Final Measurement Division Problems With Students

1427 WordsNov 2, 20156 Pages
In our first visit students were asked to complete measurement division problems along with other types of problems. When students were solving these problems they would try to draw all the groups that were in the problem and then drew in the amount per group splitting up the whole evenly into all the groups. Students struggled while doing this. The students had to take extra time to process the problem and figure out what to do in order to solve. Unfortunately, with time, effort, and thinking some students could not always come up with the correct answer. Another strategy that the students would use to solve these problems were to use their 100 counting chart. The students would count by the number of groups and not by the number per…show more content…
One of the problems that we asked was lucie has been saving her money and wants to buy 2 Harry Potter books. Each book costs $12. How much money will lucie need to buy 2 books? The students used 2 different strategies to solve this problem. Both strategies lead the students to the correct answer. Students were also able to explain their strategies to their classmates who used a different strategy. This allowed for all the students to understand the different strategies. We then ask for students to solve the same type of problem with different numbers. We also asked for them to use a different strategy. At the end of the lesson students had a better understanding of multiplication problems. We will continue to work on these types of problems on our last visit. 2. Conceptual Understanding: We evaluated different aspects of mathematics in our various visits. Initially, we checked for their understanding of the variety of types they were presented with. While dualy evaluating the solving strategies the students used. With this information we were able to decide a plan of what the next few lessons would consist of. The students utilized various methods when solving problems. Sometimes students would make use of Direct Modeling, Counting On To, or Number Fact Strategies. To gain a better scope of the student’s conceptual
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