How does the teaching of procedures (skills) relate to standards-based teaching and learning?
In standards-based numeracy teaching and learning, there are times and places where it is appropriate to directly teach skills. In standards-based learning, skills are often taught as the students need them. For example, a second or third grade teacher might teach students a notation device for recording how to show nineteen ones as 1 ten and 9 ones as students are experiencing difficulty keeping track of their renaming. The fourth or fifth grade teacher might teach about parallel lines as some students have grouped their shapes into a category where all the shapes have a set of parallel lines but the students are having difficulty describing the attribute. In either case, the teacher teaches a skill that was immediately useful to the students which allowed students to develop a deeper understanding of their own work. These examples reflect standards-based numeracy teaching as the student is making sense of the mathematics. In these examples, the teacher has suggested a way of thinking
