Problems with Learning Multiplication

Instructional Setting: Whole classroom usage, sometimes at desks working independently or with a partner, and also working as a class.

Also, I noticed that the teacher’s access and help the children to use the computer in the classroom to choose an academic play, so that improve the children to use the technology and support their learning. In this situation the teachers achieve the OSTP which are (1. 2) that says, teachers understand what students know and are able to do and use this knowledge to meet the needs of all students. Also, (4. 7) that says, teachers use resources effectively, including technology, to enhance students

Students had previously covered the topic of developing fluency in multiplication by 2-digit numbers. After that topic students moved on to cover number sense, dividing by 1-digit divisors using mental math to prepare them for the following topic of my learning segment. The topic of my learning segment consists of developing fluency, dividing by 1-digit divisors. I designed my lesson as a three-day unit focusing on long division by modeling division with place-value blocks, dividing 2-digit by 1-digit numbers, and dividing 3-digit by 1-digit numbers. Students were introduced to division prior to my learning segment but the struggled to understand and comprehend division because students were only introduced to the division algorithm and were not provided with a mnemonic to help them recall the steps. Students also weren’t introduced to division with manipulatives or drawings. Therefore, I

In the school each classroom has a smart board with speakers that is positioned in front center of the room. The teachers are outfitted with a MacBook laptop that they can travel with and hook up to the smart board. These computers are equipped with smart notebook, which allows them to write on slides, insert videos, graphs and even games. Teachers use Google Drive to upload lesson plans, documents and materials into a shared folder. Each classroom has a bookshelf full of text books pertaining to the main teachers subject. Some books are Advanced Placement and some for Regents material. There are teacher editions and even DVDs for resources in the

First, I did some research about appropriate math activities for 3-year-old children. At the beginning of the semester the preschool class I oversee had a week where pizzeria was the focus in our dramatic play. Many of the children spent most of their self-selected time making pizzas and severing them to one another, so I decided to make my activity pizza related. I gathered a baking pan, colored containers, pizza crusts, and pizza toppings for the activity. Then I placed the supplies neatly on a child-sized table for the children to play and create their own

Premier Collegiate School has a staff of thirty (30) faculty members, including administrative staff and teachers, and an enrollment of 300 students. The school maintains two (2) servers, one for student usage applications and software, and one for administration. Also, teachers have ten (10) computers located in the teacher’s lounge; and each administrative personnel have dedicated computers (10) at their disposal. Each student is required to provide their own laptop with wireless access (ITT technical institute, 2016).

It is important to teach children numeracy to suit their age and use appropriate techniques to suit their age and ability because sometimes too much emphasis on formal recording of 'sum' if introduced to early to children could make it difficult for them to understand. The learning style of numeracy is given more emphasis today to make them understand it much better. In the early years emphasis is made on how to make children understand different methods of working out to be able to arrive to an answer. Working with children the aim is to give children solid ground on

Many students at the elementary level perform poorly in mathematics because when they complete kindergarten; they acquire inadequate knowledge of basic mathematics. Due to lack of enough skills and concepts, these students continue to experience this problem even in upper elementary school (Duncan et al, 2007).By the fourth grade, these students performance becomes very poor such that they are not expected to improve when they get to the next grade. The major program to improve student’s achievement in mathematics is the introduction of more intense professional development in teacher-led instruction, providing examples, and teaching problem-solving strategies for all

Through studies conducted by the Society of Higher Education, it has been documented that a teacher can teach up to sixty students successfully. Teachers only need fifteen minutes of quality time to teach a new lesson, the rest of the fifty minutes will be used for calming down the students and answering questions. With this programs, the students will require at least an hour per class for homework outside of school to learn the material dictated in those fifteen minutes of teaching. To help teachers keep better track of their students, a micro chip will be place in the flesh of the back of their neck. This will illuminate the need to take roll, for as the student enters the class their number will be recorded in a new main stream computer system costing a hundred thousand dollars per computer with a total of ten computers. This list will then record the

As I walked into the classroom, Mrs. Wansong introduced me to her students. Mrs. Wansong’s class is lighted by eight big windows. By the computers there are buckets of books, crayons, and colored pencils. Right next to the buckets there are two computers which the students take their reading tests on. Mrs. Wansong is hoping that they will soon get iPads so all her students can take the tests at the same time. She also has two whiteboards and two chalkboards. The student’s desks are arranged by four desks in a square and there are four sections, so there are 16 desks in total. In front of the chalkboards there is a half circle desk, and Mrs. Wansong’s desk in the back left corner so she can watch over all the students.

The fifth strategy the teaching assistant might use is special equipment and resources. The teaching assistant can provide tasks focused on using appropriate ICT, for example, spreadsheets, databases, geometry or graphic packages. Also using calculators correctly and efficiently, and make them aware of when it is not appropriate to use a particular form of technology.

Thanks to the advantages of technology, teachers have difference ways to teach and share information with students. For instance, 10 years ago, white board is the only choice for teachers. The lessons are delivered by face to face communication between lecturers and students. They must come to class at the same time to study. Moreover, almost knowledge’s are selected from books. Nowadays, white board is replaced by projector and the lessons are shown on the screen

Ms. Kostos is a second grade teacher. During her time as a teacher she has seen the math standards and expectations for students evolve from just getting an answer, to thinking about how a problem is solved and communicating that process to others, while using the

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.

Multiplication by ten gives students opportunity to explore larger numbers, and can also be extended on(Reys et al. ch. 11.4). In addition, multiples of 10 give students the knowledge that all digits move left one place and an additional place hundreths. This concept can be used to introduce the decimal place which is also moving place each time something is multiplied by tens. Exposing students to a range of examples which displays patterns that occur when multiplying by tens and hundreths will generate meaning of digits moving place (Reys et al., ch. 11.4).