Multiplication

Grant EDEL U446-001 16 September 2014 Multiplication Research Project Copious amounts of strategies and methods for teaching students there multiplication tables exist, but only two interesting approaches that appear to actually help students are mentioned here. These programs claim success when using their methods. Although only one is a free programs, the other is claimed to be worth the money. Through step by step lesson plans, Alan Walkers’ Multiplication in a Flash uses specific tricks and

Big Idea: Knowing multiplication factors helps in learning division. Common Core Standards: CC.2.2.3.A.1: Represent and solve problems involving multiplication and division. CC.2.2.3.A.2: Understand properties of multiplication and the relationship between multiplication and division. CC.2.2.3.A.4: Solve problems involving the four operations, and identify and explain patterns in arithmetic. Essential Questions: What is a quotient? What is the dividend? What is the divisor? What is the difference

• 1. The teacher established a mathematical goal to focus learning. In the beginning of the reading it said “Mr. Harris wanted his third-grade students to understand the structure of multiplication and decided to develop a task that would allow students to explore multiplication as equal groups through a familiar context” (Ex. Lines 4 and 5 provide evidence of established a mathematical goal to focus learning). The teacher also reminded the students of the initial goal,” ‘So, tell me about your

genetics. He received a Fellowship for graduate study in Zoology at Indiana University of Bloomington. In 1950, he received a PhD degree in Zoology at the age of 22. James Watson's PhD thesis was on the study of how hard X-rays effected bacteriophage multiplication. Bacteriophages are when viruses infect bacteria. In 1948, James Watson began his research in a laboratory at Indiana

myself interviewing a few students on the concept of multiplication and division. According to Merriam-Webster Dictionary, multiplication is defined as the process of adding a number to itself a certain number of times: the act or process of multiplying numbers. Merriam-Webster Dictionary also defines Division to be the act or process of dividing something into parts: the way that something is divided (Merriam-Webster, 2015). Multiplication and Division is a subject that many different students

current over the summer. The task for students is to determine the error that occurred using the grid method for multiplication in a work sample. This learning experience was effective for my students because they were able to show an understanding of the mathematical goal. The main learning goal for the lesson was for students to show an understanding of two-digit multiplication by discovering an error in grid process. All three students were able to locate the error. Each student attacked

desks, work in pairs and finally collaborate in the designated open space area in the classroom. Assessment requirements The annotation of the multiplication array posters done by the students and on notes made on the students conversation which will be recorded on observations during the activity and discussion. Learning intentions Recall multiplication facts up to 10 x 10 and related division facts (ACMNA075) (ACARA, 2015). Success criteria Students will

by substituting coordinate form of vector by the definition of scalar multiplication by distributive property of real number multiplication over real number addition by definition of vector addition by definition of scalar multiplication by substituting vector form for coordinates Since by a string of equalities above, then scalar multiplication of vectors is distributive over scalar addition and the rule is proven to be true for . Proof of Law 10 –

post-assessment, and the self-evaluation, I would be able to see what sort of activities the students were more engaged in, more interested in, and be able to begin some enrichment activity based on that data. The students really seemed to grasp and enjoy multiplication facts in the form of educational games so I would have my instructional actions try and focus around fun, active educational games. First, however, I would have an individual conference to talk to each student about their data, where they improved

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