Final Measurement Division Problems With Students

Students will also verbally share with the class the different comparison problems they created which will allow students to use the vocabulary terms. The last learning experience, 4, will allow students to continue to build from experience 3 in practicing the vocabulary terms and math symbols. Students will say true math statements as well as create their own. There are several ways students will implement their vocabulary terms in meaningful ways.]

My goal is to assess student’s prior knowledge of division and to teach students how division can be modeled by using place-value blocks so students can see that division consists of arranging items into equal groups. My goal for day one is to help students develop and understanding of division through the use of manipulatives and drawings so when they transfer that knowledge to day two, students will have a better sense that division consists of dividing a large number into equal groups. By using place-value blocks I also want students to visually see what a remainder looks like so they can better understand what a remainder represents. Sometimes students can’t understand the definition of a remainder which is the part that is left over after

What preparations have you made to anticipate students’ prior mathematics knowledge, students’ differentiated responses and knowledge, and their evolving mathematical thinking throughout the lessons?

This October 2017, practicum observation at Sharpsville Elementary consisted of a third grade Math Assessment interview and observation. The third grade teacher works on formative and summative assessment in the math class. The teacher uses different ways to assess students in the classroom. In most cases, whether the child is above level or at the level where the child should be she has many options and strategies on how to solve mathematical problems as a whole-group or individually. This reflection will discuss the formative assessment, summative assessment, how students respond to the instruction, and a student interview observation..

Another idea to improve mathematics performance in elementary level is to encourage the student to link the existing knowledge and the new knowledge effectively while working math problems/examples. A worked example is “a step-by-step demonstration of how to perform a problem” (Clark, Nguyen, & Sweller, 2006, p. 190). This will prepare the students for similar problems in the future as they bridge the connection between the problems and the examples. In many cases, students are encouraged to link the informal ideas with the formal mathematics ideas that are presented by the teacher to be able to solve problems. When students examine their own ideas, they are encouraged to build functional understanding through interaction in the classroom. When students share among themselves on differences and similarities in arithmetic procedures, they construct the relationship between themselves hence making it the foundation for achieving better grades in mathematics. Teachers can also encourage students to learn concepts and skills by solving problems (Mitchell et al 2000). Students do perform successfully after they acquire good conceptual understanding because they develop skills and procedures, which are necessary for their better performance. However, slow learning students should engage in more practice

In the chapter, “Equal Sharing Problems and Children’s Strategies for Solving them” the authors recommend fractions be introduced to students through equal sharing problems that use countable quantities because they can be shared by people or other groupings. In other words, quantities can be split, cut, or divided. Additionally, equal sharing problems assist children to create “rich mental models “for fractions (p.10).

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

For the majority of these classes, I must rely on my own assessments to measure my effectiveness. Using the TI-Navigator system, I formatively assess students by sending questions to solve throughout the period. I then determine whether to address the entire class or to work one on one with a student. Often students mimic the mathematical process, but have little understanding of “why” so I assign writing journals to encourage mathematical thinking. Reading the journal provides me insight into the student’s understanding, their decision making, and any misconceptions they may have to guide my future lessons. Within my classroom, I integrate a variety of hands-on activities that expand my students’ understanding of mathematics: dressing as a zombie to model exponential growth, performing “Function Aerobics” to move as the graphs shift, and measuring football lights outside using trigonometry. I always seek innovative ways to teach mathematics that is relevant to my students’

Students will be encourage on using multiple ways to solve the math problems. Each student will have different preferred method so after trying solving them in different ways, each student will find out the most appropriate method for them, the one that they like most, take shorter time and more accuracy than other methods.

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

In the article, Engaging All Students in Mathematical Discussion, it discusses four effective strategies in engaging children to think, discuss, and have a deeper understanding of mathematics. According to the article, the strategies are very important because there are moments where the student does not fully understand the lesson of the day or week because they are not fully engaged. The reason the students are not fully engaging is because the teacher teaching the lesson is not assigning a thinking level and/or listening role. The thinking level and listening roles are referred to as “taxonomies”, as in Bloom’s Taxonomy. In the taxonomies chart, it explains the purpose and how a teacher should be asking questions during the lesson or after.

This article would be appropriate for third teachers as well as other elementary teachers because Watanabe mentioned about how fraction is one of the challenging topics for elementary children. Elementary is when the children starts to learn fractions. The article talks about whether these tools or methods are helpful to students who are beginning to learn fractions. Watanabe comments that number lines are often used in primary grades. The article mentions that children should understand fractions as numbers before going

While creating this lesson plan, I made sure to cater to varying types of intelligences. For instance, I used images next to the examples I displayed to cater to visual learners. I made sound noises along with the pictures for musical-rhythmic and verbal-linguistic learners. I gave students the opportunity to discuss with their peers a time where they have used estimation, then gave them time to share with the class, to cater to interpersonal learners. I allowed students to examine the jars at the front of the class and even touch the materials inside for bodily-kinesthetic learners. Students who are intrapersonal learners could work independently throughout the lesson. Finally, the topic and exercises accommodated logical mathematical learners. Throughout the lesson, I asked students to share examples of when they have estimated and how they think it could help them in their everyday life. It was evident which students had a comprehensive understanding of the meaning of estimation based on our class discussion and by looking through their math workbook. The final task of having each student estimate how many skittles/marbles were in each jar

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.

One thing that I find very significant as a student of problem solving is to continue to use the entry phase when given a math problem. The entry phase allowed me to focus on the logistics of the problem. The following questions are what I found myself asking as a learner of problem solving: what are you trying to find/want to know about the problem, what do you know about the problem and what questions do you have? I found to easier when I asked myself what are you trying to find, rather than what do you want to know about the problem, the wording of this made it easier for me to understand the question. I not only used these questions in problem solving, but also in my other math classes at UNI. They helped think about what was important in the math question I was trying to solve. I have always struggled with comprehension, I know if I was introduced to this method when I was in elementary school, I would have been successful in word problems. These three questions allow students to break down the question and think before trying to solve. It almost slows down their thought process, which can be beneficial for all types of students. In my experiences, I have witnessed students use all the numbers in the problem without making sense of the questions.