Elementary arithmetic

Teaching students effectively in areas of multiplicative thinking, fractions and decimals requires teachers to have a true understanding of the concepts and best ways to develop students understanding. It is also vital that teachers understand the importance of conceptual understanding and the success this often provides for many students opposed to just being taught the procedures (Reys et al., ch. 12.1). It will be further looked at the important factors to remember when developing a solid

It is also very important that students learn how to estimate an answer without relying on the calculator. As stated in an article, “Using calculator in elementary math,” it is very easy to make mistakes on the calculator (Using Calculators). Students must learn how to solve a problem before using the calculator although a calculator does make the process go by faster. Although calculators make the process

Currently I am exploratory with my major, but I have an idea of what I would really love to do with my life. The major I would more than likely go with is construction. I love to build things, especially wood projects or remolding. My dream career would consist of building houses as my everyday job. I would someday dream of owning my own contracting business, either back home or in Colorado. In my career, I would use math in my everyday life nonstop. I would have to know the dimensions of the pieces

Basic Concepts on Fraction Fraction – is defined as a part of a whole. In some other books, it is defined as a number written in the form ab , where “a” and “b” are numbers and “b” is not equal to zero. Basic Parts of a Fraction * Numerator – the number above tells how many parts are taken. * Denominator – the number below tells how many equal parts the whole is divided. * Fraction bar – line that separates the two numbers. It also indicates division. There are several kinds

I had a couple class periods I grew more and more comfortable with the math we were learning. I learned to teach math to myself again. I had to teach myself math concepts that I learned way back in elementary school that I completely forgot how to do. In this class we learned a lot about how elementary math is done now a days. Also how now a days there is more than just using the traditional algorithm to solve equations. I have learned math along with my students at my placement. At my placement

So far this year i have learned about line's, line segments, angles , ray's, surface area,etc.For of all a line segment is a line with two endpoints.One way you could use a line segment in the real world is when you are measuring book a piece of paper,because both a book and a piece of paper have two endpoint.Another topic I have learned about in geometry this year is angles. Angles are figures formed by two rays.There are different types of angles like a acute angle, right angle,and an obtuse angle

During the number talk students shared freely about the fraction strip. They shared how the denominator number gets larger but the size of the parts gets smaller. They were able to explain this. When asked to find fractions that were equal in size but had different parts, they wanted to use different sizes together such as ½ equals ¼, 1/8 and 1/8. We had to prompt, are all the parts the same, how could we make them the same. For the patty paper activity, several students had a hard time folding

1. What will the student know or be able to do at the end of the lesson that the student did NOT know or was NOT able to do at the beginning? Answer- To demonstrate ability to solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, students will complete 5 addition problems with like denominators and 3 word problems, when asked to do so with the rest of the class, on a paper-pencil teacher-made fractions quiz, with 80% accuracy

Silvia is below grade level student who is also and ELL with a WiDA level 3. On the pre-assessment Silvia scored a three out of ten. (See graph 7) I used this pre-assessment to measure what areas Silvia needed to most help on. Because Silvia missed based questions about making graphs I decided that would be an area of focus with her. As a modification during lesson where the class made graphs I would work one-on-one with Silvia to make sure that understood how to create a graph. On the post-assessment

I believe I have an adequate amount of maths skills and understandings that will be expanded on and improved throughout the course of this unit, to assist in everyday life, and to be able to teach it to primary school aged children. I have learnt all the basics of maths and can retract most from my memory when I need to, which is evident in the Maths Competency Test (MCT) score. I have the basic addition, subtraction, multiplication and division skills which do help me with percentages, averages