The Raft Task Card Is Designed For 6th Grade Level

In order to improve my instructional practices, I analyzed instructional data from district math diagnostic and proficiency assessments. The most recent assessment assessed student’s abilities to count, add and subtract, and their understanding of place value. My students scored below not only the other first grade students at the school, but also all first grade students in the district. 81.6% of my students could count, read, and write numbers to 120. This was an improvement from their diagnostic assessment. However, only 66.7% could relate counting to addition and subtraction, and only 45% demonstrated understanding of place value in two digit numbers.

The Latin American subtraction algorithm is based on the fact that the difference between the two numbers does not change while adding the same amount to the minuend and subtrahend (Indiana University Southeast, n.d.). This algorithm appears to be one that requires precision to detail as it is different from the traditional subtraction algorithm the majority of students have been taught. Regardless of teacher preference, providing students with various strategies allows them to experience the diversity in problem

Students will develop understanding and strategies to solve addition and subtraction word problems with 20.

It’s hard to keep all the math rules straight. You may have been thinking of addition. With addition we would

[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,

“So during this unit we have been working on adding numbers that equal greater than 10, and tomorrow we even started subtracting from numbers that are greater than ten. Before we continue on however, I want to teach you a little strategy on how to use a tens frame to help you solve problems.”

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

Understanding place value is integral to mathematics, and is especially for addition and subtraction. Being able to easily rearrange numbers between place values is required for most addition and subtraction problems. Part of grasping place value is being able to unitize. Fosnot and Dolk explain unitizing to be “a child’s construction of the logic to think of 10 flexibly as ten 1’s or as one unit of 10” (Taylor, Breck, & Aljets, 2004, p. 140). Unitizing is what makes “borrowing” in subtraction possible. If a problem is 32 – 16, one of the three tens must be broken up into units in order to subtract; being able to see 32 as 3 tens and 2 ones and as 2 tens and 12 ones is what makes the problem possible. Place value and unitizing have much to do with a comprehension of base ten, but they are not exclusive to base ten. For example, one could apply the idea of place value and unitizing to base five. The number 18510 would be written as 12205. The place values would then be 125, 25, 5, and 1 (instead of 1000, 100, 10, and 1), and 12205 would be understood as one 125, two 25s, and two 5s. Unitizing would allow for someone to

The outputs in the full adder are the sum digit and the new ____ digit.

These are the two basic steps for rounding decimals to a place value to the right of the decimal point

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

When multiplication and division is performed, the final product must have the same significant number as the least amount of significant figure in the equation. For example, the equation 0.1184 X 8.00 X 0.0345 have three places as least amount of the significant numbers, so answer was matched to have three significant numbers: 0.0327. The addition/subtraction only requires the number of decimal places to be matched and does not require the entire significant numbers: 13.45 ml + 0.4552 ml = 13.91 ml.

Use the multiplier column to get the multiplier that will be multiplied to the first and second digit.

CCSS.MATH.CONTENT.7.NS.A.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.

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.