08.10 Discussion-Based Assignment: Factoring Lot

Another point that I found important to internalize was on reading comprehension. As discussed in the video, understanding vocabulary does not mean that students will comprehend what is being read.

The math concepts taught in this lesson are teaching the students how to use certain math formulas, and practice addition and multiplication. It is beneficial for students to know what tools to use for capturing and displaying information that is important to them (Davis, 2011). The science concepts taught in this

The two ways that enhanced my experience of taking this class are learning to get all the facts of

This is one unit in a yearlong 6th grade math course. In this unit, the students will learn about expressions and equations. Students will learn how letters stand for numbers, and be able to read, write, and evaluate expressions in which these letters take the place of numbers. In this unit, students will learn how to identify parts of an expression using various new terms. They will learn to solve both one- and two-step equations. Students will be able to distinguish between dependent and independent variables. They will be able to identify the dependent and independent variables of equations and in turn, be able to graph them. Various activities to be completed inside and outside of the classroom will be used to show

I have had the pleasure of teaching Ally in class for three years; in Advanced Geometry as an 8th grader, Pre-Calculus as a sophomore, and currently as a junior in AP Calculus. In 8th grade, Ally chose to arrive at school an hour earlier in order to take Advanced Geometry at the high school. Even at that young age she knew she wanted to take advanced math classes and push herself academically. Ally's greatest strength in class is her inquiring attitude. She has an unique ability to analyze and reflect on the problem-solving process. While solving complex mathematics problems, she will refine and improve her problem-solving strategy to obtain the correct solution. When I give her exams back, Ally critically examines her mistakes to learn from them often sharing her findings with her peers.

On pages 3-4 we played and worked out the scene of the game “Inners and Edges” this helped her understand what perimeter is and where it is located on the shape. After showing her the examples given in the story I made extra patterns on the side for her to solve. Overall, throughout the process of reading the book together we occasionally stopped and played out the math related scenes to guide Itzel of understanding the riddles occurring in the novel.

Throughout his lesson, Harris helped guide his students to the correct answer without telling them exactly how to do it. This phenomenon is outlined in one of the mathematical teaching practice, in this teaching practice, one is supposed to pose purposeful questions. By asking questions one can probe students thinking so that they supply an explanation detailed enough to help themselves and others better understand why they used the method they did. During one student’s explanation of her method, Harris began to ask questions that would help lead her to the correct result. Randy Harris did this without actually telling his student how to solve the question, so that the student could solve it alone. Mr. Harris asked his student if any of the methods used in the previous day could help, he then guided the student to figure out how it could help by probing to figure out “what we do in method 3” (Page 19 paragraph 33). This helped the entire class realize that every day their lessons build on each other, and that previous lessons can help solve current problems. Although Harris helped his students solve the problems with guiding questions, he didn’t assist them in explaining how to use visual representations to

I made sure that they knew what the first piece of information was and then what was the second piece of information. The handout that I provided was also differentiated for students because there were three number pairs on the handout that students could choose from. They could either choose the easy, medium, or harder number set to solve the problem. This gives the students the opportunity to pick what they want to do because they know what they can and cannot do yet. Before I had students pick their number set, I made sure to say that pick a set of numbers that are not too easy or not too hard. However, I did have 4 students pick way to hard numbers for themselves and I will address that in my next

Back when I was first learning math, in 2nd grade, I remember being very confused. See, I had moved from Arkanson Nebraska to Carroll Iowa, in the time between preschool and kindergarten. I definitely, remember learning to read in the first class when I came to Carroll. I vaguely remember counting, learning to add and subtract too. Then in all my memories of first grade, it seemed to me that I had never had a math class. All of a sudden in 2nd grade, teachers were asking me to multiply and divide. At the beginning of the year, my teacher set a piece of paper in front of all of us then set a timer for one minute. When she started the timer we were supposed to do as many problems as possible. I didn’t do one, I was preoccupied with the time limit and would freak out that there was a whole sheet full of problems that I couldn’t get done in that one minute. It was very stressful. Meanwhile, all the other students were having no trouble

This is Jada Carter from your C Hour Algebra 2 class. I was wondering if you're going to put in a grade for my notebook. On Thursday, I gave you my notebook again because it wasn't no grade in the grade book and it was in the pile with the others to be graded. I'm really trying to keep my A in the class. Hope you're having a good

Activity: TTW discuss with students pass lessons of multiplication facts and the way to solve them. TTW will write on the little white board a multiplication fact: 2x3 that means 2 groups of 3, 3+3, she will draw figures that show the groups and array.

This learning experience was effective for my students because they were able to show an understanding of the mathematical goal. The main learning goal for the lesson was for students to show an understanding of two-digit multiplication by discovering an error in grid process. All three students were able to locate the error. Each student attacked the problem in a different manner and used different accommodations based on their ability level; nevertheless, they solved the problem. Communicating the error

This course is challenging to me. I haven’t done Algebra since high school and that’s been fifth teen years ago. Algebra is slowly coming back to me as I go through these assignments. I know I can make it through this course I just have to push myself harder to succeed in this class. Thank you for sharing you post and good luck.

First teachers have to be sure students understand that a/b multiplied by c is the same as saying a/b groups of c. This is similar to interpreting fractions as implied concepts. Possible ways of teaching this is threw visual aids. One visual aid is using a number line. Have students explain how the fractions are located within numbers on the number line. Or you can have them do this by filling in squares to represent the fractions being multiplied. Multiplying fractions to describe area is another subject they cover in this grade. The students should already know how to calculate area so all they have to do is apply previous learned concepts about multiplying fractions to do this.

Teaching students effectively in areas of multiplicative thinking, fractions and decimals requires teachers to have a true understanding of the concepts and best ways to develop students understanding. It is also vital that teachers understand the importance of conceptual understanding and the success this often provides for many students opposed to just being taught the procedures (Reys et al., ch. 12.1). It will be further looked at the important factors to remember when developing a solid conceptual understanding and connection to multiplicative thinking, fractions and decimals.