Restoring Order To Combinations Analysis

In a math classroom, the teacher cannot neglect the need for providing a print rich environment. “Word walls are a technique that many classroom teachers use to help students become fluent with the language of mathematics. It is vital that vocabulary be taught as part of a lesson and not be taught as a separate activity” (Draper, 2012). Draper acknowledges the fact that words in mathematics may be confusing for students to study as “words and phrases that mean one thing in the world of mathematics mean another in every day context. For example, the word “similar” means “alike” in everyday usage, whereas in mathematics similar has to have proportionality” (Draper, 2012). Fites (2002) argues that the way a math problem is written drastically will effect a student’s performance, not just in reading the problem, but in solving the math equation as well. There is where the misinterpreting of different word meanings in math comes into play. Fites continues with the importance of understanding vocabulary not just in reading but for math as well with the correlation between improved vocabularies in math yields improvement on verbal problem solving

This paper will demonstrate the pre-service teachers’ understanding of mathematical practices as part of the Common Core State Standards in Mathematics. It will address two specific standards for Mathematical Practices, describing the essence of both and providing a description of how teachers facilitate these practices and how students are engaged in the practices.

* In Process - Child can march, but has difficulty counting to 4 in sequence.

Practitioners can support children by setting up a range of activities that include all stages of maths development and meets individual needs. In my placement, they have jigsaw hop-scotch in the 3-5-year-old room. The children need to put the pieces in the correct place to be able to complete the hop-scotch. This allows the children to work individually or together to put the number in the correct order. This allows the children to recognise numbers as well as develop the child’s physical development. Then the practitioner can observe and assess if the child can count any higher and the child’s development which will allow the practitioner to plan using the EYFS Development Matters (Early Education, 2012) for support to allow the child’s development to improve but still meeting their individual needs.

Algebra is a critical aspect of mathematics which provides the means to calculate unknown values. According to Bednarz, Kieran and Lee (as cited in Chick & Harris, 2007), there are three basic concepts of simple algebra: the generalisation of patterns, the understanding of numerical laws and functional situations. The understanding of these concepts by children will have an enormous bearing on their future mathematical capacity. However, conveying these algebraic concepts to children can be difficult due to the abstract symbolic nature of the math that will initially be foreign to the children. Furthermore, each child’s ability to recall learned numerical laws is vital to their proficiency in problem solving and mathematical confidence. It is obvious that teaching algebra is not a simple task. Therefore, the importance of quality early exposure to fundamental algebraic concepts is of significant importance to allow all

Children use numbers with daily activities eg. Songs. They also develop a range of flexible methods for working mentally with numbers. For example, when playing number games and flash cards.

In terms of numeracy, the children were drawing a variety of shapes in the sand which allowed me to use new words with them to further develop their vocabulary. I also used everyday words to help reinforce their existing vocabulary in a new context.

She demonstrates an emerging ability to skip count by 2’s and 10’s and is encouraged to work on counting by 5’s. Marina can recognize and create patterns like AB and ABC. With support she is able to translate and extend simple patterns. Marina has shown growth in representing numbers in a variety of ways by extending past pictures. In our shape unit, Marina was able to name most 2D and 3D shapes. She is able to draw a triangle, square, circle and rectangle. Marina is encouraged to work on making her notebook neat so it is easier to read. She shows respect for other students by listening and valuing their contributions. An example of this is when engaging in a shape hunt Marina was able to work with others to find 3D objects in our environment. Marina is encouraged to continue working on adding numbers together. She is supported by the use of manipulatives and different

1) When adding to the two numbers, this child started at hundreds place, the added the digits together without taking into account their value given by the place. The child then added the digits together for all numbers, but was able to understanding that the sum of each value should be “stacked” and added together. Although the child didn’t understand that a 700 was embedded within the number, the child had the number sense to know that answer wasn’t correct; the child said the answer should be 1000-something since the numbers being added were large. Once prompted by the interviewer, the child was able to apply place value understanding, but only with strong scaffolding. The child wasn’t able to independently identify the mistake and fix the tens and the ones without further prompting. The child was ale to correctly identify place value when asked, and could multiple the value times the digit to find the number (7 in the hundreds place = 700). When adding the 100s place, the child knew the answer was one thousand, but when adding the tens, the child said the answer was ten-hundred. However, at the end, the child was able to add the three

Essay: Part I: discussion: how children with eal can be included in the daily mathematics lesson..

When given a set of numbers, Brandon is able to count by 2's, 5's, and 10's to 100 with about 75% accuracy. Brandon has worked very hard his quarter and shown great improvements when telling time to the nearest 5 minutes. Addition facts have been a challenge for Brandon this quarter. He is able to answer addition facts that include +0, +1, and some +2. In order to answer all other addition facts, Brandon has been using the counting-up strategy. Brandon has been diligently working on learning and remember more of his addition facts. Brandon is becoming more consistent when asked to name and state the value of each coin.

Despite another teacher contention’s saying that the” worksheet- based arithmetic system is not developmentally appropriate.” Ms. Cortez stands her ground and forms her own judgement to go ahead and use the work sheet – based arithmetic system in her classroom despite what another teacher says. The children seem to be having fun in her classroom using the work sheets as Ms. Cortez say’s “whipped through the sheets.” I’m so glad Ms. Cortez decided to use this teaching technique in her classroom, maybe the other teachers will see how developmentally appropriate this is for kindergarten students because Ms. Cortez is doing such a wonderful job teaching the students about math concepts and the students seem very excited and eager to learn. This

For pupils to use a calculator effectively requires a sound knowledge of number. As children learn how to enter simple one step calculations that involve whole numbers, they can explore

This week’s math lesson focused on using language terms for measurement and quantity. To help the children get focused for a longer group lesson, Maestra Diaz did some exercises counting by tens. She also slipped them into a quick introduction into counting by two’s . The children then had the opportunity to watch a video book on Chrisantemo (Chrysanthemum). Maestra Diaz then led the discussion from the story to discuss different lengths in names and that each of our names are special for us, and are unique just like we are. We compared and counted many names in English and in Spanish and even compared the lengths of each name if it changed from language to language. The children were

1. Finger Addition: This activity is simple and fun. Students can use it and don’t have to worry about not been able to write or getting confused. Finger counting has been around for years, however, some teachers have not practice it because it looks