Math Grade 10 Research

The lack of consistent laboratory space has led to the adaptation of experiments to be held in my lecture-based classroom. While I provide high engaging, clear and accessible instructional tools/materials, high expectations, and a comfortable learning environment to the students I am limited by the setup of my classroom. Overall, I believe my classroom environment has encouraged my flexibility, imagination, and creative problem solving as a teacher to provide high engaging and maintain my expectations for my students. I have taken advantage of the use of craft projects and humor to create an inviting environment to my students to promote their educational

9. Have students get back in circle and pass the rope bucket around. Ask students inquiry based questions.

[The formal and informal assessments in the learning segments provided direct evident throughout the learning segments as I was able to incorporate relevant and meaningful assessments with my students. In the first lesson, students will be assessed through an observation during the anticipatory activity. I will use a Smart Presentation in this lesson and have the students determine which items have the greatest/least quantity. I will collect the data using my clipboard. In learning experience 2, students will, again, be observed. I will use a checklist ensuring students are able to read quantities from left to right as well as being able to recognize the three key vocabulary terms for this unit –

Students will use the words more or greater than, less than, same or equal to through and interactive text on numbers.

2. A month after the classroom teacher completed the review unit for multiplication, we began long division. One student was having a very difficult time with long division. The student hadn't quite mastered their multiplication facts, thus, making the long division unit difficult. I printed out a multiplication chart which listed the multiplication tables from 0-12. The student completed the long division unit with confidence using the chart. Additionally, I created and located

Write 912 ÷ 4 on the board. “We learned about this yesterday. How would we solve this? What do we do with the extra number in the quotient? What is that number called?”

(TCO 3, 8, 9) You have been asked by a committee of student success coaches to investigate why the rate at which freshman students post to their course threaded

The TLE GADOE (2016) states that the Individual Assessment of Number (IKAN) helps to identify student’s basic number knowledge. In contrast, the Global Strategy Stage Assessment (GloSS) assesses a student’s capability to use math strategies and identifies the mental processes students use to answers and solve operational problems with numbers (TLE GADOE, 2016). The assessments consist of a series of interview strategy and number questions which should be administered to individual students which is administered at least three times a year. The students are then assigned an overall Strategy Stage based on their responses to the questions in the interview (TLE GADOE, 2016). The series of questions increase in

“So during this unit we have been working on adding numbers that equal greater than 10, and tomorrow we even started subtracting from numbers that are greater than ten. Before we continue on however, I want to teach you a little strategy on how to use a tens frame to help you solve problems.”

Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

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..

When I began to read question one to Charlie, he began to show he was unsure of what the question was asking him to do. After re-reading the question to him, he understands it and began to work towards a final answer. His strategy to finding an answer for this particular question was similar to Mylee’s. He first wrote out 1-20 and each of the twenty students he wrote out the multiples of 2 under each number. As he went through, he realizes that some of the students he wrote down were only counted for

These are the 5 number summaries and boxplots for questions 7-11. These visual representations show the minimum, first quartile, median, third quartile and maximum. These results show that the most common time that students spend on their electronic devices is between 4pm and 7pm.

2) What study tips would you give to students who enroll in this class next term?  You can discuss whatever you think might be useful: time-management tips, what to study, how to study, what to do, or what not to do.

In this question, the student is demonstrating their knowledge of being able to recognise that the place value system can be extended beyond hundredths (ACMNA104). According to the curriculum, using the child’s place value knowledge and division by 10 will allow the student’s knowledge to extend. A number of researchers have found that some students are confused by the range of symbols that decimals can hold in mathematics (Barmby, Bilsborough, Harries & Higgins, 2009). Therefore incorporating this into the answers will allow the educator to determine who understands the value of decimals. It is highly important for students to understand that the place value system is a multiplicative system where each place shows multiplication by 10 (to