Using A Ten Frame Help Solve Problems Within 10

In an informal discussion between myself and the class teacher we would determine our roles throughout the activities, what teaching styles will be used to match the needs of the individual children or groups. Discussing the individual children and preparing to provide additional support ensuing all needs are met, any barriers that may become apparent during the lesson can be overcome without fuss.

of contexts, checking their answers in different ways, moving on to using more formal methods of working and recording when they are developmentally ready. They explore, estimate and solve real-life problems in both the indoor and outdoor

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

2. Solve addition and substation word problems and add and subtract with 10, e.g., by using objects or drawing to represent the problem.

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.

[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,

Streamed reading and problem solving groups are in place to further assist students who need that support. These groups are split across year level teachers while the lowest level group goes to a specialist teacher and receives additional assistance. Students are placed in groups with other students of similar level which is determined by a test that is taken every term. As students are placed in groups of similar level, the specialist teacher can focus on teaching one thing without having

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

Provide practice: Students will work on a matching worksheet with partner(s) using counting manipulatives. Students will also be provided with homework worksheets for individual understanding.

Students reviewed order of operations (PEMDAS) during the warm up problem. During small group work, the students reviewed the steps for solving proportion problems.

You will be observing three different groups. Two are doing the same lesson and the other group has two sub groups doing two different lessons. Each lesson is aligned to Common Core Standards based on grade level of the material not on the student’s actual grade level. These are at the student’s ability level.

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

In my classroom, I will differentiate learning by offering a variety of methods of instruction such as hands on models, cooperative learning, technology, lectures, group activities, independent learning assignments. I will also adjust delivery based on understanding of concepts. I

This game is intending for on your toes fast critical thinking and I have to make sure my students are ready to effectively answer these question. Both my student will struggle in different ways. My student with High Functioning Autism should have no problem understanding this lesson and the actual content of this lesson, it is during this game where he/she would find the most difficult. My student with ADD will struggle with eh actually lesson, but be focused during the intense fast paced game. Which means, the key in giving my lesson is to do it in very short increments. If I give my students a 15 minutes lesson on subtracting, I am going to lose my ADD students within 7-10 minutes. I believe that if I give my lesson in small, 5 minute increments, that I will be able to have that student on board with the rest of the class. Not only is this beneficial for my students but my other students would usually get antsy in their desks as well, especially at the early elementary level. On the IRIS website, a teacher used what they call probes. Probes are essentially tests where the students will have a beginning and end of the year, but in this case I am giving them just one, instead of one at the beginning and the end of the year. I am doing this because this type of standards, needs to be learned before the end of the school year. With mastery measurement, I am making sure that every student has at least 75% of the questions answered

The lack of adopted curriculum also means that most, if not all, teachers are supplementing both materials and instructional routines. These students need to pass the state-mandated Smarter Balanced Assessment (SBA) which requires completion of a problem-solving performance task. Students need to know which operation(s) to use (addition, subtraction, multiplication, and/or division) and how to apply them appropriately. This problem has