Part A Diagnostic Essay
Introduction
Place value is one of the cornerstones of our number system. Therefore, developing a robust, conceptual understanding of this topic is vital. If this is not achieved and if focus is placed on short-term performance or procedural knowledge, progress in mathematics is likely to be delayed (Department of Education WA, 2013a). Green (2014) upholds this belief as she describes seeing maths as more than just a list of rules to be memorised. Instead, mathematics should allow children to make sense of the world around them.
Part A
Diagnostic Assessment
Diagnostic assessment is designed to determine students’ existing knowledge about a topic or concept. This is important because students’ prior knowledge should be recognised and utilised
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Instead students must construct their own mathematical knowledge, in there own way and at their own pace. The First Steps in Mathematics resources upholds the belief that learning is done “by the learner rather than to the learner” (Department of Education WA, 2013a). This means that children should be given the opportunity to utilise hands-on materials to make sense of the information they are being exposed to. For example, MABs and bundling sticks can be utilised to teach a variety of concepts. This equipment can be used to build numbers from 10 to 100 and beyond. The numbers created can then be written on place value charts. This assists children to makes sense of the ten group and understand how it can be displayed in different entities, such as, a ‘ten group’ or ‘ten …show more content…
The use of materials turns abstract mathematical ideas into concrete, real-world situations. Manipulatives can be utilised to introduce concepts, pose problems and uncover solutions (Burns, n.d.). For example, bundling sticks, MABs and ten frames can be used to show how zero acts as a place holder; number expanders can be used to teach the columns of place value; Unifix is very helpful when teaching part-part-whole relationships; and lastly, dot cards and counters can be used to teach counting and
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507 Words | 3 PagesThey no longer need to see each group beginning build through a picture. They will be able to understand the relationship between number, and regroup when needed. Student are able to work problem through by recognizing pattern within the factors
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1467 Words | 6 Pages-Students will use what they know about about place value to interpret and compare two numbers. Students will then compare numbers by starting with the greatest place value. They will then examine the equality and inequality symbols used to write number sentences. -Students will evaluate the number of hundreds, tens, and ones and complete number sentences comparing two numbers with the same hundreds digits. -Students will evaluate the number of hundreds, tens, and ones and complete number sentences comparing two numbers.
Nt1310 Unit 8 Assignment
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537 Words | 3 Pages“One thing is certain: The human brain has serious problems with calculations. Nothing in its evolution prepared it for the task of memorizing dozens of multiplication facts or for carrying out the multistep operations required for two-digit subtraction.” (Sousa, 2015, p. 35). It is amazing the things that our brain can do and how our brain adapt to perform these kind of calculations. As teachers, we need to take into account that our brain is not ready for calculations, but it can recognize patterns.
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522 Words | 3 PagesIt also addresses procedural fluency in that students, with conceptual understanding, will “perform operations,” building on the arithmetic skills they already have with their procedural fluency of exponent laws. Students will use problem-solving skills when they must decipher context to find relevant information in order to perform operations in scientific notation. The lesson 1 learning objective, “given a very large or small number, scholars will be able to write an expression equal to it using a power of 10 and identify whether or not a number is written in scientific notation,” will address conceptual understanding and mathematical reasoning as students make a connection between powers of 10 and their prior knowledge of place value, understanding that the power of 10 has meaning. Students must then use mathematical reasoning to judge how large or small a power of 10 is.
Ofsted's 'Made To Measure'
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Explain How The Tool From Part C Will Enhance Student Learning
510 Words | 3 Pagesprocedural fluency - Students will gain procedural fluency in the lesson through the teacher modeling and guided practice with math concepts. Students will use a variety of manipulatives to achieve a better understanding of how to represent and solve problems involving addition and subtraction within 20. F. Explain how one instructional strategy in your lesson plan (e.g., collaborative learning, modeling, discovery learning) supports learning outcomes. One instructional strategy found throughout my lesson plan is modeling. As the teacher the thinking out loud while moving through the process of solving the problem students are not only hearing my thoughts, they also can mimic the process.
Dci/556 Week 1 Business Plan
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Two Critical Elements Of Instructional Scaffolding
1040 Words | 5 PagesSecond, I would introduce a problem that the student might find interesting and excite their interest for the challenge of solving a long division problem. Third, I would model how to work through some long division problems with the use of material scaffolding in the form of the mnemonic device and guided examples mentioned in answer 4-B. Fourth, I would use the mnemonic device as a handout, and poster on a wall, to let practice my student practice long division problems with the mnemonic device as a reminder tool. The mnemonic device could be “Dad, Mom, Sister, and Brother,” which would stand for “Divide, Multiply, Subtract, and Bring Down.” I would also model and practice the guided examples with the student on a handout. Fifth, I would begin task scaffolding by walking through each step in solving long division using the mnemonic device provided above along with the guided examples.
Diagnostic Impressions Paper
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13 Rules That Expire Summary
1584 Words | 7 PagesOften enough teachers come into the education field not knowing that what they teach will affect the students in the future. This article is about how these thirteen rules are taught as ‘tricks’ to make math easier for the students in elementary school. What teachers do not remember is these the ‘tricks’ will soon confuse the students as they expand their knowledge. These ‘tricks’ confuse the students because they expire without the students knowing. Not only does the article informs about the rules that expire, but also the mathematical language that soon expire.
Benefits Of Manipulatives
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Western Mathematics: The Secret Weapon Of Cultural Imperialism
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