[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-507442-105":3,"detail-sidebar-cat-0-en-105":73,"doc-detail-507442-en":122},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":66,"head_meta":68,"extra_data":70,"updated_unix":72},105,"en","grade-2-common-core-mathematics-cogat-ability-profile-instructional-strategies-for-below-average-and-average-stanine-ability-profiles-providing-scaffolding-and-support-for-working-memory","Grade 2 Common Core Mathematics + CogAT Ability Profile - Instructional Strategies for Below Average and Average Stanine Ability Profiles - Providing Scaffolding and Support for Working Memory","","Instructional strategies for grade 2 Common Core Mathematics and the CogAT Ability Profile focus on supporting students with below average and average stanine reasoning needs by reducing working-memory burden while keeping reasoning central. Guidance emphasizes scaffolding through single-resource presentation, extensive mastery practice, checklists, graphic organizers, self-check reminders, and group/feedback structures. Content also links quantitative reasoning across Mathematical Practice and Mathematical Content standards (e.g., measurement, bar graphs, and money word problems), and addresses how to build on strengths in Q+ profiles and remediate weaknesses in Q- profiles.",{"@graph":14,"@context":65},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/grade-2-common-core-mathematics-cogat-ability-profile-instructional-strategies-for-below-average-and-average-stanine-ability-profiles-providing-scaffolding-and-support-for-working-memory/507442/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/grade-2-common-core-mathematics-cogat-ability-profile-instructional-strategies-for-below-average-and-average-stanine-ability-profiles-providing-scaffolding-and-support-for-working-memory/507442.png","ImageObject",300,407,{"name":42,"@type":43},"RuangKosong","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-05",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59],{"name":60,"@type":61,"acceptedAnswer":62},"How do Q+ and Q- profiles differ in instructional support?","Question",{"text":63,"@type":64},"Q+ profiles benefit from verbal solution/data interpretation and cooperative investigative projects. Q- profiles require support that emphasizes quantitative aspects, builds number-line representations, and provides substantial practice to develop automatic use of mental number line reasoning.","Answer","https://schema.org",{"og:url":32,"og:type":67,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":69,"canonical":32},"index,follow",{"doc_id":71,"site_id":7},507442,1791288851,{"code":4,"msg":74,"data":75},"success",[76,80,84,87,92,97,102,106,111,114,118],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":77,"show_sort_weight":78,"slug":79},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":81,"show_sort_weight":82,"slug":83},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":85,"slug":86},70,"exam",{"id":88,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},5,"Comic",60,"comic",{"id":93,"doc_module":4,"doc_module_name":25,"category_name":94,"show_sort_weight":95,"slug":96},6,"Technology",50,"technology",{"id":98,"doc_module":4,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},"Research & Report",30,"research-report",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},9,"Religion & Spirituality",20,"religion-spirituality",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":109,"slug":113},"World Cup","world-cup",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":115,"slug":117},10,"Lifestyle","lifestyle",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":88,"slug":121},19,"General","general",{"code":4,"msg":74,"data":123},{"doc_id":71,"user_id":124,"nickname":42,"user_avatar":125,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":98,"language":131,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":12,"update_tm":135,"read_time":136,"preview_page_count":4},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Cog  \nGrade 2 Common Core Mathematics +  \nCogAT® Ability Profile™ Instructional Strategies  \nInstructional Strategies for Below Average and Average Stanine Ability Profiles: Providing Scaffolding and Support for Working Memory  \nWhen supporting students with weaker reasoning skills in the mathematics classroom, the key is not so much to reduce the need for thinking as it is to reduce the burden on working memory. As they learn, students must first understand, then temporarily store, and finally transform new information in someway. All three of these processes require working memory, which is a limited resource. Scaffolding wisely means reducing memory requirements and processes that are not the focus of the instructional activity. As a student’s skill increases, those memory requirements can be added back in.  \nFor example, students who must calculate their multiplication facts rather than simply recall them will struggle more with long division than other students because they are holding more numbers in memory at once.  \nStrategies to support working memory:  \n• Put all the needed information on a single sheet of paper, slide or other resource (avoiding a student’s need to refer to multiple resources to get needed information to solve a problem) .  \n• Provide extensive practice so that students master skills in problem solving and comprehension.  \n• Utilize checklists when students are completing a complex task.  \n• Use graphic organizers to gather information needed to solve a problem.  \n• Provide reminders and opportunities to check their work before submission.  \n• Allow students to work in groups or with teacher feedback.  \n• Have students practice basic math facts until they can be performed automatically.  \nBurdens on working memory change dramatically as these students gain proficiency with a skill. What is initially overwhelming can be well within a student’s range with continued practice.  \nProvide the highest level of working memory support while working toward mastery of the following standards:  \nStandards for Mathematical Practice and Standards for Mathematical Content  \n\n| 1. Make sense of problems and persevere in solving them. |\n| --- |\n| 2. Reason abstractly and quantitatively. |\n| 3. Construct viable arguments and critique the reasoning of others. |\n| 4. Model with mathematics.. |\n| 5. Use appropriate tools strategically. |\n| 6. Attend to precision. |\n| 7. Look for and make use of structure. |\n| 8. Look for and express regularity in repeated reasoning. |\n| 2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. |\n| 2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. |\n| 2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? |\n| 2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. |\n| 2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. |\n\nHelp students who scored at lower stanine levels to identify the conditions that cue possible use of anew reasoning strategy. The goal is for students to learn to apply different procedures as circumstances demand and not rely on fixed strategies in all cases.  \nWhen working with students who have difficulty making infere","cbCaihyZRKQsHQBr","https://ap.wps.com/l/cbCaihyZRKQsHQBr","pdf",102484,"English","# Instructional Strategies for Working Memory Support\n## Strategies to Reduce Working Memory Burden\n## Standards for Mathematical Practice and Mathematical Content\n# Teaching Reasoning Without Removing It\n## Cueing Flexible Strategy Use\n## Supporting Inferences, Deductions, and Elaborations\n# Strategies by CogAT Q Profiles\n## Q+ Profiles: Building on Strengths\n## Q- Profiles: Shoring Up Weaknesses","[{\"question\":\"How do Q+ and Q- profiles differ in instructional support?\",\"answer\":\"Q+ profiles benefit from verbal solution/data interpretation and cooperative investigative projects. Q- profiles require support that emphasizes quantitative aspects, builds number-line representations, and provides substantial practice to develop automatic use of mental number line reasoning.\"}]","Grade 2 Common Core Mathematics + CogAT Ability Profile - Instructional Strategies for Below Average and Average Stanine Ability Profiles - Providing Scaffolding and Support for Working Memory | PDF",1791177752,18]