Personal Narrative-Homework Union

Jazmine was introduced to two digit addition. My first lesson focused on drawing tens and ones to solve two digit addition. This strategy would provide Jazmine with the visuals she needs to solve the problem. First, I did a quick review on how to draw tens and ones to represent a number. She was given three examples ranging from easy to hard. Jazmine showed no signs of difficulty and was able to complete the task. Then, I demonstrated how to use the drawings to add two digit numbers. I explained how she must draw the picture for each addend. Then, I explained that she must count the tens first and then the ones. She smiled and said “that's easy”. We went through a couple of problems together and Jazmine displayed that she understood the strategy of drawing tens and ones to solve two digit

Literature: Read Remainder of One by Elinor Pinczes to prepare students for the lesson. “What do you think is going to happen in this story? Based on the title, what do you think this has to do with division?” Read the story. “Can anyone tell me how division was used in this book? What happened to the extra 1 person, or the remainder? We are going to learn about dividing larger numbers today and how to do it correctly.”

2. Solve addition and substation word problems and add and subtract with 10, e.g., by using objects or drawing to represent the problem.

“It’s okay I can handle a little wind Cam…” Suddenly the branch gave and the little girl was discarded from the tree. There was a shriek, then an abrupt crack; all was hush except for the whistling of the wind and a drop of water falling into the pond below the oak. Cameron dashed in the direction of the fall but there was no one to be seen. All that was left was the tribal arrow bracelet he had woven her last year for her ninth birthday.

The pre-assessment used to establish students’ baseline knowledge and skills for this lesson is first to watch the video https://www.youtube.com/watch?v=9Z2gpbYiEXo. After the video engages the students to bring back prior knowledge, they will be given a white board. The students will work out a subtraction problem on the board for me to see what they already understand about solving subtraction word problems. I will use the data to know what parts of the instruction on how to solve subtraction word problems need to be more emphasized to the students.

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

Easton worked towards his mathematics goal of counting up to 5 while in the classroom. Easton’s interest in books allowed him to feel comfortable to count the chicks on the page. This observation was important because it showed that Easton can count up seven with some teacher assistance. Continued counting with Easton

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)/

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).

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

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

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

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.