My lesson was taught to a group of fifth grade math students at Athens Intermediate School, located in Athens, Al. The lesson focus was on volume. The Alabama course of study standard that was addressed was to understand concepts of volume and relate volume to multiplication and to addition. During the lesson I focused on some areas of interest: Were the lesson standards and skills met? What individuals had trouble, and which individuals did well and why? What were some strengths and weakness for the students? And how do we move to the next step in regards to instruction?
For every lesson I post the lesson’s objective and essential question in my classroom for the students to view and revisit. The objective expresses what the students are expected to learn or experience during the duration of the lesson. The essential question links the objective to the students by enabling the students to use their prior knowledge of the skill or concept to answer a question. The objective for this lesson was to count unit cubes that fill a solid figure to find the volume. The essential question that was offered asked the students how you can
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First, I gathered some resources to review more multiplication. I put together small groups based on multiplication levels and retaught partial products and area model of multiplication. This step was crucial. The student would not obtain any knowledge about volume if all their brain power was used worrying about multiplying. I also used these same small groups to teach the next skill with volume which was to estimate the volume of everyday items that the students are familiar with. After a few days of reviewing multiplication, the students were ready to move to the next step. This lesson taught me that sometime lessons don’t always go as planned. We have to halt and review skills that the students lack in order to be
Van de Walle, J., , F., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics, teaching developmentally. (Seventh ed.). New York, NY: Allyn & Bacon.
In this essay, I will be exploring different ways on how ‘addition’ can be taught in Year 2 and how they link to the National Curriculum; looking at the best mental approaches that a child should take. I will then progress by exploring a particular calculation in extra detail, evaluating ways to teach how to solve the problem and use ‘manipulatives’ to support it.
Place value and the base ten number system are two extremely important areas in mathematics. Without an in-depth understanding of these areas students may struggle in later mathematics. Using an effective diagnostic assessment, such as the place value assessment interview, teachers are able to highlight students understanding and misconceptions. By highlighting these areas teachers can form a plan using the many effective tasks and resources available to build a more robust understanding. A one-on-one session with Joe, a Year 5 student, was conducted with the place value assessment interview. From the outlined areas of understanding and misconception a serious of six tutorial lessons were planned. The lessons were designed using
An objective is the desired or needed result to be achieved by a certain time. In the Community Center I observation one classroom with three to five years preschool outside of the playground. There was a tire tube swing and one teacher is pushing the children. The color of the tire tube was red and round. There was a basketball court in the playground and three boys playing. There was a toy bear that a boy was carrying around in the playground. There was a purple ball child with happy face on it. There were four girls ridding horse on the ride. Four boys were wearing shorts; 10 girls with blonde hair. The playground was filled with flowers with six tires around playground. There were 10 tricycles in the play area, and four chi...
Breaking down tasks into smaller, easier steps can be an effective way to teach a classroom of students with a variety of skills and needs. In breaking down the learning process, it allows students to learn at equal pace. This technique can also act as a helpful method for the teacher to analyze and understand the varying needs of the students in the classroom. When teaching or introducing a new math lesson, a teacher might first use the most basic aspects of the lesson to begin the teaching process (i.e. teach stu...
Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.
...S. and Stepelman, J. (2010). Teaching Secondary Mathematics: Techniques and Enrichment Units. 8th Ed. Merrill Prentice Hall. Upper Saddle River, NJ.
Working in groups is challenging at times. Other times it is very rewarding. We are so focused on life that we do not take time to reflect on things as much as we should. Being in a Groups class has opened my eyes to a whole new world. I have begun to question, explore, and even understand how things work. I even get how they work sometimes. Not only is there a process involved in making individual decisions, process is involved in group decisions as well. This paper attempts give insight into my reflection of my group decision process.
For lesson planning purposes, what information do you need to know to help give you the greatest impact on instruction?
The prominence of numeracy is extremely evident in daily life and as teachers it is important to provide quality assistance to students with regards to the development of a child's numeracy skills. High-level numeracy ability does not exclusively signify an extensive view of complex mathematics, its meaning refers to using constructive mathematical ideas to “...make sense of the world.” (NSW Government, 2011). A high-level of numeracy is evident in our abilities to effectively draw upon mathematical ideas and critically evaluate it's use in real-life situations, such as finances, time management, building construction and food preparation, just to name a few (NSW Government, 2011). Effective teachings of numeracy in the 21st century has become a major topic of debate in recent years. The debate usually streams from parents desires for their child to succeed in school and not fall behind. Regardless of socio-economic background, parents want success for their children to prepare them for life in society and work (Groundwater-Smith, 2009). A student who only presents an extremely basic understanding of numeracy, such as small number counting and limited spatial and time awareness, is at risk of falling behind in the increasingly competitive and technologically focused job market of the 21st Century (Huetinck & Munshin, 2008). In the last decade, the Australian curriculum has witness an influx of new digital tools to assist mathematical teaching and learning. The common calculator, which is becoming increasing cheap and readily available, and its usage within the primary school curriculum is often put at the forefront of this debate (Groves, 1994). The argument against the usage of the calculator suggests that it makes students lazy ...
The second event is informing the learners of purposes, objectives or goals. It is also a must for teachers to inform students on what they want to teach that day and what their expectations towards their students are. It is still relevance to be applied until now. This second event is important because students need to know what the expectations from their teachers towards them are. In addition, when students know the purposes, objectives or goals...
Many parents don’t realise how they can help their children at home. Things as simple as baking a cake with their children can help them with their education. Measuring out ingredients for a cake is a simple form of maths. Another example of helping young children with their maths is simply planning a birthday party. They have to decide how many people to invite, how many invitations they will need, how much the stamps will cost, how many prizes, lolly bags, cups, plates, and balloons need to be bought, and so on. Children often find that real life experiences help them to do their maths more easily.
...ng than in the content of their conclusion. Following these simple guidelines and objectives, I am able to plan engaging and stimulating lessons that not only motivate the students but are also meaningful to their personal and academic development.
The procedures of the lesson were quite clear and logical for the most part, the lesson went mostly according to plan, although some nerves on my part may have caused some minor changes. The children responded positively and enthusiastically to the lesson as well as participated actively during the sorting activity, answering questions throughout the lesson. I think that the activity was age appropriate as it was not too easy neither was it too difficult for the children to complete the tasks. The children seemed to be engaged in the activity and eager to participate, using the colourful handmade materials, as the activity was rather like a fun and interactive game. According to (Guha, 2002), play and language form the basis for learning about math in natural ways, and one great way to integrate math involves hands-on activities and problem-solving situations that pique your children's curiosity. There were also few interruptions throughout the lesson which helped ensure a smooth lesson flow. I also managed to keep the children disciplined and keep their volume down throughout the lesson, since it was conducted at nap time. However, there is definitely some room for improvement. During the storytelling session, some children seemed slightly disengaged, which was probably due to the length of story. I also made a mistake of asking the children a wrong quest...
To make this a reality, a teacher must consider the “big ideas or essential questions” they will address in the lesson. “Big ideas or essential questions” are the priorities of a lesson. These are the driving force to help the students realize what it is that they need to learn. As the teacher uses this important step, the instruction part of the lesson becomes clearer.