Students in fifth grade need to be taught how to round with mixed decimals to the nearest tenth. The prerequisites that students need before learning this concept are an understanding of place value and how to round whole numbers. There may be conceptual and procedural errors that students may have when rounding decimals to the nearest tenth. Some of these errors are that students may round the whole numbers to the nearest ten instead of the decimal portion of the problem. Another misconception is that students may not round up. They may only write down the tenth place value number that is given in the problem.
To teach students how to round decimals to the nearest tenth, I would first make sure they understand how to round whole numbers and understand place value. I will teach the students that when rounding decimal numbers, they must round the number that is to the right of the decimal. I will explain that the tenths place is the first number to the right of the decimal, then the hundredths and thousandths place. I will tell the students that decimal rounding is similar to whole number rounding. First, students will draw a box around the number in the tenths place. This will help them remember which number is to be rounded. The students’ attention will be drawn to the number with the box around it because it is the focal point of the rounding. This is when they need to remember the rule of 5 and up; round up, and 4 and below; round down. If the student needs to round up, it changes the number in the tenths place, but if the number is 4 or below, the tenths place stays the same. I will give my students many examples to make sure they have an understanding of this concept. One strategy I can use to help my students is to use a num...
... middle of paper ...
...decimals from the worksheet and round each decimal. Next, students will glue the decimal under the number that it would be rounded to. This activity is a great way for the teacher to assess the students’ understanding.
Once I feel students have an understanding of rounding decimals in the tenths place, I will provide the students with a worksheet they can complete independently. This will allow me to see who may have some difficulty with this concept. The worksheet will include twenty problems in which they must round each decimal to the nearest tenth. Students who received 14 out of 20 or higher have grasped the lesson. Those students who received lower than 14 out of 20 will need more practice and support. In conclusion, these skills are essential in everyday life and it is crucial that students grasp the concept of rounding on the right side of the decimal point.
The lesson is about knowing the concept of place value, and to familiarize first grade students with double digits. The students have a daily routine where they place a straw for each day of school in the one’s bin. After collecting ten straws, they bundle them up and move them to the tens bin. The teacher gives a lecture on place value modeling the daily routine. First, she asks a student her age (6), and adds it to another student’s age (7). Next, she asks a different student how they are going to add them. The students respond that they have to put them on the ten’s side. After, they move a bundle and place them on the ten’s side. When the teacher is done with the lesson, she has the students engage in four different centers, where they get to work in pairs. When the students done at least three of the independent centers, she has a class review. During the review she calls on different students and ask them about their findings, thus determining if the students were able to learn about place value.
, the value of teaching subitizing skills in the classroom is clear. This ability provides a visual tool to young students as they develop a basic understanding of numbers and one to one correspondence, and it establishes a firm foundation for the future skills of addition and subtraction facts. Possessing the knowledge of how and when students develop the cognitive understanding of this concept can drive a teachers instruction so that the students find greater success in the lesson. Knowing that comprehension of number conservation does not occur until age 5 or 6 will definitely have an effect upon early teaching of number sense.
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.
As this was a review of the chapter before our test, students overall did a good job applying the skills we have learned throughout this chapter. Every single one of my students can correctly identify a number based on the tens and ones, and can find the tens and ones of any given two digit number. I did not have any student fail to identify if a number was greater than or less than another number. In retrospect, I realized that during this lesson I placed very little emphasis on the greater than and less than signs themselves, but this was a large component of the independent practice work. Overall, I have been impressed with the learning progress my students made during this chapter. It was a quick chapter with only 5 lessons, but students moved quickly and comfortably through the content.
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
to develop pupils’ numeracy and mathematical fluency, reasoning and problem solving in all subjects so that they understand and appreciate the importance of
Stiggins, R., & Chappuis, J. (2008). Enhancing Student Learning. Retrieved from July 2009 from, http://www.districtadministration.com/viewarticlepf.aspx?articleid=1362.
All children learn differently and teachers, especially those who teach mathematics, have to accommodate for all children’s different capacities for learning information. When teaching mathematics, a teacher has to be able to use various methods of presenting the information in order to help the students understand the concepts they are being taught.
In the book, Clever Cyote does three rounding problems. For the first two, I will walk students through the steps that Clever Cyoteis taking (Twenty-one is closer to twenty than thirty, because the number in the ones place is less than five. Seventeen is closer to twenty than ten because the number in the ones place is five or greater, etc.). At the end of the second problem, I will take a time-out to make sure that all of my students are on board, and will try to clear up any confusion. When Clever Cyotee gets to his third rounding problem, I will have the students attempt to round the four numbers (twenty-four, eighteen, twenty-five and twelve) on their own, then add up those numbers before revealing the answer that Clever Cyotee got. The students should have gotten eighty as their rounded
The work sample is a word problem worksheet on coins. The objective in this lesson was for students to solve problems using coins and the students had to either add up coins or subtract coins in this worksheet. Therefore, I was able to “match learning objectives with assessment methods”. Based on the work sample, the student correctly answered the questions that involved adding up coins but when she had to subtract coins, she got the answers incorrect because she assumed that the question involved adding up coins. It taught me that she did not know when to add or subtract when reading a word problem. As a result, I adjusted my instruction and taught the student to look for clue words such as, “in all” or “have left” when solving a word problem. I taught her that key words such as, how many are left, difference, how many more and fewer indicate that she needs to subtract. While, key words such as, altogether, in all, total and sum indicate that she needs to add. This show that I was able to “analyze the assessment and understood the gaps in her learning and use it to guide my instruction”. The student knew how to add and subtract but she had a difficult time knowing what operation to use when solving word problems. I provided the student with “effective and descriptive feedback” immediately after finishing her worksheet which helped her to improve her
Countless time teachers encounter students that struggle with mathematical concepts trough elementary grades. Often, the struggle stems from the inability to comprehend the mathematical concept of place value. “Understanding our place value system is an essential foundation for all computations with whole numbers” (Burns, 2010, p. 20). Students that recognize the composition of the numbers have more flexibility in mathematical computation. “Not only does the base-ten system allow us to express arbitrarily large numbers and arbitrarily small numbers, but it also enables us to quickly compare numbers and assess the ballpark size of a number” (Beckmann, 2014a, p. 1). Addressing student misconceptions should be part of every lesson. If a student perpetuates place value misconceptions they will not be able to fully recognize and explain other mathematical ideas. In this paper, I will analyze some misconceptions relating place value and suggest some strategies to help students understand the concept of place value.
Teachers use a range of formative assessment tools and teaching approaches to gather evidence for the purposes of: monitoring and measuring student learning; providing students with feedback; and providing feedback to inform teaching and modifying instructional strategies to enhance students’ knowledge and performance in mathematics (ACARA, 2015; DEECD, 2009; McMillan, 2011; Taylor-Cox, & Oberdorf, 2013). Regular use of formative assessment improves student learning as instruction can be adjusted based on students’ progress and teachers are able to modify instructions to cater to students’ individual needs (Black & Wiliam, 2010; Taylor-Cox, & Oberdorf, 2013). Various forms of informal and formal formative assessment methods are conducted as learning takes place, continuously through teacher observations, questioning through individual interactions, group discussions and open-ended tasks (McMillan,
The early acquisition of mathematical concepts in children is essential for their overall cognitive development. It is imperative that educators focus on theoretical views to guide and plan the development of mathematical concepts in the early years. Early math concepts involve learning skills such as matching, ordering, sorting, classifying, sequencing and patterning. The early environment offers the foundation for children to develop an interest in numbers and their concepts. Children develop and construct their own meaning of numbers through active learning rather than teacher directed 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 ...
Throughout out this semester, I’ve had the opportunity to gain a better understanding when it comes to teaching Mathematics in the classroom. During the course of this semester, EDEL 440 has showed my classmates and myself the appropriate ways mathematics can be taught in an elementary classroom and how the students in the classroom may retrieve the information. During my years of school, mathematics has been my favorite subject. Over the years, math has challenged me on so many different levels. Having the opportunity to see the appropriate ways math should be taught in an Elementary classroom has giving me a