Grade Common Core Standard On Place Value And The Properties Of Operations

This type of activity could potentially enhance a students understanding of mathematics because of the numerous forms of one idea. Not only will they experience hands on learning, they listen to the story, practice an activity, and then are able to create their own story. They also are able to experience it in a way that provides them positive reinforcement. We know that everyone learns a little bit differently, allowing many different forms of teaching the chances of students who all learn a bit differently to all have the chance to fully understand the

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

Jazmine was introduced to two digit addition. My first lesson focused on drawing tens and ones to solve two digit addition. This strategy would provide Jazmine with the visuals she needs to solve the problem. First, I did a quick review on how to draw tens and ones to represent a number. She was given three examples ranging from easy to hard. Jazmine showed no signs of difficulty and was able to complete the task. Then, I demonstrated how to use the drawings to add two digit numbers. I explained how she must draw the picture for each addend. Then, I explained that she must count the tens first and then the ones. She smiled and said “that's easy”. We went through a couple of problems together and Jazmine displayed that she understood the strategy of drawing tens and ones to solve two digit

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

Artifact: The artifact is to execute a mathematics learning plan for fourth graders that facilitates and encourages both individual and group motivation whilst encouraging social interaction while both levels of motivation are being fostered. As suggested by the assignment and principle, heavy use will be made of technology as it is proven that technology can be used to facilitate and speed the learning process as well as interactions among the group.

I was expecting for the student to have a few difficulties solving the harder fraction problems. Angel, however, was having a very difficult time answering addition problems. He continuously solved addition and subtraction problems different ways. There were moments he added numbers starting from the left and other times he started at the right. In the end, Angel almost never got a question correct and when he did, his explanation showed that he did not understand the problem correctly.

Statistics involves framing questions in a context, then collecting and analyzing data for interpretation. Probability is about chance and fairness with assigned values. Many mathematics instructors teach this discipline in a procedural manner, causing students to miss its essence.

This article described the how a group of educators came together to introduce problem solving to third-grade students throughout the year as a means to teach other concepts instead of just teaching this concept when it was reached in the textbook. The educators were in groups of three with a mathematical consultant. During the course of this project the educators met with the mathematical consultant every four weeks to discuss how students responses and their presentations. During these meeting the educators would often make adjustment to better fit the students. The article contained subsections about the special spark, the before, during, and after of the problem

In chapter two, it stated how important errors are in helping to clear up misconceptions One rule in math that I have learned and love is that it is always okay to change your mind. As a student thinks through a problem and self-corrects then learning is taking place. In addition, number talks is invaluable in teaching children how to articulate their thinking while they defend their answer. In addition, it is important that children have time to turn and talk to their partner to share their thinking process. This will help students who are reluctant to share with the whole

The lesson that I got to observe was Math. Miss. Phillips started on the smartboard with naming shapes and then she asked four to five students to look around the classroom and find the shapes they were naming from the smartboard. One student found an oval and another student had found a square each student found what Miss. Phillips had asked them to find, then all the students had traced in the air with their finger what shapes Miss. Phillips called out. Now she plays the dice game, each number that it lands on the student writes down and then add each number on the dice. Example 2+5= 7 and then she ask the students to show the number on their hands. Miss. Phillips has some actives set up around the room for them to do Math centers, one table has AB Patterns table 2 has ABB patters then at table 3 has number writing 0-5 at the end of the lesson she had the students meet back at the ABC rug and then they played counting to 100 by singing and dancing, a

At the end of the lesson, I felt my lesson did give the visual understanding of the concepts and ideas pertaining the presentation and analysis of data using tally charts and bar graphs enabling the students to improve their mastery of the concepts learned. However, in the future, I would scaffold a mini-lesson for the students that had trouble with understanding the question based on the data, especially considering that some of the students were not able to differentiate if the word problem necessitated addition or subtraction. I also feel it would also be effective to guide using demonstrations and help them in rephrasing the current challenges and concepts. By doing so will help them prepare to do so in future so when problems such as this arise they are prepared. This strategy can help them retain the concepts and approaches to solve such problems and have a better understanding of the concepts taught currently and apply them in the

After this clip the students tried another problem on their own. They wrote the answer to this problem on an individualized white board and showed me their answer. This allowed me to see specifically where each student’s understanding was in terms of the concept.

Multiplication by ten gives students opportunity to explore larger numbers, and can also be extended on(Reys et al. ch. 11.4). In addition, multiples of 10 give students the knowledge that all digits move left one place and an additional place hundreths. This concept can be used to introduce the decimal place which is also moving place each time something is multiplied by tens. Exposing students to a range of examples which displays patterns that occur when multiplying by tens and hundreths will generate meaning of digits moving place (Reys et al., ch. 11.4).

At the end of the session the child was given a challenge to multiply 8 656 by 1 000 000 [see appendix B] and could successfully do so. He was also able to explain that multiplying 8 656 by 1 000 000 made 8 656 groups of 1 000 000 and this push 8 656 up six places on the place value chart which added six zeros to the end of the number. This demonstrated that he achieved a conceptual understanding of multiplying by powers of 10.

Keeping in view the importance of group work I applied the strategy in my comprising of 16 students to teach them ‘Conversion of Hexadecimal into Binary Number System and Conversion of Binary Number System into Hexadecimal Number System’. The objective of my lesson was to make students know how to convert an Octal Number into Binary Number System on the board and its practical implementation. To achieve these objectives I started my lesson with a question answer session to revise their previous concepts. After the recap session I divided my class into groups of 4 students each and said them to identify Hexadecimal and Binary digits. Then through exposition I explained the current topic how to convert a hexadecimal number into binary on the board. For more detail explanation I solved three related examples on the board interactively. In these examples I involved students to help me in solving these examples. This was their learning towards the application of current topics properties. Later I assigned the conversion task to the groups. Each group did its work and it was the responsibility of the group leader to make sure participation of each member of the group. The groups prepared their presentation and to give everyone an equal chance presentation was divided into parts. I kept on observing the groups and encourage the participation of reluctant students during discussion time. Then every group got a five minutes time to