Watch this video https unk yuja com V Video v 8077956 node 34471918 a 173911137 autoplay 1 1 Summarize what the teacher, Ms Scott, does with her students to emphasize computational estimation at the beginning of the lesson (paragraph) Computational estimation Determining a number that is an approximation of a computation that we cannot or do not need to determine precisely 2 Give a specific example of a child in the video using a direct modeling strategy and include the time stamp of where this occurred in the video (paragraph) direct modeling strategy when students show exactly what is happening in the problem, using manipulatives or pictures, to solve 3 Which of these strategies do you feel would best meet the needs of the child from number 2 who is using a direct modeling strategy Explain Strategies Record children's verbal explanations on the board in ways that they and others can follow ask children who have just solved a problem with concrete materials if they can answer a similar problem mentally as children to make a written numeric record of how they solve the problem with concrete materials then have them try the same written method on a new problem 4 Give a specific example of a child in the video using an Invented Strategy and include the time stamp of where this occurred in the video (paragraph) Invented Strategy taking apart and combining numbers in a wide variety of ways 5 Use your own wording to justify how you know that is an invented strategy in number 4 rather than a direct modeling strategy (paragraph) 6 Choose either Productive Struggle or the Split Strategy and give a specific, detailed example from the Bean Sprouts video with the time stamp Productive struggle When learning takes place, students expend effort to make sense of mathematics, to figure something out that is not immediately apparent The split strategy involves breaking a number into two parts, often by place value, to make calculations more manageable This strategy is useful for all operations, including addition, subtraction, multiplication, and division Visual diagrams can be used to represent this concept, helping children develop effective strategies for solving mathematical problems

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Watch this video: https://unk.yuja.com/V/Video?v=8077956&node=34471918&a=173911137&autoplay=1 1. Summarize what the teacher, Ms. Scott, does with her students to emphasize computational estimation at the beginning of the lesson.

Watch this video: https://unk.yuja.com/V/Video?v=8077956&node=34471918&a=173911137&autoplay=1 1. Summarize what the teacher, Ms. Scott, does with her students to emphasize computational estimation at the beginning of the lesson. (paragraph)

Computational estimation: Determining a number that is an approximation of a computation that we cannot or do not need to determine precisely.

2. Give a specific example of a child in the video using adirect modeling strategy and include the time stamp of where this occurred in the video.(paragraph)

direct modeling strategy: when students show exactly what is happening in the problem, using manipulatives or pictures, to solve

3. Which of these strategies do you feel would best meet the needs of the child from number 2 who is using a direct modeling strategy? Explain.

Strategies:

Record children's verbal explanations on the board in ways that they and others can follow.
ask children who have just solved a problem with concrete materials if they can answer a similar problem mentally.
as children to make a written numeric record of how they solve the problem with concrete materials. then have them try the same written method on a new problem.

4. Give a specific example of a child in the video usingan Invented Strategyand include the time stamp of where this occurred in the video.(paragraph)

Invented Strategy: taking apart and combining numbers in a wide variety of ways.

5. Use your own wording to justify how you know that is an invented strategy in number 4 rather than a direct modeling strategy.(paragraph)

6.Choose either Productive Struggle or the Split Strategy and give aspecific, detailed example from the Bean Sprouts video with the time stamp.

Productive struggle: When learning takes place, students expend effort to make sense of mathematics, to figure something out that is not immediately apparent

The split strategy involves breaking a number into two parts, often by place value, to make calculations more manageable. This strategy is useful for all operations, including addition, subtraction, multiplication, and division. Visual diagrams can be used to represent this concept, helping children develop effective strategies for solving mathematical problems.