Introduction
Fraction Friction is the title of this series of lesson designed for year seven students. It will build on previous basic knowledge of fractions and consider more advanced thinking including algebraic thinking and computation. Fractions have always represented considerable challenges for students and a lack of understanding is then translated into difficulties with fraction computation, decimals and percentage concepts and the use of fractions in other areas especially algebra. (NMP, 2008) as cited in Van De Walle, Karp & Bay-Williams 2010. These lessons are designed to further enhance students understanding of fractions and how they can be compared and adjusted to use in mathematical practice. The students will have the opportunity
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While some students maybe at the remembering, understanding and applying stages others will need tasks that require analysis, evaluation and creativity. The activity in lesson three of building a bridge is designed so that all students will be able to succeed however, those students with a greater understanding of how related fractions work will be able to extend the length of the bridge by using more complex relationships, based on Williams Cognitive-Affective model (Vialle & Rogers, 2013) these students will demonstrate risk-taking and curiosity, and imagination in their thought process and application of the task. While those with less understanding will more than likely go for a simpler version of the relationships of fractions and will produce a final product that is based on their limited understanding of the concept. While the groups should be mixed in levels of ability that does not mean that one group of students should be disadvantaged in the support of another group. If less able students are placed with more talented students there is a risk that the more able student will do the majority of the thinking and the other student will just agree and have little input into the thinking
Give each student a whiteboard and a marker. Write 2 fractions on a larger classroom whiteboard. Ask the students to write which faction they think is larger on their smaller whiteboard. The students only have 3-5 seconds to produce an answer. The teacher will call on students to explain their thinking without telling the students which answer is correct. This way, the teacher is able to gauge where the students thinking is at before the lesson begins. Remind the students that there are many strategies when comparing two fractions in order to motivate their thinking.
The first standard in number and operations is Grade 3-5 g. develop and use strategies to estimate computations involving fractions and decimals in situations relevant to student’s experiences. The students had to estimate how many items and which items they could buy. They had to estimate the prices by using numbers with decimals and figuring out what the price was closer to in whole numbers. The second standard was h, use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and decimals. The visual models they used were the items and prices, it represented how decimals can be used in real life.
The purpose of this lab report is to state the results gathered by the values of the coefficients of kinetic friction and the coefficient of static friction for two particular surfaces. The theory behind it is that if a body is at rest or moving with constant velocity, it is in equilibrium and the vector sum of all the forces acting on it is zero. The force of friction is always opposing the motion and is always opposite in direction. This lab gave us a chance to bring the inclined plane problems we have been doing in class to real life.
Maths is a tool needed for everyday life and it is a way of helping children to understand the concepts of the world around them. Using the programmes of study from the National curriculum and the EYFS curriculum for numeracy, Washingwell Community Primary school aim:-
Analysis – Both assessments will provide students with opportunities to demonstrate their leaning of decimal multiplication by relating base ten block to the area models. When students will be constructing decimals, I will be able to see if they understand that the flat represent the whole, a rod is equal to a tenth, and a unit represents a hundredth. The activities will reveal any misconceptions students may have about the place value, or I may be able to see whether students have struggled with making various exchanges with the base ten blocks. These pieces of information will reveal whether students have mastered a new
Mathematics has become a very large part of society today. From the moment children learn the basic principles of math to the day those children become working members of society, everyone has used mathematics at one point in their life. The crucial time for learning mathematics is during the childhood years when the concepts and principles of mathematics can be processed more easily. However, this time in life is also when the point in a person’s life where information has to be broken down to the very basics, as children don’t have an advanced capacity to understand as adults do. Mathematics, an essential subject, must be taught in such a way that children can understand and remember.
Reys, R., Lindquist, M., Lambdin, D., Smith, N., & Suydam, M. (2001). Helping children learn mathematics. New York, NY: John Wiley & Sons, Inc.
3. Give an example of how/when you use fractions (including addition, subtraction, multiplication, division, and or ordering of) in your day to day activities outside of math class.
Luce Irigaray, ’ article, “This Sex Which is Not one,” can be succinctly summarized by the following key points. First, the author mentions the way women are seen in the western philosophical discourse and in psychoanalytic theory. She also talks about the women’s sexuality in many ways. ”Female sexuality has always been concepualtized on the basis of masculine parameters.” Women are seen in qualitatively rather than quantitatively. “Must this multiplicity of female desire and female language be understood as shards, scattered remnants of a violated sexuality? A sexually denied?” Freud mentions that the clitoris is a small penis. The female parts are always seen as a commodity for men. Women don’t need men’s object to pleasure themselves
Osmundson, Joseph. "'I Was Born This Way': Is Sexuality Innate, and Should It Matter?" Harvard Kennedy School. N.p., 2011. Web. 11 Feb. 2014. .
The importance of having a curriculum that accommodates diverse learners, it allows the child to learn at their own level or ability. A child with emotional and intellectual challenges may not have the verbal or comprehension skills or the ability to control their body as their peers. With this in mind, classes with diverse learners can excel with an adjusted curriculum. An activity for example, using large Legos to teach the entire class their colors or numbers can help the intellectual challenge by asking to build a building by using on certain colors or amounts. By doing this activity the students can have fun and learn at the same time with using very little words. Also in a group activity the emoti...
Skemp, R (2002). Mathematics in the Primary School. 2nd ed. London: Taylor and Francis .
...S. and Stepelman, J. (2010). Teaching Secondary Mathematics: Techniques and Enrichment Units. 8th Ed. Merrill Prentice Hall. Upper Saddle River, NJ.
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 ...
Getting children to work together on projects which require problem solving is a great way for them to interact with each other and learn mathematical concepts on the way. It will also help them to boost their communication skills. Teachers can also facilitate learning by scaffolding the children’s learning and offering guidance when needed. Getting children to talk about what they are doing and what their plans are actually helps them to learn. Through their projects, children will learn to describe the mathematical concepts that they present using different materials. For example, drawing a house for art class, they learn the names of the different kinds of shapes that make up a