{"id":245,"date":"2014-03-03T11:02:58","date_gmt":"2014-03-03T16:02:58","guid":{"rendered":"http:\/\/feedback.commons.hwdsb.on.ca\/?p=245"},"modified":"2014-03-03T11:03:51","modified_gmt":"2014-03-03T16:03:51","slug":"245","status":"publish","type":"post","link":"https:\/\/feedback.commons.hwdsb.on.ca\/?p=245","title":{"rendered":"Math Anchor Charts, P.Kirkelos"},"content":{"rendered":"<div id='gallery-1' class='gallery galleryid-245 gallery-columns-3 gallery-size-thumbnail'><figure class='gallery-item'>\n\t\t\t<div class='gallery-icon landscape'>\n\t\t\t\t<a href='https:\/\/feedback.commons.hwdsb.on.ca\/?attachment_id=246'><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"150\" src=\"https:\/\/hwdsbcommons.s3.amazonaws.com\/wp-content\/uploads\/sites\/3142\/2014\/03\/IMG-20140228-00300-150x150.jpg\" class=\"attachment-thumbnail size-thumbnail\" alt=\"\" \/><\/a>\n\t\t\t<\/div><\/figure><figure class='gallery-item'>\n\t\t\t<div class='gallery-icon landscape'>\n\t\t\t\t<a href='https:\/\/feedback.commons.hwdsb.on.ca\/?attachment_id=247'><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"150\" src=\"https:\/\/hwdsbcommons.s3.amazonaws.com\/wp-content\/uploads\/sites\/3142\/2014\/03\/IMG-20140228-00298-150x150.jpg\" class=\"attachment-thumbnail size-thumbnail\" alt=\"\" \/><\/a>\n\t\t\t<\/div><\/figure><figure class='gallery-item'>\n\t\t\t<div class='gallery-icon landscape'>\n\t\t\t\t<a href='https:\/\/feedback.commons.hwdsb.on.ca\/?attachment_id=248'><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"150\" src=\"https:\/\/hwdsbcommons.s3.amazonaws.com\/wp-content\/uploads\/sites\/3142\/2014\/03\/IMG-20140228-00299-150x150.jpg\" class=\"attachment-thumbnail size-thumbnail\" alt=\"\" \/><\/a>\n\t\t\t<\/div><\/figure>\n\t\t<\/div>\n\n<p>After completing a diagnostic problem with a partner, students were asked to describe and name the strategy they used to multiply 2 digit by 2 digit numbers. \u00a0Then Peter gave students the actual mathematical name for each strategy. \u00a0Peter then also did a mini-lesson on the strategies for multiplication that were not used by the students. \u00a0These pictures are anchor charts that show some of the strategies, and how they applied to the math problem.<\/p>\n\n\n","protected":false},"excerpt":{"rendered":"<p>After completing a diagnostic problem with a partner, students were asked to describe and name the strategy they used to multiply 2 digit by 2 digit numbers. \u00a0Then Peter gave 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