Multiplication

My Teacher Autobiography Since I can remember I have always wanted to be a teacher. You can say I come from a family of teachers because several of my family members are teachers. I enjoy helping others and I love working with children. I dream of becoming a middle school English teacher in spite of people telling me I will have a difficult time with the children from that age group. I have had many role models throughout my life and they have all impacted my life in their own way. My biggest role

computations of arithmetic, but also need to have computational fluency, in other words, conceptual understanding. As stated in Principles and Standards for School Mathematics: Knowing basic number combinations – the single-digit addition and multiplication pairs and their counterparts for subtraction and division – is essential. Equally essential is computational fluency – having and using efficient and accurate methods for computing. The following examples demonstrate fictitious students and the

arrays by multiplication? What examples can you name where you have seen array multiplication? Example, Construction workers are planning to build new parking lots for a mall. There has to be a total of 3 floors. Floor 1 can fit 384 cars, Floor 2 can fit 169 cars, and Floor 3 can fit 144 cars. Show all of the array possibilities for all 3 floors. However, between each parking lot they have to be 2 inches apart. Draw 2 yellow lines to show the 2 inches. After, label each array as a multiplication problem

first step which was the division part. Where I had to change the way the problem was writing and to look at that first number of the guy that I was going to divide into. I got stuck in the middle of step number two which was the multiplication part. In the multiplication step, I had to multiply the divisor with the quotient. However, I did not know if I had to put the answer right under the

children are required to develop. The concepts within these three areas are related and it is critical for educators to support these relationships in the classroom. Multiplicative thinking involves recall of basic facts, the relationship between multiplication and division and underpins the development of fractions. Comprehension of fractions includes the division of objects, fractions as numbers, the multiple ways equal fractions can be represented, as well as being represented as decimals. Place value

students learning to grasp the procedure (Reys ch.11.4). This process allows students to visualise the distributive property more easily. However, the standard multiplication algorithm is quicker and acceptable for students, if the teacher feels they have complete understanding of the steps in the partial-products algorithm. 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

Kayleigh Poudrier, Jakara Small 05/02/2017 MA112-002 Dear Ms. Politis, Upon observing your class, we have learned a lot about the methods you utilize in order to help the students with mathematics and about how the students learn. Observing your class was both an honor and a learning opportunity for us, as you are an important, and well-respected faculty member in the school system. However, while we appreciate your goals and tactics to make learning mathematics easier for the students, we have

Michalczuk‟s (2007) understood basic math facts to be an important skill for students to succeed in math. Michalczuk (2007) generalized students who could answer single-digit, 0 – 9, multiplication problems (2 times 3, or 5 times 7, etc.) “Within three seconds will do well at math and those that answer in less than one second will do excellent at math” (p. 1). Perso (2007) has defined the “looking back-to-basics” as a need to teach and focus on the basic arithmetic skills needed as a skill for higher

division, so this lesson will serve an introduction to the meaning of division, division vocabulary, as well as its relationship to multiplication. Students will be introduced to fact families as a way to show the connection between multiplication and division. The students will be able to see the relationship between a concept they have had a lot of practice with (multiplication), to a concept that might be new to them (division). Common Core State Standards: • CCSS.MATH.CONTENT.5.NBT.B.6: Find whole-number

that we know Peter will work well and effectively with), and the visual manipulatives, align with the learning goal by having a visual learning tool that allows the students to use equal groups and repeated addition to understand that concept of multiplication. Peter will be supplied with a list of activity instructions, and will be supplied with a math addition fact table to assist him (this list will include information that the class has previously discussed during class) with repeated addition.]