Classroom Discourse

2. Why is oral language important in the early childhood classroom? List at least three ways (with examples) that we as teachers can support oral language in our classrooms.

I chose to focus on measurement for this assignment because I really enjoyed working on the “Chocolongo” math problem with children who attend my summer camp. They ranged in age from five to nine and I found it really interesting to watch the ways in which they approached the problem and their understandings of measuring. I began by tracking the changes in the specific expectations sections the Ontario Math Curriculum under the category for measurement. My work can be found in the chart that I included at the end of the assignment. I found it really interesting to examine when new concepts entered the chart and follow the concepts as they grew in complexity. While my chart is imperfect, it did allow me to organize the information so that you

I will begin the class by informing my students of the objective of the day. Then I will begin the class by asking my students to fill out a KWL chart. The KWL chart will serve as the warm-up. After the students finish, I will ask them to share what they wrote on their paper. I will compile my student’s response and write them in the board. I will use what the student’s wrote on the paper to fix students misconceptions about measuring and to go on from there. Then I will ask them, why do they think it is important to learn how to measure? When can one measure things? (15

This course uses transformations and constructions to cover properties of lines, planes, angles, triangles, quadrilaterals, circles, similarity, and congruence. Students will master formal proof and prove statements and theorems using deductive reasoning. This course introduces basic concepts of trigonometry using ratios and proportions. Geometry Honors requires a student to adhere to an accelerated pace of teaching. Freshmen enrolled in this course should complete Algebra 2 Honors, Pre-Calculus, and Calculus before graduation. This course requires a scientific calculator, compass, and straightedge. This course is a full-year, one credit course for grades nine through ten with a prerequisite of a C- or better in Algebra I

The class first wrote the Pythagorean Theorem, which is a2 +b2=c2, to find the hypotenuses of the triangles. The legs of the triangles were represented by a and b and the hypotenuse was represented by c. After writing the equation,

Ask, “The students how many sides are in a triangle? How many corners? Are the lines curved or straight?”

The viewpoint of teacher C supports the ideas suggested by Atkinson (1987). He suggests that a satisfactory compromise when giving instructions is to give the instructions in the target language and ask for students’ repetition in their native language. This may ensure that everyone understands what he or she is required to do in the

A preconception that my students might have is that they wrongly believe that only angles with the same orientation can be of the same size. In order to address this false statement, as we are going over classifying angles, I will not only be giving same oriented angles but angles that are oriented opposite. For my students a common misunderstanding in this learning segments are when students cannot correctly identify a pair of vertical angles and liner pair angles or students identifies a non-vertical angles as vertical angles. In order to get over this misconception, I will provide students with strategies they can use when examining angles. I will show them some examples and give them enough think time to analyze the problem and come up

3a. Explain the extent of which your students were able to use the struggle to use language (selected function, vocabulary and additional identified language demand from task 1) to develop content understanding.

When preschool-age children learning about measurement in mathematics, there are three misconceptions are commonly found, including struggles in recognising the difference between volume and capacity, as well as difference between weight and mass, and the lack of understanding in concept of conservation in measurement, because children have not complete their cognitive development to process those abstract concepts (MacDonald & Rafferty, 2015; Piaget, 1969). It is important to clarify those misconceptions to children, so they can develop a complete understanding about measurement, for measurement is an essential daily life skill (e.g. use measurement to bake a cake or check the time) (Knaus, 2013; MacDonald & Rafferty, 2015). Measurement

In preparation of this unit, online resources has been used frequently. Most of the worksheet, homework problems, and assessment are selected borrowed from online math education resources that were available for parent and educators to download and use. Author of this unit is employed by a Tolleson Union High School District, and she has used the curriculum in the preparation of this unit. Thanks for all experts who shared their knowledge online to facilitate educators to teach the students.

Describe: jermaine will be able to partake in classroom activities, although he will be challenged to find his own resources based on the topic related to the classroom learning goal.

This book introduces different types of polygons through objects we find around us everyday. Shape Up! uses cheese slices, pretzel sticks, a slice of bread, a pencil, and more to introduce various polygons, flat shapes with varying numbers of straight sides. Children can learn simple geometry with this playful but informative math concept book that takes the fear out of math and puts the fun back in. There 's a wisecracking cartoon kid who accompanies readers throughout and makes silliness and math seem to go together like pretzels and salt. It 's a tremendous learning package that will be as pleasing to math teachers as it is to the kids who will probably discover this book on their own. The illustrations by Nancy Tobin capture the reader’s eye with her colorful and aesthetically appealing pictures.

Through assignment 1, I have acquired new skills to analyze the planning context and process of the program. In addition, I now also have the ability to recognize and have further understanding of the different factors associated with the learning community. I believe assignment 2 will delve further into analyzing and establishing needs assessments suited for the chosen learning community based on their ideas and needs. In this particular assignment, I will be establishing constructive goals and objectives for the program, which is one the most important aspect that will determine the success of the workshop.

Measurement is a significant area in the curriculum, as it can “make or break a child’s confidence in mathematics” (Kefaloukos & Bobis, 2011, p. 19). Therefore teachers play a crucial role in teaching this area of maths. Firstly, it is important to consider what skills children have with regard to measurement when they start school. This guides teachers with an appropriate level to begin. Secondly, teachers need to know some engaging ways to teach measurement. Teachers also need to know how to adjust their teaching when necessary to cater for a varied range of abilities.