This quote proves the interest the children having in learning about these things. Rarely do fourth graders happily discuss arithmetic to any extent. Miss Ferenczi is a positive influence by teaching them to be excited about learning through the stories she tells them.
During the last 50 hours, Ashley has been working on learning the division facts and has learned to multiply 2 and 3 digit numbers by 1 digit with all combinations of regrouping. In both these areas she has built fluency. She moves through problems quickly with very few errors. The third grade standard is to be able to multiply and divide within 100. Ashley is currently multiplying within 1000.
In third grade it is the first time in which they are introduced to the ideas of group that represented by multiplication. They are able to solve the problem without given information by grouping. Standard 3.OA.3: Use multiplication and division
I observed Laua Kapeller’s fourth grade class at Blackhurst elementary on November 18, 2016. The concept of the day was to refresh the students on perimeter and area of objects for the subject of math. The methods Ms. Kapeller used to teach the students was by power point and wooden block that were one-inch-wide and one inch in height. She explained the directions to the class first before handing out the blocks. She separated the class into partners and later on in the activity the partners had to form a group by joining other partners because of the amount of blocks the activity called for.
In relation to his classmates, Joseph was in the average-above average range. After further observation, it was clear that Joseph was confidant in math. He knew his math facts, can read visual aids, and showed a good understanding for regrouping numbers. During the week of observation, the students were being introduced to word problems. Joseph’s teacher expressed her concern about this matter.
“A teacher in the local school refused to let Susan learn long division as that subject was not considered appropriate for girls during that era” (“Anthony, Susan B.”). Anthony’s father responded by taking Anthony out of the school and finding a private tutor for her. Later, in
Students watch two video shorts, one about the number one and one about the number two. They watch the videos on the smart board while sitting in their spots on the carpet. There is some giggling because the videos are intended to be a little silly. Something else they also did was to read the book Chick- Chicka 1-2-3. This is an entertaining book about the number zero who is trying to climb the apple tree, but finds it to be a difficult task to complete with the numbers 1-99 in front of him, and not to mention the bumblebees that cause chaos as well.
The purpose of this nursery rhyme is to teach children how to count. It is written where students can orally learn numbers by either chanting or reciting. This nursery rhyme teaches students the concepts in mathematics such as Rational Counting where they count each number to one object, Patterning because we live in a world of patterns and it is natural for children to describe, extend and create patterns, Count- on where it teaches the child to start counting on from the first number, Cardinality which states the number of objects in a collection, Numerals and also Seriating which teaches length, weight and size when they talk about lay them straight. Cognitive theorist John Piaget states that every normal student is capable of good mathematical
Lesson 6- Students wrote their thoughts on the video of the Powers of Ten Lesson 11- Students were able to brainstorms ideas around “what if earth’s mass was 15 times bigger” Lesson 12- Students gave their preference to which country they would expand their soda company to and had to back their decision with support from data Lesson 11: Students were able to investigate the solar system using the NASA Website. One part of the investigation was finding three facts they thought were interesting. Lesson 3-Rolling dice game with partners gave students the chance to practice using the exponent properties and then checking their answers with their partners Lessons 8 & 12- Stations were provided for students to move around the room to complete different
She did not simply tell the student what was wrong or the correct answer when they were wrong, she simply just said that is not the correct answer try again. This taught the students that the correct answer will not always be given to them right away, that they must work until they get it themselves. This is a good example of enculturation in the classroom. The students are learning from the repetition of correcting the problem. The lesson from this repetition strategy is that the more you are engaged within a culture, the more you will start to pick up norms from the
I broke the students up into groups and gave each group a theme to focus on pulling quotes from the book that relate to the theme. I thought the lesson went over very well the students were engaged and on task. All the groups worked well together. Each student contributed to the collaborative team poster. As I walked around I notice group members helping out others group members which is great interaction