Identifying Error Patterns Of Computation

Based on data from student work samples, benchmark assessments, classroom tests and quizzes, John is able to solve basic multiplication facts with 100% accuracy. He can solve basic division facts with 92% accuracy. John can subtract numbers to the hundred thousands place with regrouping and across zeros with 90% accuracy. He can solve 2 digit by 1 digit multiplication problems with 85% accuracy, 3 digit by 1 digit multiplication problems with 95% accuracy and 4 digit by 1 digit multiplication problems with 90% accuracy. He can solve 2 digit by 2 digit multiplication problems with 85% accuracy. He can solve 3 digit by 1-digit division problems with 83% accuracy. He can identify the correct operation used to solve a word problem with 82% accuracy.

In Section D, Daniel demonstrated a primary understanding of the multiplication and division concepts. Daniel can count group items by ones. He also counts one by one to find the solution for involving multiple groups when all objects are modeled. Daniel was able to use different strategies to count the cars in the boxes as he said, “I can count them by twos because there are two cars in each box,”

The learners are only seeing numbers, formulas, and graphs in mathematics. Since learners have not yet apply the mathematics in the real life situation outside the school domain, they cannot really believe that mathematics has meaning to the real life situation. I ask quite a number of learners, and they were all giving me almost the same answer and some cannot define mathematics. From this activity, I learn that it is very important to teach learners the meaning of mathematics and how is it related to the real world situation. The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills, and values worth learning in South African schools. In South Africa, we believe that every child can learn, regardless of barriers, poverty and many other factors that can stop a child from learning. We want learners to learn the way they learn, rather than the way we teach. The National Curriculum Statement Grades R-12 is to ensure that learners are seen as children with some knowledge and they need to construct new knowledge from the existing

This is one unit in a yearlong 6th grade math course. In this unit, the students will learn about expressions and equations. Students will learn how letters stand for numbers, and be able to read, write, and evaluate expressions in which these letters take the place of numbers. In this unit, students will learn how to identify parts of an expression using various new terms. They will learn to solve both one- and two-step equations. Students will be able to distinguish between dependent and independent variables. They will be able to identify the dependent and independent variables of equations and in turn, be able to graph them. Various activities to be completed inside and outside of the classroom will be used to show

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.

Objective: Student will inform audience on how to add and subtract decimals with and without regrouping.

MGSE3.NBT.5 Multiply a whole number of up to four digits by one-digit whole number, and multiply by two-digit numbers, using strategies based on place value and

• I would tell him that he is on the right track with his addition skills! There is a common error that he keeps making, but we can work on it and easily fix it! I would provide a lot of practice for him to correct this error. I believe in one problem he added from the tens place before

Adjust the while number factors and the size of the numerator and/or denominator according to the student need. I don’t want lack of multiplication facts to interfere with the concept being taught. (Challenge but don’t frustrate)

For pupils to use a calculator effectively requires a sound knowledge of number. As children learn how to enter simple one step calculations that involve whole numbers, they can explore

The interventionist uses curriculum based multiplication problems and divides these problems into known multiplication problems and unknown multiplication problems based on whether the student responds correctly.

Write down these steps next to the division equation on the ELMO and go over each one with students

You have all worked very hard today dividing numbers with three and four digits by a one digit divisor. Your ticket out the door is to solve the problem on the board and then show how you would check your answer.” Write the on the board: 432 ÷ 5. Students hand the paper to the teacher. (Answer: 86 R2, check by multiplying 86 X 5= 430 +2 = 432 or compare to estimate of 450 ÷ 5 =

Symbolic representation using base-ten and expanded algorithms is a way to show students the written connection to the visual models used. The partial-products algorithm is a more detailed step-by-step process and therefore more advisable to avoid errors in students learning to grasp the procedure (Reys ch.11.4). This process allows students to visualise the distributive property more easily. However, the standard multiplication algorithm is quicker and acceptable for students, if the teacher feels they have complete understanding of the steps in the partial-products algorithm.

“Slightly and squeaky!” The door to the classroom flew open as I burst into the room and sat in my usual seat. This was the day I was going to learn how to do polynomial long division. “Good morning.” The professor said, as she walked into the classroom. Almost every one of the students had at least a pencil and notebook, copying notes that the teacher had put on the board. After writing the notes down, I said to myself, let me try to do one of the problems that the teacher had put on board. Surprisingly, I could not start the problem because I did not even understand the first step. Therefore, I stopped and wait for the professor.