Mathematics Reflection

Students engage in the discussion on a picture drawn on an interactive whiteboard (IWB) with the concept of mathematics in the form of art.

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

The students will be able to gather the information in the story, solving the word problem using their tools provide by the teacher.

Students will be able to read story problems that include division problems and read vocabulary words that pertain to the lesson.

He can convert improper fractions to a mixed number with 57% accuracy and convert mixed numbers to improper fractions with 80% accuracy. John can simplify a fraction with 92% accuracy. However, he does not always simplify his answer, instead he stops with his answer rather than seeing if it can be simplified. He can add and subtract fractions with 88% accuracy. He can multiply a fraction by a fraction with 14% accuracy and by a whole number with 90% accuracy. He can divide a fraction by a whole number and a whole number by a fraction with 89% accuracy. He needs to be able to simplify fractions when computing with fractions. He needs to be able to add, subtract, multiply, and divide fractions. He needs to identify the correct operation to solve a word problem. He needs to be able to solve one-step and multi-step word problems involving all 4 operations (addition, subtraction, multiplication, and division) of whole numbers and fractions. John’s weaknesses in math impact his ability to solve multi-step word problems, which is expected in 5th

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.

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

Answer- To demonstrate ability to solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, students will complete 5 addition problems with like denominators and 3 word problems, when asked to do so with the rest of the class, on a paper-pencil teacher-made fractions quiz, with 80% accuracy, at the end of the unit.

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).

This week I was observed during a particularly challenging math lesson. My lesson was elapsed time. My hope was to successfully try Sherry Parish’s, Number Talks method that Sabine Smead at Boulder County School for Integrated Studies, had introduced and modeled for us the week before at Friday Seminar.

Activity: TTW discuss with students pass lessons of multiplication facts and the way to solve them. TTW will write on the little white board a multiplication fact: 2x3 that means 2 groups of 3, 3+3, she will draw figures that show the groups and array.

The purpose of this interview is to determine if the subject has the ability to convert compound fractions to improper fractions and vice versa. The data will be used to determine if the subject is ready to move on in content or if remediation is needed in this area. The use of fractions is paramount in mathematical computation, and it is essential that one be able to convert back and forth between forms. This report will start with a description of the subject. Next, a description of the interview along with a transcript will be presented. With that an analysis of the results will be presented followed by a conclusion.

For my mathematical interview I interviewed Gracie, a third grade student. She is eight years old, and loves shopkins, makeup, and fashion. Her best friends are Olivia, Charlotte, and Ava. In Gracie’s free time she enjoys going to dance class and singing. After I learned more about her, I asked Gracie what she was learning in math. She told me they were working on multiplication, and she was working on her two’s. Gracie then sang me her math rap, which she loved because singing is one of her favorite hobbies.

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.

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.