Questions On Students With Students

* At the end of marching time, draw children's attention to the numbers 1, 2, 3, and 4 displayed in the classroom.

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

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

Jenny is very good at whole word discrimination. She did not miss a single one and understood the sounds that the words made. She knew grip-grip was the same word and slip slit were not even though they were close in sound. Rhyming is also a strength for her. I think that rhyming is one of the easiest applications for children. I believe it is also the most fun for them. Syllable counting is also an easy concept for her; she didn’t miss a single one. She even got that hippopotamus had 5 syllables; that’s a big word. She also was correct that elephant had 3, which can easily be mistaken as 2 syllables.

Bridge to Prior Knowledge: Recite the numbers 0-10 from number chart as a class. Than have each student count independently on the number chart or tell you how many counting manipulatives they have.

For this assignment, I have chosen to study the second-grade data. By reviewing this data, I will be able to better determine where to focus my instruction as well as understand where students are at when it comes to learning math. Based on the data provided, I have decided that I will focus my instruction on two specific areas. The first area I will focus my instruction on is Number Identification. The data tells me that eight out of the seventy-four students may not understand how to successfully identify numbers. In my opinion, all students in second grade should be able to identify numbers. I will help students become successful in identifying numbers during small group instruction. This way students are provided with individual

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 article described the how a group of educators came together to introduce problem solving to third-grade students throughout the year as a means to teach other concepts instead of just teaching this concept when it was reached in the textbook. The educators were in groups of three with a mathematical consultant. During the course of this project the educators met with the mathematical consultant every four weeks to discuss how students responses and their presentations. During these meeting the educators would often make adjustment to better fit the students. The article contained subsections about the special spark, the before, during, and after of the problem

I made sure that they knew what the first piece of information was and then what was the second piece of information. The handout that I provided was also differentiated for students because there were three number pairs on the handout that students could choose from. They could either choose the easy, medium, or harder number set to solve the problem. This gives the students the opportunity to pick what they want to do because they know what they can and cannot do yet. Before I had students pick their number set, I made sure to say that pick a set of numbers that are not too easy or not too hard. However, I did have 4 students pick way to hard numbers for themselves and I will address that in my next

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.

When I began to read question one to Charlie, he began to show he was unsure of what the question was asking him to do. After re-reading the question to him, he understands it and began to work towards a final answer. His strategy to finding an answer for this particular question was similar to Mylee’s. He first wrote out 1-20 and each of the twenty students he wrote out the multiples of 2 under each number. As he went through, he realizes that some of the students he wrote down were only counted for

As the children participated in this Math Counts/Manipulatives activity they were learning to work cooperatively in a small group. They were also learning understand

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 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.

Left side: On this side students who struggle more with counting numbers 1-20 will work on this side the most. Here the theme is under the sea. I have an octopus on the board. There are ten legs on the octopus that have the numbers written in order above each leg. I will have students say aloud the number of each leg, and count out green puffballs that represent the number each leg is. Below the octopus is a scene of the ocean. Here I have attached different sea animals. Each one has a different number of the same type of animal. (Ex: fish, turtle, and crab) I will have students help me count the number of each individual animal. Once they count the amount of one animal that is on the board they are to find that number on their worksheet. The worksheet has numbers