The Teacher Had Put On Board

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.”

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.

One influential Supreme Court decision would be the case if Brown v. Board of Education. This case is important because it helped stop segregation in schools. Before this case there was another case named Plessy v. Ferguson where they ruled in 1896 where schools were to be "separate but equal." This meant that black and whites could not attend the same school but they were getting the same education. It wasn't until the case of Brown v. Board of education where it changed. In this case Linda Brown was not allowed to attend a school in her area because it was an all white school and she was black. The mother of Linda Brown filed a suit against the school. This suit went all the way up to the Supreme Court. The decision to this case was made on May 17, 1954. As the book states the court decided, " Segregation in schools violated the equal protection clause of the Fourteenth Amendment." This meant that having separate facilities of school based on race was unconstitutional and not equal at all.

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).

I was expecting for the student to have a few difficulties solving the harder fraction problems. Angel, however, was having a very difficult time answering addition problems. He continuously solved addition and subtraction problems different ways. There were moments he added numbers starting from the left and other times he started at the right. In the end, Angel almost never got a question correct and when he did, his explanation showed that he did not understand the problem correctly.

This allows the student to become increasingly engaged and motivated in the class. Peter is engaged during peer discussion and classroom discussion. Peter is not a ‘leader’ among the group; however, he did participate to complete a multiplication problem in front of the class. During this volunteer time, Peter was aided by his peer, Michael to further his understanding of repeated addition. It has also been discovered throughout the school year that Peter is a hands on learner; the manipulatives present in the lesson keep Peter more engaged and increase his learning outcomes. Peter was able to complete the multiplication problem 10x3 on the board using the area model format; this displays that Peter understands the method of breaking numbers into equal groups.

One week passed since Anna took her Math test and she knew that her test was going to be handed back to her in class. Anna thought to herself that she mastered the test, since she had been study for weeks before the test. As she had sat down, the teacher started to hand back the test. When she got her test, her smile quickly feel, and anger starts to bubbled inside her. She got a C- on her test, and started to freak out.

Back when I was first learning math, in 2nd grade, I remember being very confused. See, I had moved from Arkanson Nebraska to Carroll Iowa, in the time between preschool and kindergarten. I definitely, remember learning to read in the first class when I came to Carroll. I vaguely remember counting, learning to add and subtract too. Then in all my memories of first grade, it seemed to me that I had never had a math class. All of a sudden in 2nd grade, teachers were asking me to multiply and divide. At the beginning of the year, my teacher set a piece of paper in front of all of us then set a timer for one minute. When she started the timer we were supposed to do as many problems as possible. I didn’t do one, I was preoccupied with the time limit and would freak out that there was a whole sheet full of problems that I couldn’t get done in that one minute. It was very stressful. Meanwhile, all the other students were having no trouble

Walking into math class was the hardest time of day. I knew I was not going to be learning much, nor was I interested in knowing what she had to teach considering I knew I would have to go home and research it. Mrs. Power not elaborating much on her lesson simply handing

My class and I scurry like mice back to math class and prepare for our next lesson with Mrs. Price. I walk up to Mrs. Price’s desk. Mrs. Price looks up at me and curiously asks, “May I help you?” I try not to stutter when I spoke my mind, “Mrs. Price, I want you to know how I felt about the discussion of the. . . ahem. . . red sweater.” Mrs. Price looked puzzled, “And?” “Well, my feelings were hurt and I was sort

Digging through the recycling bin of the math supervisor's office, I pull out an old piece of paper with typed font on one side, and blankness on the other -- perfect. “Mom,” I say, looking up with my four-year old eyes, “Do you have a pencil?” She goes into her purse to retrieve one, eager to see what simple drawing I could create as we waited for my dad (who was a math teacher at the time) to come out of his meeting. However, as she is searching, I waddle right up to the bookshelf and pursue my options. A vast array of different grade-level textbooks were laid out before me; the third-grade option seemed most suitable. I took my pencil, the book, and the paper, and sat sat down at the table to see what I could make of the advanced problems.

I glared at the math book, which was sitting on my desk, conveying to me the problems our teacher had assigned us to complete before the end of class. Mr. Hartford was still attempting to show us how to work out these devil problems, however no one was getting it. Glancing back at Mr. Hartford, I groaned and mumbled under my breath.

Students will use tablets and/or computers to complete Ten Mark task and to play Falling Numbers computer game (http://www.counton.org/games/map-fractions/falling/ ). Each student was assigned task inTen Marks according to their individual needs and then played the Falling Numbers game, which focuses on multiplying fractions and whole numbers.

The teacher prepared a lesson to do an assessment to the children about addition. This lesson was to show on the smart board different numbers with dots for counting. All children had the opportunity to participate in this activity, in which the teacher was able to observe and document what they know and what are some of their needs to help them. The teacher asked the children question such as Do you know which number represents these points? Can you represent it in the form of an addition? The child represented and wrote the addition 0 + 2 = 2.

Mr. Kehowski walked around the room frantically, passing out the papers he had earlier possessed in his hands. He slammed the papers one by one on each of the 20 students desks. When I received my graded writing assignment, I skimmed over it. I was so excited to see how well I did; there was only one red mark on my paper, which was crossing out the first sentence. But when I turned the page to look at the rubric, I