The Concepts Of Multiplication That They Have Been Learning For The Past Few Weeks Essay

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.

The student will work with small and big numbers from 10 to 100 to solve the operations.

I will use the assessment from the previous lesson which divided three and four digit numbers by a one digit divisor.

Based on data from student work samples, benchmark assessments, classroom tests and quizzes, John is able to solve basic multiplication facts with 100% accuracy. He can solve basic division facts with 92% accuracy. John can subtract numbers to the hundred thousands place with regrouping and across zeros with 90% accuracy. He can solve 2 digit by 1 digit multiplication problems with 85% accuracy, 3 digit by 1 digit multiplication problems with 95% accuracy and 4 digit by 1 digit multiplication problems with 90% accuracy. He can solve 2 digit by 2 digit multiplication problems with 85% accuracy. He can solve 3 digit by 1-digit division problems with 83% accuracy. He can identify the correct operation used to solve a word problem with 82% accuracy.

When students finish the whole set of the fraction cards, the teacher will provide them with an answer sheet and they will flip box by box and self-check their work.

[As a result of the step by step direction in the reengagement lesson, I want students to be able fully grasp the concept of addition; and how the knowledge of addition can be used to provide answers to expressions that require the decomposition of numbers totaling 8, 9, 10. The state standard that I am addressing in this reengagement lesson is 1.OA.1 Common Core State standards; use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together,

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

Step by Step Math review is a video section that gives practice and reviews for MATH/208 and MAT/116 courses. An engaging and beneficial way to learn waits to expect from these upcoming courses.

We can use this information for simple division, multiplication and even when multiplying and dividing larger numbers. This information can be used when cooking, grocery shopping, building things etc..

By far the most confusing thing to me in this lesson was factoring numbers. I understood the concept and how to do them, but I wasn’t able to completely get them right every time. It was easier when factoring quadratics, but I still had some trouble with them. I consulted this internet to find out more on factoring polynomials which ended up helping a bit. I still did not have the best understanding of them, but I was able to solve most problems without having much trouble.

| As a group students will compare their results in their practice problems and create questions for discussion.

Write a response for each of these activities. At the end of the lesson, click the link on the final screen to open the Student Answer Sheet. Use the sample answers to evaluate your own work.

Multiplicative thinking, fractions and decimals are important aspects of mathematics required for a deep conceptual understanding. The following portfolio will discuss the key ideas of each and the strategies to enable positive teaching. It will highlight certain difficulties and misconceptions that children face and discuss resources and activities to help alleviate these. It will also acknowledge the connections between the areas of mathematics and discuss the need for succinct teaching instead of an isolated approach.

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).