Best Practices - Intermediate

In addition to the recommendations for Best Practices in Mathematics, the following concepts are particularly important for Intermediate Age Students (grades 3 - 5):
Best Practices for Intermediate Students (grades 3-5)

Provide Active And Stimulating Lessons:

Most intermediate students like learning mathematics and believe what they are learning is important. But instruction must continue to be active and intellectually challenging in order for the students to remain enthusiastic. Activities must build on students' developing mathematical understanding and thinking.

Build On Prior Knowledge:

Teachers should focus on the three central mathematical themes—multiplicative reasoning, equivalence, and computational fluency. (See National Council of Teachers of Mathematics for more details: http://standards.nctm.org/document/chapter5/index.htm)

Master Computation Fluency:

A major goal in grades 3–5 is the development of computational fluency with whole numbers. As students develop computational algorithms, teachers should evaluate their work, help them recognize efficient algorithms, and provide sufficient and appropriate practice so that they become fluent and flexible in computing. Students in these grades should also develop computational-estimation strategies for situations that call for an estimate and as a tool for judging the reasonableness of solutions.

Use Calculators:

The calculator is an important tool in grades 3–5 to help students make sense of mathematical ideas as well as acquire the skills and insights to solve problems. The calculator does not replace basic fluency, but can enhance and stimulate learning as an additional tool.

Create Supportive Environment:

A supportive classroom environment allows students to feel comfortable making and correcting mistakes. Rewards are given for sustained effort and progress and students can think through and explain solutions.

Provide Teacher Training:

Intermediate teachers need to understand both the mathematical content for teaching and students' mathematical thinking. Staff development and peer leaders in mathematics can help increase the knowledge of intermediate teachers in mathematics.

Resources:

http://standards.nctm.org/document/chapter5/index.htm