Assignment 6 Activity: Ttw

Students will use manipulatives to help them solve multiplication problems (drawings, counting manipulatives, and finger etc).

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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

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In early 19th century, the French government controlled the academies and salons of paintings. The impressionism took place in second half of 19th century, which was results of French artists rejecting the traditional government sanctioned academic painting that was dominating their arts at the time. The first independent art exhibition was held in 1874 for one month. Few of the famous artists’ who participated and help organize this exhibition was Claude Monet, Berthe Morisot, Pierre-Auguste Renior, Edgar Degas and Camille Pissarro along with 25 other artists. They displayed approximately 165 paintings during this exhibit. This group of artists referred themselves as

For closure I would like to come back to the carpet and talk about what we learned from working in the centers. I would like to ask the class if they learned any new multiplication combinations today from these activities?

To hook the students into our lesson, I will tap into their prior knowledge and develop students’ interest by completing the dot plate activity. Before introducing the game I will model to the students using the dot plates and use the key language to review what greater than, less than, and equal to groups are. I will hold up two different plates and count the dots on each plate, one plate at a time. I will then think aloud about which group is greater than the other, I will then pick the plate that is greater than and explain why it is the greater than group. I will do the same for two plates with one group that is less than, and then again with two plates that are equal. I will then explain the rules of the dot plate game. Each student will

Mathematical Genius Community (MAGIC) managing a math competition biweekly, mainly for third graders to eighth graders attending the Young Explorers School. In these competitions, math concepts (algebra, geometry, probability, number sense, and counting) will be covered in order to enrich the student's knowledge. The competitions will be free of cost. Our main goal is for children to expand their mathematical knowledge through competition. We will host an individual test taken by everyone. Then, students will be placed in groups based on their score to take team tests. The testing portion of the competition will take around two hours with short breaks in between the

In the YouTube videos referring to John Dewey, it was discussed that in the not so distant past society viewed “education in a sit and get mentality, (2012)”. Educators put it in their student’s head that recalling facts rapidly was a sign of a good education. During my life time, this was true. I am fifty-two years old and I can remember standing up as a class and the teacher rattling off multiplication facts and we, the students, being called upon to give the answer as fast as possible. If you got the answer right you stayed in the game, if not you had to sit down and listen to the others. The last one standing was hailed as a hero for knowing their multiplication facts. I do not remember any hands-on activities that would have taught the usefulness in understanding the multiplication process. Currently, I work with special education students. I give them hands on, real life experiences all day every day. If I did not, I cannot imagine them understanding let alone being engaged in the activities.

Two of the stations were manipulatives stations. Students could use manipulatives like cubes, to solve problems. The last station, Ms. Doe calls students up to her desk and work with them in a small group base on previous assessments. For that day, she was in a small group going over fractions because of previous test scores. She is able to observe the manipulative stations by looking at their worksheets at the end of the week. For the small group, Ms. Doe is

Copious amounts of strategies and methods for teaching students there multiplication tables exist, but only two interesting approaches that appear to actually help students are mentioned here. These programs claim success when using their methods. Although only one is a free programs, the other is claimed to be worth the money.

Teacher Instructions: During large group math, students will act out addition problems at “the bus stop”. Students will take turns being the actors, get a number and sit on the bus with another number. Class will solve the problem of how many the numbers will make before getting off the bus. Next student will write the new number (answer) on the dry erase board.

Splash Math is an interactive app geared towards students in the second and third grade (6-9 years old). The app reinforces and sharpens the student’s math skills and concepts with adaptive math problems. The key features of the app are explanations for incorrect answers, reward system for the correct answer, scratch pad, monitor the students progress, self pace and voice narrator. The key benefits of Splash Math are to increase the students math confidence and competence, help master key math skills, provide student progress reports, and engaging. To promote student learning in a classroom, I will utilize Splash Math after direct instruction. The students will pair off into groups of two to three students. Students would collaborate to solve simple and

These two contributing factors combined create a deficit in the students’ knowledge when it comes to many skills including integer operations.

To introduce the concept of division, I will have the students take out their notebooks and title their pages “division- fact families.” I will ask the students to tell me what they think that division means, and after some discussion, I will ask them to write that division is used to share equally or create equal groups. I will ask the students to give me some examples of when they needed to create equal groups of something. I will provide an example of Halloween candy bags, and making sure that each bag has the same amount in order to be fair. I will choose a few students to share. Next twelve students will be asked to come to the front of the room. They will be asked to physically create three equal groups. The rest of the class will be asked “how groups do we have?” (3) and “how many students are in each group?” (4). Then I will write the multiplication fact 3 x 4 = 12. The students will be asked to make one group again, then to physically create four equal groups. Once they do this, I will ask the same two questions to the class, “how many groups do we have?” (4) and “how many students are in each group?” (3). Then I will write the multiplication fact 4 x 3 = 12 on the board below the other fact. Those students will sit down, and new students will come to the front of the room. I will ask them to stand in one group, then form three groups. I will write 12÷3=4 on the board. Then I will ask them to form one group again, then to make 4 equal groups, and I will write 12÷4=3