Second Kindergarten Math Cornerstone Analysis

Read pages 142-145. Identify TWO first grade foundational standards that Mrs. Firpo addressed as she taught phonics. Provide evidence from the text to explain how each standard is taught (Be specific). Explain the benefit of both activities/strategies you chose (provide text evidence).

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).

In his article, Common Core is Rotten to the Core, Brian Farmer offers facts that support his opposing opinion on the recently implemented education standards called Common Core. Back in 2001, George Bush issued his education policy “No Child Left Behind” because the nation was thought to be at risk of a weak education system. It set high standards, thus failing to deliver lasting success. In 2007, the National Governors Association and the Council of Chief State School Officers started to work on a common set of standards in the math and English curriculums. The next year, in 2008, those same organizations, with the funding provided by the Gates Foundation, started a federal education grant program known as “Race to the Top”. In order for states to get the educational grant money, they had to commit to a set of standards that outlined what students have to know and must be able to do. Common Core also recently set out to realign state standard

Common Core is a controversial topic, whose reach includes everywhere from the political arena to family dinner tables across America. There is a major dispute on whether Common Core is breaking or making education and whether parents should be allowing their children to opt out of testing. In 2009 state leaders, including governors and state commissioners of education, launched and developed the Common Core State Standards. Currently, 42 states including the District of Colombia have adopted the Common Core State Standards. Alaska, Texas, Oklahoma, Nebraska, Minnesota, Indiana and Virginia are the seven states that have not adopted Common Core (Boslaugh, 2015, para.2). Sarah Boslaugh is the author of the article “Common Core State Standards

When it comes to mathematics, there are right answers and wrong answers. For many people this makes math an easy process. When one finds them with the wrong answer, it is understood that, somewhere within their problem and process is the error. Common Core is a fairly new process for solving math equations and allows students more techniques to solve everyday problems.

In schools today, the rigorous academic demands in math content pushes away creative demonstrative of knowledge content and the traditional paper and pencil learning is heavenly relied upon. The doctor craft, however, was a fun activity that provided the teacher with a formative assessment of students’ ability to multiply equations with one array, one multiplication sentence, one equitation, and one distributive property. The distributive doctor operations on arrays art project served its purpose as a review before a summative test. At least 80% students met and exceeded completing the art project and the math portion completely correct. Using the ELMO and providing students with an example of a completed craft project, students worked independently

Now, many families in my neighborhood are unable to give their kids additional help in core subjects such as math and science-something which is often expected of kids in my school district because of uneven wealth distribution. It is this discrepancy within my own community that disturbs me: seeing friends that could often be a part of the gifted and talented program in middle school if it wasn’t for their lack of opportunities to learn.

I really want to teach second grade, so I am going to use that as my grade level focus for this portion. Second graders are typically a high level zero or a low level one. This doesn’t mean all of the students are going to fit into this pattern, this is just a starting point for planning and such. It will be fairly easy to tell if my students are at these levels by the way they discuss the shapes when they come up in discussions. At a level zero, the students will just be talking about the shapes based on the connections they can make with objects in their lives. If the students make comments about how something is a circle because it looks like their basketball at home, that shows me they are a level zero because they are connecting the question

I am an 8th grade student at R.A. Brown Middle School in Hillsboro Oregon. And I have been learning about the history of our country's democracy, and our rights as citizens of the United States. I am writing this to address an issue that is very important to me and many others, and to give you advice as you become the 45th president!

Teaching Preschoolers to Count: Effective Strategies for Achieving Early Mathematics Milestones was an article published in Early Childhood Education Journal February 1st 2016. The research was completed by Jill L. Jacobi-Vessels who has a PhD in Teaching and Learning from the University of Louisville, MEd Interdisciplinary Early Childhood Education, Overseas Study, University Hamburg, Germany and BA Speech/Theatre Minor: German, Indiana University with an interest in Early Childhood Education and early childhood development. To complete part of the research Ms. Jacobi- Vessels co-authored with three other research specialist E. Todd Brown, Victoria J. Molfese and Ahn Do all who have experience in Children, Youth and Family Studies.

Personal Independence is a common thing that everyone wants. You start to feel the urge to learn towards that path when you are a young teen. Everyone wants to experience independence at some point in their lives. There can be many struggles and hardships that you may go through to find your independence. Also, there are many benefits towards having independence.

Overall High School, every class has had their intense moments. Personally the class I have found more challenging is Math Analysis. Ever since when I entered High School I was determined of getting really good grade, but never expected math to be really challenging for me. I have had really amazing Math teachers throughout the years, but Math has become a really difficult subject for me to comprehend. Throughout School my weakest subjects have been English and Math. I was never a really big fan of history or science, but I have felt those classes to be less challenging than English and Math. English has neither been a subject I have been interested in, but English class has taught me many new things. English has helped many in many ways,for

Math and Science in Early Childhood Classrooms through Big Ideas. A Constructivist Approach:. 2016. by Christine Chaillé and Sara McCormick Davies. Pearson

What should a third grader know how to do? What abilities and problem solving skills can third grader do? The national standards give us a nice template of what we should be teaching a third grader and what they should be able to accomplish by the end of their third-grade year, but the standards lack the ability to show me what it would look like in the classroom. When sorting out the samples, I was hesitant about putting the samples into categories, I just don’t think in those ways. I take a very holistic approach (look at the whole child) when it comes to evaluating my students. I take in account who my student is and what they have accomplish within a certain amount of time. I had no background knowledge of the kids I was ask to evaluate. So, the evaluation I give is

Bloom’s Taxonomy and the importance of students being able to ask and answer multi-levelled questions to lead to deeper understanding and use information to create is utmost in any teacher education program. Fowler (1994) emphasized that the taxonomy was addressed by the arts and addressing higher-order thinking in this way, helped remove “textbook” answers and rote memorization from learning and recall. Fowler affirmed that the arts actually required a student to develop a deep understanding of content through connections to themselves and their own cultures. He further asserted that it enabled them to learn to show and express that understanding and connection through various modalities. And Fowler challenged teachers to test his observations and observe that students do this at the highest levels of the taxonomy. Our state-adopted curriculum, Everyday Math, introduces this concept for cones, cylinders, spheres, prisms and cubes in one lesson using anchor charts and the creation of a 3-D shape museum. The complexity of being able to identify 2-D faces on 3-D shapes,