Observation 9: Math Each day, students do something that is a part of their circle time and it covers much of their math learning for the entire day. At the start of the day, a student is picked to be pointer and the math fun begins. They start with the calendar and count how many days they have been in school that month with one-to-one correspondence. They go over the days of the week, the month, what the previous day was, and the next day will be. The do estimation where there is jar up at the board with various small toys in it and different students get a chance to guess how many items are in the jar. At the end of the week they will find out the exact amount in the jar. They also are learning about place value by counting how many days …show more content…
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 students were fully engaged in the book while the teacher was reading it and then they all counted to 100 together. They do minimal learning outside of what is being explicitly taught at circle time and with the introduction of specific numbers each week. It is very short and students do not have time to really explore math concepts outside of this, as they are not learning centers set up for practicing mathematics, but I think that there should be. They are learning about counting with one-to-one correspondence, number recognition, place value, estimation, shape characteristics, and some skip counting, which are all good foundational skills for preschool students (p.
They would tell the students that the two set of blocks were equal numbers of “10”. Next, the research assistant demonstrated the way of constructing number 35, saying: "Can you count how many tens in 35?" They then counted out three 10s and five 1s in such a way like "one ten, two tens, three tens......one, two, three, four,
On 3/29/2016 I spoke with Leahanne Garcia at the operation. Leahanne stated she has been employed at the operation since May 2015 as a Teacher assistant. Leahanne stated on Wednesday (3/23) that the children had just woken up from nap and Andi was leading circle time, while she was moving the block center shelf back to its position. She stated the children had started to get up from the rug for center time when she heard Andi yelling "get up, get up" and was yanking Isiah up by his arm. Andi then started telling him "you will listen to me" while pointing a finger in his face.
Several research groups are looking into ways to reboot children’s “number sense” with games and puzzles. The article tells that scientists are optimistic because of the way
Say, “Everyone come to the rug so you can watch another fun video about shapes. Today we’ll be working with squares and rectangles and their parts.” 2. Play the videos 3. Ask the students, “What are the parts of a square?
Guided Practice PERFORMANCE TASK(S): The students are expected to learn the Commutative and Associative properties of addition and subtraction during this unit. This unit would be the beginning of the students being able to use both properties up to the number fact of 20. The teacher would model the expectations and the way the work is to be completed through various examples on the interactive whiteboard. Students would be introduced to the properties, be provided of their definitions, and then be walked through a step by step process of how equations are done using the properties.
The essay discusses about an activity aimed for the children to engage in a number pattern. The activity links to both the EYMCT results and the four elements of pattern, namely, questioning, play, assessment and manipulatives, and how they help children enhance their knowledge about patterns. Mathematical ideas needed by an educator Patterns could be seen all around us, with an arrangement following a given criteria or set of rules (Knaus, 2013, p.22). It is imperative for the educators to see and use the regularity or repetition of pattern to predict, expect and plan the outcome (Department of Education, Western Australia (DEWA), 2013, p.200, KU1). Educator should possess the knowledge about the numerical or spatial regularity and also the relationship that exists among various components of a pattern (Bobis , Mulligan & Lowrie, 2013, p.55).
Day by day, the students would start to enjoy the class. Jaime would help them learn mathematics step by step, this was a hard task for the students in the beginning. The students would become frustrated, but Jaime wouldn’t let them give up so easily. Yet, Jaime and his students would have personal problems of their own, they were still determined about academics. After months of hard work during the school year and summer break, the class has finally reached the level of advanced mathematics.
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 3-Rolling dice game with partners gave students the chance to practice using the exponent properties and then checking their answers with their partners Lesson 4- Students combined their individual properties posters to create a large group poster. They had to make a list of similarities and difference between all their posters. Lesson 8- Students had to think, pair, share on which property of exponents they would be applying to the new concept of multiplying/dividing numbers in scientific notation Lesson 4-Students were able to create properties of exponents posters, collaborate and they were posted in the hall way
Charles Baxter’s “Gryphon” provides an interesting look at standardized education and the way society views those who deviate from it. Baxter shows this through how the narrator Tommy views his new substitute, Miss Ferenczi. The character Miss Ferenczi tries to revolt against the clinical and strict standards of society and positively impact the morality and ethicality of herself, Tommy, and the fourth graders. While some readers may think that Miss Ferenczi is either morally inept or somewhat delusional, she proves herself to be a person who cares to teach the children how to love learning.
Accommodations and Modifications Accommodations Accommodations mean the services which we present to the learners to help them to access the education curriculum Modifications They mean the changes in the curriculum. Modifications are very important for the learners with disabilities who do not have the ability to understand all the content. This means that both the accommodations and modifications are methods or ways the teacher can use to serve the needs of disabilities students, so they are very im-portant and useful to reach to our goals.
Each lesson was different and had different instructions, but the material was the same. On the first day that I observed the students had to complete a short worksheet. Half of the piece of paper was a short story called, “Sam the Snowmen”, and the other half was questions the child had to complete about the story. The teacher made them read the story three times, and to keep track of that number, the students filled in a star after each time they read it.
There will be six groups (one for each main nutrient) and within the group they will need to come up with a catchy slogan/phrase, a jingle, and a movement that represents their nutrient. They will then share this information with the class. “When movement is used to learn a concept, a unique environmental note is made by the brain making the information easier to recall” (Lengel & Kuczala, 2010). This activity will allow boys to be kinesthetic, musical/rhythmic, imaginative, and tactile. Where girls will be social, verbal, planning, organizing, and
A main focus I tried to implement is establishing a positive mental set at the beginning of each day and lesson. This allowed the students to become more ready for the lesson and become more interested in the lesson from the start. Another way that I did this was once the book was finished I would hand them a piece of paper and let them draw out or re-write their favorite part of the book. This allowed them to review the book and see what we had just talked about. I never tried to put
These are the students who are teaching the others (in the preceding paragraph) and they feel frustrated because they aren 't learning much. They would prefer to spend time learning new material rather than explaining or listening to what they already understand, know, or could easily figure out. They only started finding the class interesting when they they were introduced to Trigonometry. The material presented in class feels like review to them. They are pleased when they get more challenging problems from the teacher.
Recounting and reciting the numbers are not complicated for him. He enjoys being with his classmates and shows enthusiasm about his accomplishment. He’s cooperating in our daily activities especially, in singing simple songs. Recognizing and identifying the alphabets and the