 42 Free/reduced lunch
• 15 receiving special education services and 3 ELLs
• 6 teachers (3 female)
• (All 7th grade teachers in the school)
• 8.6 years experience (range 2 to 28 years)
• Three teachers had a degree in mathematics
• Text Glencoe Mathematics Applications and Concepts, Course 2
• Pretest-intervention-posttest-delayed posttest with random assignment to condition by class
• Four tracks - Advanced, High, Average, Low
• SBI-SM teachers received one full day of PD immediately prior to unit and were also provided with on-going support during the study
• Understanding ratio and proportion problems
• Introduction to the SBI-SM approach
• Detailed examination of lessons
• Control teachers received 1/2 day PD
• Implementing standard curriculum on ratio/proportion
• Instruction on same topics
• Duration 40 minutes daily, five days per week across 10 school days
• Classroom teachers delivered all instruction
• Lessons structured as follows
• Students work individually to complete a review problem and teacher reviews it in a whole class format,
• Teacher introduces the key concepts/skills using a series of examples
• Teacher assigns homework
• Students allowed to use calculators.
• Our intervention unit on ratio and proportion
• Lessons scripted
• Instructional paradigm Teacher-mediated instruction - guided learning - independent practice, using schematic diagrams and problem checklists (FOPS)
• Teacher and student think alouds
• Step 1. Find the problem type
• Step 2 Organize the information
• Step 3 Plan to solve the problem
• Step 4 Solve the problem
• The ratio of the number of girls to the total number of children in Ms. Robinsons class is 25. The number of girls in the class is 12. How many children are in the class?
• Read and retell problem to understand it
• Ask self if this is a ratio problem
• Ask self if problem is similar or different from others that have been seen before
• Underline the ratio or comparison sentence and write ratio value in diagram
• Write compared and base quantities in diagram
• Write an x for what must be solved
• Translate information in the diagram into a math equation
• Plan how to solve the equation
• Solve the math equation and write the complete answer
• Check to see if the answer makes sense
• A. Cross multiplication
• B. Equivalent fractions strategy
• C. Unit rate strategy
• Instructional procedures outlined in the district-adopted mathematics textbook
• Mathematical problem-solving (PS)
• 18 items from TIMSS, NAEP, and state assessments
• Cronbachs alpha
• 0.73 for the pretest
• 0.78 for the posttest
• 0.83 for the delayed posttest
• If there are 300 calories in 100g of a certain food, how
• many calories are there in a 30g portion of this food?
• Treatment fidelity checked for all lessons.
• Mean treatment fidelity across lessons for intervention teachers was 79.78 (range 60 to 99).
• SBI-SM and control classes did not differ
• Scores in each track significantly differed as expected
• High gt Average gt Low
• No interaction
• At posttest
• Significant main effect for treatment SBI-SM scored higher than control classes
• Low medium effect size of 0.45
• Significant main effect for track as expected
• At delayed posttest
• Medium effect size of 0.56
• A low moderate effect size (0.45) at Time 1
• A strong moderate effect (0.56) at Time 2
• Three issues undermined the potential impact of SBI-SM
• One high ability control classroom teacher deviated from the textbook presentation
• One intervention teacher experienced classroom management difficulties
• Variation in implementation fidelity
• Intervention was time-based (10 days) rather than criterion-based (mastery of content)
• Asha K. Jitendra (jiten001_at_umn.edu)
• Jon R. Star (jon_star_at_harvard.edu)
• BOOKS AND CURRICULAR MATERIALS
• Jitendra, A. K. (2007). Solving math word problems Teaching students with learning disabilities using schema-based instruction. Austin, TX Pro-Ed.
• Montague, M., Jitendra, A. K. (Eds.) (2006). Teaching mathematics to middle school students with learning difficulties. New York The Guilford Press.
• Chard, D. J., Ketterlin-Geller, L. R., Jitendra, A. K. (in press). Systems of instruction and assessment to improve mathematics achievement for students with disabilities The potential and promise of RTI. In E. L. Grigorenko (Ed.), Educating individuals with disabilities IDEIA 2004 and beyond. New York, N.Y. Springer.
• Xin, Y. P., Jitendra, A. K. (2006). Teaching problem solving skills to middle school students with mathematics difficulties Schema-based strategy instruction. In M. Montague A. K. Jitendra (Eds.), Teaching mathematics to middle school students with learning difficulties (pp. 51-71). New York Guilford Press.
• Journal Articles
• Griffin, C. C. Jitendra, A. K. (in press). Word problem solving instruction in inclusive third grade mathematics classrooms. Journal of Educational Research.
• Jitendra, A. K., Griffin, C., Deatline-Buchman, A., Sczesniak, E. (2007). Mathematical word problem solving in third grade classrooms. Journal of Educational Research, 100(5), 283-302.
• Jitendra, A. K., Griffin, C., Haria, P., Leh, J., Adams, A., Kaduvetoor, A. (2007). A comparison of single and multiple strategy instruction on third grade students mathematical problem solving. Journal of Educational Psychology, 99, 115-127.
• Xin, Y. P., Jitendra, A. K., Deatline-Buchman, A. (2005). Effects of mathematical word problem solving instruction on students with learning problems. Journal of Special Education, 39(3), 181-192.
• Jitendra, A. K. (2005). How design experiments can inform teaching and learning Teacher-researchers as collaborators in educational research. Learning Disabilities Research Practice, 20(4), 213-217.
• Jitendra, A. K., DiPipi, C. M., Perron-Jones, N. (2002). An exploratory study of word problem-solving instruction for middle school students with learning disabilities An emphasis on conceptual and procedural understanding. Journal of Special Education, 36(1), 23-38.
• Jitendra, A. K., Hoff, K., Beck, M. (1999). Teaching middle school students with learning disabilities to solve multistep word problems using a schema-based approach. Remedial and Special Education, 20(1), 50-64.
• Jitendra, A. K., Griffin, C., McGoey, K., Gardill, C, Bhat, P., Riley, T. (1998). Effects of mathematical word problem solving by students at risk or with mild disabilities. Journal of Educational Research, 91(6), 345-356.
• Jitendra, A. K., Hoff, K. (1996). The effects of schema-based instruction on mathematical word problem solving performance of students with learning disabilities. Journal of Learning Disabilities, 29(4), 422-431.

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ratios and proportions introduction powerpoint

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Introduction to Ratios and Proportions

Ratio and Proportion : An Introduction !

Ratios and Proportions Math Unit | Proportional Reasoning Problem Solving

Ratios and Rates Activity | Intro to Ratios 6th Grade

6th Grade Ratios and Proportions Bundle - Five Powerpoint Lessons -236 Slides

6th Grade Math Unit: Ratios and Proportions , Rates, and Unit Rates

Ratios and Proportions Digital Notes

• Internet Activities

Ratios , Rates, and Proportions Interactive Google Slides Bundle Pack

Ratios and Rates - Complete Lesson

Ratios and Proportions Bundle

28 MEGA POWERPOINT PRESENTATIONS / LESSONS

Ratio Introduction | Pre Algebra Task Cards | Printable | Google

Ratio and Proportions | Digital and Print Word Problem Activities

Algebra 1 Ratio and Proportions

Proportional Relationships Interactive Notebook Set | Print & Digital

Intro to Fractions, Decimals and Percentages for 4th-5th Grade

Introduction to Ratios (6.RP.A.1)

Integrating Essential Skills Unit - Math ACT Prep - Lesson Plans and Resources

6th Grade Math Semester 1 18 weeks - Percents, Ratios , Order of Op, Pre-Algebra

Ratio - Do NOW Activity - Lesson 1 - Year 5,6,7 - Grade 4,5,6

• Word Document File

Ratios , Proportions , Scale, Percents & Similar Figures Introduction

Ratios Unit

7th Grade Ratios Unit - 6 lessons - Digital

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