Analysis Of The Book ' Tyrannosaurus Math '

I will start out the activity by reading The M&M Counting Book written by Barbara Barbieri McGrath. After the book has been read, I will place my students in pairs of two. I will than provide my students each a small cup of 40 M&M’s instructing them not to eat the candy, because we are using it for our Math lesson I will also provide my students each with a Math journal, sticky notes, and a copy of the M&M family reunion task:

In terms of numeracy, the children were drawing a variety of shapes in the sand which allowed me to use new words with them to further develop their vocabulary. I also used everyday words to help reinforce their existing vocabulary in a new context.

Students had previously covered the topic of developing fluency in multiplication by 2-digit numbers. After that topic students moved on to cover number sense, dividing by 1-digit divisors using mental math to prepare them for the following topic of my learning segment. The topic of my learning segment consists of developing fluency, dividing by 1-digit divisors. I designed my lesson as a three-day unit focusing on long division by modeling division with place-value blocks, dividing 2-digit by 1-digit numbers, and dividing 3-digit by 1-digit numbers. Students were introduced to division prior to my learning segment but the struggled to understand and comprehend division because students were only introduced to the division algorithm and were not provided with a mnemonic to help them recall the steps. Students also weren’t introduced to division with manipulatives or drawings. Therefore, I

Second-grade students will need to be able to solve problems that involve the addition and subtraction operations. Just about each of the major clusters in the Focus Document works with addition and subtraction. This informs me that when teaching, I will need to provide the students with a wide variety of math that will help students become successful in the addition and subtraction operations so students will be successful when they reach third-grade. The Focus Document also informs me that I will need to spend some time teaching students about working with time and money. I will also need to be able to help students represent and interpret the data. The Focus Document is a great tool that helps me understand what the students should be learning in the math class. This document also informs me on the information that students need to know before reaching the next grade level. If I am observing students in second grade that have meet the require fluencies for second grade, then I know that these students will more than likely be successful by the time third grade arrives.

This week I was observed during a particularly challenging math lesson. My lesson was elapsed time. My hope was to successfully try Sherry Parish’s, Number Talks method that Sabine Smead at Boulder County School for Integrated Studies, had introduced and modeled for us the week before at Friday Seminar.

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 they need to make math more fun. I can relate to the child. They need more learning activities for the class. However, they are limited on funding. They can’t use a pencil one student tried to stab another so they have to use markers.

The authors noted in their article that their past and current experiences have included children struggling with the concept of counting. When working with students, the authors

Left side: On this side students who struggle more with counting numbers 1-20 will work on this side the most. Here the theme is under the sea. I have an octopus on the board. There are ten legs on the octopus that have the numbers written in order above each leg. I will have students say aloud the number of each leg, and count out green puffballs that represent the number each leg is. Below the octopus is a scene of the ocean. Here I have attached different sea animals. Each one has a different number of the same type of animal. (Ex: fish, turtle, and crab) I will have students help me count the number of each individual animal. Once they count the amount of one animal that is on the board they are to find that number on their worksheet. The worksheet has numbers

During free play, Easton asked teacher Olivia to read a story. The story had little chicks popping out of the book, and teacher Olivia starting counting them on the first page. As teacher Oliva started reading the next page, Easton counted the chicks on his own. He counted, “one, two, three, four, five (*with help), six, seven!”

For example, using a place value mat to see how different numbers get their value. Personally, I have seen this strategy used throughout the classrooms, but I feel that is not one of the easiest concepts to understand. I remember when I was in second grade being introduce to the place value mat and following the directions thoroughly, but not really understanding the meaning behind the activity. In addition, I learned that younger students have a more basic understanding of the numbers. For instance, most of the kindergartners know how to count up to the number one hundredth and know the how to count things. But, throughout the years the students began to grasp the concept of the place value of the numbers. Furthermore, I haven’t seen this method in the classroom, but I have seen third grade students being able to properly say the so called “big numbers” properly. Within this chapter I learned that learning how to properly pronounce the numbers is important in order to truly understand numbers and its values. In addition, learning how to say the numbers orally helps the students in the real world when they use those types of

A modification that I added was allowing the students a small scratch paper to write down their running total so they wouldn’t forget. However, I noticed that some students were not using it as mental math, and some were (see attachment below). Once they became more comfortable with the

Using the KWL section on the mathematics wall: write down the ideas children already know about algebra.

Multiplicative thinking, fractions and decimals are important aspects of mathematics required for a deep conceptual understanding. The following portfolio will discuss the key ideas of each and the strategies to enable positive teaching. It will highlight certain difficulties and misconceptions that children face and discuss resources and activities to help alleviate these. It will also acknowledge the connections between the areas of mathematics and discuss the need for succinct teaching instead of an isolated approach.

The first stage is the sensorimotor stage, which takes place between the age of zero to two, and is where children understand perception and awareness of the environment through physical actions and the manipulation of objects (Ghazi & Ullah, 2016, pg. 1). In the sensorimotor stage, the most important thing to understand is the idea of object permanence and understanding that even when the child cannot see the object they are still able to find it. Also, in this stage they begin to associate numbers with objects and they understand counting. In order to enhance a child’s math basis teachers are giving activities that include counting. Asking question like “Who has more?” and “Are there enough?”, start the foundation for young children to not only understand these things in the classroom but even more so in the real-world. Another way teachers enhance