Teaching 1st Grade Students How to Count Rationally to 15 Essay

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

Oral and Written Names for Numbers: This section is focusing on connecting oral and written names for numbers with base-ten concepts by using groups of tens or hundreds for counting. It is essential to remember that saying and writing numbers are conventions instead of concepts, and students are learning this by being told instead problem-based activities. It is especially important to remember that these conventions or patterns may be different for English Langauage Learners.

[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 –

Through the Rational Number Interview I was able to gain insight into Adams mathematical understanding of fractions, decimals and percentages. As a student in year 5, Adam was able to make connections using various mathematical strategies. Adam has an understanding of infinite numbers, for example, when asked how many decimals are there between each rational number (0.1 and 0.11), he answered promptly with “many numbers”. Adam was able to acknowledge that a fraction can be shown as a division problem, “divide the pizza into fifths and each get 3 pieces”. He was able to calculate by partitioning the pizza, and by dividing each pizza into the amount of people (5). Adam shows residual thinking when building up to the whole

Students will use the words more or greater than, less than, same or equal to through and interactive text on numbers.

Literature: Read Remainder of One by Elinor Pinczes to prepare students for the lesson. “What do you think is going to happen in this story? Based on the title, what do you think this has to do with division?” Read the story. “Can anyone tell me how division was used in this book? What happened to the extra 1 person, or the remainder? We are going to learn about dividing larger numbers today and how to do it correctly.”

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

For each point, you would add 7 to the x coordinate and then take away 1 from the y-coordinate.

Over the last few years, there has been a huge shift is classroom dynamics and teaching with the introduction of Common Core standards. The new standards are requiring students to think in different ways than they are accustomed to and teachers are finding themselves teaching using entirely different teaching methods, all while trying to maintain a balance of more effective practices and what teachers are most comfortable with. In an attempt to keep aligned with the new standards, elementary school across America are in the process of trying various new strategies that conflict with the beliefs of many teachers. The question in focus in relation to the new standards and teaching practices is how will counting objects impact the number

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.

The pattern that must be repeated is arranging the dots three by three (3x3) for each row horizontally and vertically, and not more than three dots diagonally.

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

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.

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).