I did my number talk during math workstations. I pull out 5 students for a small group number talk. During my number talk, I gave each student unifix cubes, a paper, and a pencil. Students had many options to solve an addition or subtraction problem. I did not tell students what strategy or what they had to do to solve the problem, I asked students to solve the problem using the materials provided or use any method they know to solve the problem.
While I was waiting for students to solve the problem I notice that almost half of the group used the unifix cubes in order to figure out the answer. The unifix cubes were necessary for the students because they were able to see the problem by having a hands-on material. Students were able to group blocks, deduct blocks, and count all the blocks that they had in their stack in order to
…show more content…
Most of my students were having a hard time solving a number in the middle of the equation. The problem my students solve was seven plus something equals 12, my students saw the problem differently they taught they had to add both of the numbers in order to find the missing number. I asked the student that was able to answer the math question what strategy she used to solve the math problem and she explain to her peers and I the method she used to solve the problem. Students were able to see how she solved the problem and they were able to use her strategy in order for them to solve the next equation. In the next problem, students were able to answer because they used the strategy that their partner showed them. If I focused one day on finding the missing number at the end of the equation and then on the next day in another location of the equation students will have time to think what strategy can be useful to solve the
The title of the text is “The Numbers Game”. The story is about a prophecy describing the death of an evil sorcerer by an heir to the kingdom of Khandar. As the sorcerer lay defeated by an heir, a separate candidate heir steps in to claim the sorcerer as his own, and then several more candidate heirs do the same. During their bickering over who gets to kill the sorcerer, the sorcerer sneaks away.
Instead of having a student who just goes up there and does the problem and then just goes and sits
... Another one of the strategies that I have seen quite often is the disrupting student read-aloud. This has happened to me while teaching many times. I honestly most times thought that these children were causing a ruckus and interrupting because they had behavior issues. Now after reading this section I am much more aware that the instances I have encountered could have been just the child not understanding.
Effective teaching aid while summarizing Students find cheap sheets as effective reference cards when they listen to the teacher summarizing the day’s lesson in the end of the hour. I feel that Wow factor and job satisfaction the day I use cheap sheets. Geometry sheets are very useful that way. The images are available with 3D effect with formulas written on side -easy for students to catch up with.
Children can enhance their understanding of difficult addition and subtraction problems, when they learn to recognize how the combination of two or more numbers demonstrate a total (Fuson, Clements, & Beckmann, 2011). As students advance from Kindergarten through second grade they learn various strategies to solve addition and subtraction problems. The methods can be summarize into three distinctive categories called count all, count on, and recompose (Fuson, Clements, & Beckmann, 2011). The strategies vary faintly in simplicity and application. I will demonstrate how students can apply the count all, count on, and recompose strategies to solve addition and subtraction problems involving many levels of difficulty.
Because of the timed test, students feel discouraged. When this happens their interest on the subject drops. Some students does not know how to work long division problems. Our calculator is our best friends in the math class and if we cannot figure out how to work a problem on their then we are “screwed.” Boaler (2012) states that a third of the schoolchildren end up in remedial math courses.
Every week my students had problem solving in math (on of the checklist requirements) I am sure to include this aspect somewhere in their learning for the week so that they are constantly experiencing how to synthesize, how to use strategies and prior knowledge, and practice persistence. On Fridays while I was working with small groups checking off their work I then give my students time to collaborate with their table mates strategies they used to solve the problem. With my students having the opportunity to explain their thinking not only with me, but with their fellow classmates, that allowed them to become more comfortable with sharing their thinking and really evaluating how and what they did. This exercise as a whole allows my students to practice self- monitoring in a way that can be used in their everyday lives. This is where students are able to apply their learning from principles one and two and really dig deep into their learning (Ahoke, 2012).
To investigate the notion of numeracy, I approach seven people to give their view of numeracy and how it relates to mathematics. The following is a discussion of two responses I receive from this short survey. I shall briefly discuss their views of numeracy and how it relates to mathematics in the light of the Australian Curriculum as well as the 21st Century Numeracy Model (Goos 2007). Note: see appendix 1 for their responses.
Math Manipulatives can be used as games, and students love to play games. Touch and see the math concept come to life using homemade items. Counters- using fruit snacks, cheerios, erasers. Teaching them how to (sort)- using buttons, colored pasta, and skittles. Defining Shapes that can be made out of marshmallows, toothpicks, and cardstock making and laminating
Many students view mathematics as a very difficult subject since it does not only focusses on numbers but also in letters. Mathematics does not only require the students to come up with an answer but it also requires them to show the solutions on how they arrived at the answer. While in elementary, students were already taught on how to solve problems in a step-by-step procedure starting with what is asked in the problem, what are the given, make a number sentence or formulate an equation and solve the problem. These procedures are called problem-solving which cannot only apply in mathematics but also in other areas such as in Science, businesses and most
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 ...
...nd make similar problem situations, and then, they provided the students with a little bit of practice because practice makes perfect! After that, teachers may put the students on the situation given just now.
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
What is math? If you had asked me that question at the beginning of the semester, then my answer would have been something like: “math is about numbers, letters, and equations.” Now, however, thirteen weeks later, I have come to realize a new definition of what math is. Math includes numbers, letters, and equations, but it is also so much more than that—math is a way of thinking, a method of solving problems and explaining arguments, a foundation upon which modern society is built, a structure that nature is patterned by…and math is everywhere.
Throughout math, there are many patterns of numbers that have special and distinct properties. There are even numbers, primes, odd numbers, multiples of four, eight, seven, ten, etc. One important and strange pattern of numbers is the set of Fibonacci numbers. This is the sequence of numbers that follow in this pattern: 1, 1, 2, 3, 5, 8, 13, 21, etc. The idea is that each number is the sum of its previous two numbers (n=[n-1]+[n-2]) (Kreith). The Fibonacci numbers appear in various topics of math, such as Pascal?s Triangle and the Golden Ratio/Section. It falls under number theory, which is the study of whole or rational numbers. Number Theory develops theories, simple equations, and uses special tools to find specific numbers. Some topic examples from number theory are the Euclidean Algorithm, Fermat?s Little Theorem, and Prime Numbers.