Jaclyn's Grade 8 Math Analysis

Students will be able to listen to my questions about division and listen as I explain how to solve different division problems and place the quotient in the correct place value position.

When students finish the whole set of the fraction cards, the teacher will provide them with an answer sheet and they will flip box by box and self-check their work.

Multiplicative thinking, fractions and decimals are important aspects of mathematics required for a deep conceptual understanding. The following portfolio will discuss the key ideas of each and the strategies to enable positive teaching. It will highlight certain difficulties and misconceptions that children face and discuss resources and activities to help alleviate these. It will also acknowledge the connections between the areas of mathematics and discuss the need for succinct teaching instead of an isolated approach.

For this assignment, I have chosen to study the second-grade data. By reviewing this data, I will be able to better determine where to focus my instruction as well as understand where students are at when it comes to learning math. Based on the data provided, I have decided that I will focus my instruction on two specific areas. The first area I will focus my instruction on is Number Identification. The data tells me that eight out of the seventy-four students may not understand how to successfully identify numbers. In my opinion, all students in second grade should be able to identify numbers. I will help students become successful in identifying numbers during small group instruction. This way students are provided with individual

The main conflict in “Seventh Grade” is internal because it takes place in Victor’s mind. I know this because in the passage Victor struggles for confidence to impress a girl named Teresa. In the “Melting Pot” the conflicts are external because they take place between different groups of people in a neighborhood who do not get along because of their culture.

To begin the planning, teaching and assessment process, it must start with discovering what children know and understand, this can be done through assessment and, therefore, is where to initiate the cycle according to Webster (2009). However, some practitioners start the cycle by planning for lessons based on the curriculum content of the previous year (Fisher, 2013). The practitioner may then start teaching according to the predicted lack or extended knowledge, and, therefore, confuse and fail to progress their learning stated by Fisher (2013). An example of this would be presuming that the children had completed and felt confident in using halves and quarters, and, therefore, starting an activity on writing fractions or using bigger fractions. Completing an activity like the example would only cause more confusion and could end up being a more difficult task than it had originally begun. Therefore teachers should start with assessment, and plans should remain flexible until the information of all the learners is collected (Fisher, 2013). One way of assessing children is through formative assessment, this is by obtaining information within a teaching unit that is then adjusted for future educational scenarios (Antoniou and James, 2014). Formative assessment can help to identify both weaknesses, strengths and help enhance the student’s motivation (Yan and Cheng, 2015).

While observing Mrs. Henderson’s classroom, I noticed that she used an approach that most teachers don’t. When I asked Mrs. Henderson why she chose this approach she told me that originally she was supposed to teach 3rd and 4th grade math at the same time. When the plan changed from her doing 3rd and 4th to just 3rd she decided to continue with her plan on using guided math. While doing guided math, students are working on math problems they learned in the lesson before and working on increasing on their basic knowledge of math facts.

I am an 8th grade student at R.A. Brown Middle School in Hillsboro Oregon. And I have been learning about the history of our country's democracy, and our rights as citizens of the United States. I am writing this to address an issue that is very important to me and many others, and to give you advice as you become the 45th president!

The warm up for today consisted of students practicing math facts in their math journals using manipulatives (colored tiled). Students were working on combinations of addition and subtraction facts for a target number, which was different for each child and is based on their math fact proficiency. For example, one student might be working on facts for the number 9 while another student could be working on facts for 15. This section of the lesson was extremely differentiated because each student could be on a different number, however, it was rather monotonous. All students were doing was writing math facts, that they could remember, over and over again in their notebook. Some students used to tiles to think of new combinations to get to their

I was always told between k4-4th grade I wasn't going to ever be as smart as my grade class. I was always told I was I would never be able to read at my grade level. I was always told you can’t do it because I had a I.E.P.. But I was never told you can do it,you can improve. I was bullied because I couldn’t read like other kids could. No one wanted to be my friend except my best and oldest friend my first friend who I didn’t see for 5 years and now we are talking again.

Upon observing a 6th grade math class I observed the teacher teaching the student’s about order of observation to evaluate algebraic expression. On the following day the teacher introduced the students into the concept of translating math phrases into numbers, variables, and operations. At the completion of my class observation I was able to administer a formative assessment on ratios. This paper will document what was observed during the ratio assessment.

Creating and implementing this unit on division for this diverse fifth grade class was able to help me grow as an educator. While there were many strengths from this unit, there was also some areas of growth that could have been made in order to make the unit even more successful. One major strength from this unit was the differentiation of instruction and assessments. An area of growth for this unit would be to create a stronger behavior management system in order to make the time dedicated to math each day more valuable.

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.

In grade 9, I would often hear rumors about the English 11 presentation where you could not choose your partners, were only given one week to work on it, and absolutely needed to present for 25 minutes at a minimum. This was obviously quite shocking to somebody who had considerable trouble presenting a 500 word essay in front of his grade 8 English classroom. However, when we recieved the booklet instructing what we needed to do I sighed a breath of relief because it did not look nearly as bad as I had expected.I also lucked out with the group I was assigned to because everybody in it appeared to be upstanding individuals too; but that would be irrelevant later on because I was booted from the group for truancy and was left to finish the assignment

Splash Math is an interactive app geared towards students in the second and third grade (6-9 years old). The app reinforces and sharpens the student’s math skills and concepts with adaptive math problems. The key features of the app are explanations for incorrect answers, reward system for the correct answer, scratch pad, monitor the students progress, self pace and voice narrator. The key benefits of Splash Math are to increase the students math confidence and competence, help master key math skills, provide student progress reports, and engaging. To promote student learning in a classroom, I will utilize Splash Math after direct instruction. The students will pair off into groups of two to three students. Students would collaborate to solve simple and