Pt1420 Unit 8 Study Guide

[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 –

of contexts, checking their answers in different ways, moving on to using more formal methods of working and recording when they are developmentally ready. They explore, estimate and solve real-life problems in both the indoor and outdoor

After the students, have worked in their groups to come up with words. Students words are place up in front of the room.

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

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

Students will develop understanding and strategies to solve addition and subtraction word problems with 20.

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

At the end of the lesson as independent Students will complete a two sided practice worksheet to demonstrate mastery of the objective. This worksheet will provide students the opportunity to practice using a tens frame to add within ten as well as using a tens frame to support the recognition of tens fact families.

At: Students at grade level will be expected to complete 6-8 of the three digit addition problems during the provided activity time. At grade level students will be expected to use at least one of the provided strategies to solve for the sum. Students who finish early will be asked to draw a picture or write and explanation of the strategy/strategies they used to find the sum. The teacher will direct students who are early finishers to complete this task individually. Slow finishes will be provided with three, two-digit addition problems

The learning styles include visual learners, audio learners, and kinesthetic learners. There will be hands on learning, as well as free learning. In this age group there are visual and audio learners.

The author explains how many students, especially those in the focused-upon second grade class, have difficulty explaining their “mathematical thinking process”. While they may provide correct answers using memorized calculations, they are unable to demonstrate their conceptual understandings or explain how they achieved the right results. As stated by the researcher, “it is important for students to be able to demonstrate their mathematical thinking as well as their method of solving a problem” (Kostos & Shin, 2010, p.223).

This means that they need to have to know effective ways to teach it and how to use the various types, which will be talked about in this paper.

As most students go from an elementary school to a big junior high, it’s a big adjustment. The material in regards to math is also a very big change. It may get confusing and frustrating for the student as they are being introduced to new things everyday now. The book, Graphing and probability Word Problems: No Problem, by Rebecca Wingard-Nelson is a perfect 6th grade book. The book consists of a variety of word problems containing multiplication, division, probability, graphs, etc. and how to solve them or answer follow up questions. The book’s story line is to show that math is everywhere and teaches the students not to get frustrated while solving the problem. Each word problem character gives the reader 4 basic steps when solving the problem

With a partner or by yourself, come up with five addition word problems and solve them in your math journal.

A majority of current and incoming fourth grade students struggle with solving word problems accurately. Students have difficulty with word problems mostly based on lack of reliable strategies and poor language interpretation. While fact fluency may be present, the ability to interpret vocabulary to guide computation leaves many students unable to construct mathematical models to interpret or solve problems. Students have difficulty in analyzing real-world scenarios by using different problem-solving approaches.