Personal Narrative-Homework Union

I can figure out the missing number in a subtraction word problem using objects, drawings, and symbols

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?”

It has come to my knowledge that in order to join cross country I would need to go to the summer program. Due to being in summer school for Geometry(for two semesters), and my mother wanting to get the most out of the summer athletics program signed me up for tennis. This was due to tennis despite being right after summer school was in a time zone that I could attend, on the other hand cross country was held in the later half of the summer a time that my family dedicated for a mix of vacations and christian camps; and because of the various events would make it so I couldn't come to a good portion of the cross country program, making it the worse of two choices. However, because I am now unable to go to the summer program I was hoping if I

providing opportunities to develop facility with finger-pattern counting, so that 5 fingers and 10 fingers become anchors for the other numbers. Thus, students will recognize that they do not have to recount the 5 fingers on one hand in order to show 6 fingers; instead, they can automatically show the 5 fingers, say “five”, and then count on an additional finger from the other hand to make 6 (A Guide to effective instruction in mathematics, kindergarten to grade 3 : number sense and numeration, 2003).

In a fifth-grade math classroom, the standard of the lesson of the day was 5NF 1 because the lesson covered the learning of addition and subtraction fractions. In the lesson, students learned to add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. (a/b + c/d= (ad + bc)/

The moment it dinged, she collected both of the pieces and shoved them into her mouth as fast as she could possibly manage. She snatched her bag and ran out of the house, yelling a goodbye to her parents. She sprinted as far as her legs could carry her until finally, she slowed down to rest. Breathing heavily, she was reminded of when she’d woke that morning. That dream… That boy… I’ve never seen him before. Or that place, even. She was pondering the matter when suddenly, she was seized from behind. Yelping with surprised she turned her head to look at her attacker. Familiar blue eyes met hers and she immediately

If he would have started with it right away, he would have shut down and not want to complete any math. This artifact helped him work on his multiplication fluency, borrowing from the 10’s place, more or less, and word problems. When this student first started working on word problems, he used a note card that had the steps to reading, setting up, and answering word problems. He also used notecard with different words that mean addition and subtraction. When he completed this work, he no longer needed the note cards. He was able to read the problem, set it up, determine if it was addition or subtraction, and solve it all

Students will use tablets and/or computers to complete Ten Mark task and to play Falling Numbers computer game (http://www.counton.org/games/map-fractions/falling/ ). Each student was assigned task inTen Marks according to their individual needs and then played the Falling Numbers game, which focuses on multiplying fractions and whole numbers.

The teacher prepared a lesson to do an assessment to the children about addition. This lesson was to show on the smart board different numbers with dots for counting. All children had the opportunity to participate in this activity, in which the teacher was able to observe and document what they know and what are some of their needs to help them. The teacher asked the children question such as Do you know which number represents these points? Can you represent it in the form of an addition? The child represented and wrote the addition 0 + 2 = 2.

This module’s main goal is to help the students with addition and subtraction within 1,000 with word problems to 100. The focus is on helping the students better understand place value. The entire module revolves around strategies for composing and decomposing Tens and Hundreds. Lesson 1 helps students to continue to practice place value guiding them into adding and subtracting 10 and 100. The jobs were divided between Jake, Janet, Celia and Eralda. Janet and Eralda were in charge of co-teaching the lesson, Jake had the job of observing and taking notes with focus on the delivery of the lesson and Celia’s job was to observe her students. During the debrief part of the math lab, we decided that this lesson could be possibly divided into two lessons because the concept development is a bit long and the fluency portion of the lesson must be deliver

During free play, Easton asked teacher Olivia to read a story. The story had little chicks popping out of the book, and teacher Olivia starting counting them on the first page. As teacher Oliva started reading the next page, Easton counted the chicks on his own. He counted, “one, two, three, four, five (*with help), six, seven!”

The article “Order and Value: Transitioning to Integers” from the journal Teaching Children Mathematics, by Laura Bofferding, proposes a new approach to learning integers. She strongly believes that values and order of numbers are the building blocks to learning how to add, subtract, and reason about quantities. Acknowledging that adding and subtracting can whole numbers can happen without the use of negatives, Bofferding still finds it necessary students develop skills with negative numbers during there lessons of adding and subtraction. It is her opinion that students should learn negative integers in first grade because delaying instruction will have teachers believing it is okay to say, “you cannot subtract a larger number from a smaller number” (Bofferding, 2014). For her, having students learn this is detrimental to their understanding of multi-digit subtraction problems such as 23-9. Furthermore, she disagrees with the Common Core Standards having them be discussed in sixth grade. She finds it more difficult that students have to rebuild their understanding about how number symbols, values, and orders, instead of learning negative integers younger.

Celestial walked to the edge of the snowy garden and clenched her fists tighter. Suddenly, her hand went flying onto the tall tree bark, creating a dent and splintering the wood. Blood dripped constantly from her knuckles as she dropped to her knees with a wavering sigh to her voice. She cried loudly.

To begin, my mentor began with an activity called Ten and Tuck. Each student sat on the carpets in the front of the classroom as she explained the activity. Each student began by holding up 10 fingers and would tuck fingers away determined by what number my teacher said. Then, they would say the number sentence aloud every way possible. From this activity that measured a previously

The final test was Mathematical Reason, which consisted of an addition and subtraction portion. An individual one to three-digit number was presented, and from here the participant’s objective was to either add or subtract, depending on their respective portions, by sevens from the given number. Points were given based on a process to value ratio. For instance, if the participant correctly said each number in the sequence correctly up until the eighth number in the sequence, but continued to correctly add or subject in terms of sevens, then points will be given based on the process by lower points will be given due to the incorrect values in that sequence. Some limitations the participant was given include a five second period to ‘think’ and comprehend the number presented, and then a forty-five second period to say as many correct numbers in the sequence as they can.