In my alternative teaching lesson, I was providing remediation to two students in Math on place values and what the value of each place value is. This alternative teaching lesson was done on November 2, 2017. While I was providing this small group instruction, my mentor teacher was providing more practice on rounding decimals to the rest of the class. The learning targets for these two students were that they would be able to recall the place value names and locations in relation to other place values and the decimal point as evidenced by the completion of a blank place value chart. The students would also be able to identify the values of each place value and the differences in each place value’s value through modeling it on their place value …show more content…
Examples of numbers are 8.12, 30.462, 4,657, 14.307, and 162.805. I would guide them through the process. If they got stuck or were doing it incorrectly, I would prompt them to count how far away that number was from the decimal and then count on the place value chart to find the correct place value. I also provided the students with a mnemonic device to try and remember the order of place values from left to right starting with ten thousands and going to thousandths. The mnemonic device is Trying to think how the odd tiger had tentacles, which represents ten thousands, thousands, hundreds, tens, ones, tenths, hundredths, and thousandths. I then assessed the students on recalling the place values and their positions with a blank version of the place value chart on the back of the handout. They were not allowed to use the one they created on the other side. After that I gave them each a set of flashcards I created for them to keep and they started working on those, while I observed and helped when needed. Some of the questions on the flashcards included: What number is in the tenths place in the following number? 62.143, How many places after the decimal point is the hundredths place?, How much more is the tenths place than the hundredths place?, and How many times greater is the value of the 7 in …show more content…
I knew that this helped the students because I could see the improvement. From how they answered questions in class and the work they had done before my lesson to what I saw them do on the place value chart and how they answered the flashcards showed improvement. I knew it went well when the students started quizzing each other with the flashcards because they were interested in learning and wanted build on this concept. I knew the lesson was going well when the students were comfortable enough to say “Yeah, that one I don’t understand”. I have observed them in whole class instruction and neither of these students ever speak up when they do not understand. When they said those type of things I knew they were beginning to grasp the concept. I also knew that they felt better about this concept because one student said “I feel that I know it a little better now” and the other agreed. The smaller group and the atmosphere around this lesson helped these two students to learn. My mentor teacher has a more aggressive style of teaching and I knew as I was starting this lesson that they needed a more comforting and relaxed setting to learn. These students are aware of their inefficiencies and the aggressive style seems to make them feel worse about themselves, causing them to become distant. The more intimate and upbeat atmosphere
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His parents could require him to work out five word problems, with a goal that he work out four out of five (80%) correctly before moving on to higher level problems. As his math and applied problem fluency increases, the problems could be harder and the number of problems per session can be increased (7, 8, 9, 10 word problems per sheet). The focus can still be on 80% of the problems correct even as the difficulty and quantity of problems increase. This is based on “Standard - CC.2.1.4.B.2 Using place value understanding and properties of operations to perform multi-digit arithmetic” and “Standard - CC.2.1.5.B.2 extending an understanding of operations with whole numbers to perform operations including
Then I went to the main lesson which I did on the white board and I started with simple two step problems and got up to the four step problems with the parentheses so they could see me do it. After I was done, I had each student come up a couple of time to check their understanding of it, to me they seem to get it really well. I sent them home with homework to post assess them on the following Wednesday when I came back, I was surprised when they turned in the homework on how well they
To complete this assignment, I first went online to search for fifth-grade fraction activities, with a focus on multiplication. After reviewing numerous potential activities I eventually landed on Fraction Flip-It, which is a game that allows students to create their own fractions depending on where they place the cards drawn. This was a large draw because the game could be played any number of times without students solving the same equation over and over. Once I had settled on the activity and how it would be set up, I began building a lesson around it. I wanted to make sure students had the necessary knowledge to succeed, which is why I included the pre-assessment Plicker quiz.
I wanted to write this unit for 9th grade because I love how 9th graders are still young and getting use to high school; therefore, I believe they will be more willing to get up and try new things. This unit includes the exploration of The Real Number System, specifically rational numbers, irrational numbers, and exponents and how they relate to the Real Number System. By exploring the exponents first, we see how various exponents effect each number. For example, 3^-2 makes the number 1/9, but 3^2 is just 9.
In this comparison, they will show conceptual understanding on the meaning of exponents as repeated multiplication. Procedural fluency will be addressed in students being able to recognize that a number is correctly written in scientific notation and being able to
In the classroom there’s a list of words the students will learn throughout the year, every night they would get new words and at the end of the week, they would get quizzed on a set of words. The teacher has an annotation chart that has different things that students can do. For example, if the students have a question about their reading they can put question marks next to it and more. This helps the students understand the reading much better and this also helps the teacher know the students need help with. There were many students who wouldn’t listen and would just be laughing, getting up without asking and disrupted the class during the lesson they would lose their recess,
The last student was Student C who scored in the lower range on the pre-assessment. This student had difficulty with the first four questions that covered what fractions represent, labeling the parts, finding equivalent fractions and simplifying the fractions. Additionally, Student C had difficulty with all the processes that weren’t adding fractions with common denominators. This includes finding common denominators, subtraction, multiplication and
The first thing I would change is that I would add a visual anchor chart that detailed which students are partners with which students. I had issues today getting students to remember who was their partner and what partner (duck or goose) that they were. Additionally, I need more practice with time management with lessons. I was given 40 minutes for the lesson, and my lesson lasted an hour and thirty. It was very easy for me to get carried away with making sure I hit all the key points of the lesson, and I kept the kids much longer than their cognitive loads can endure.
Step 1 • Students will watch the video Understanding Fractions through Real- World Tasks. Step 2 • By the end of the lesson, students should be able to identify like fractions and simplify fractions • They should be able to understand that every time we cut a pizza pie we are cutting them into fractions so everyone eat their fair share • Ask students if they can think of a situation where they had to deal with fractions Step 3 • The students will brake into groups and use critical thinking to solve the following problem: Jake ate 2/3 of a watermelon and Suzie had an additional watermelon the same size as Jake, but cut hers into 6 equal pieces.
In this week’s reading we got to take a look at another article called Role of Intuitive Approximation Skills for School Math Abilities by Melissa E. Libertus. In this article they focused on the educated children and adults have access to two ways of representation numerical Information (Math): approximate number system (ANS) and Exact Number System (ENS). The ANS is children being able to quickly approximate numbers of objectives encountered in one’s environment form birth. With the ENS children are able to learn math through experience and instruction, which requires an understanding of language and symbols, which is what kids learn at school. When thinking about these two different ways someone is learning math in the book they give an
How well did your lesson support an inclusive environment and meet the needs of all learners? I believe I used appropriate wait times to give each students a chance to develop their answer and reasoning. I reread directions and expectations out loud to make sure each student understood the directions. I also reread the question and answer slowly, rewrote it, and explained how and why we got that answer. I went back to one student when he said, “I forgot” and had him retry to give his answer.
I now feel that I have a much better understanding of how much time certain activities will take, in particular independent practice assignments in the form of group work. I also felt that I did a better job at motivating the students to want to learn the material through the use of my YouTube video to start the set. This lesson was the first of a new unit and I feel that they are motivated to learn the material throughout the rest of the unit. Lastly, I feel that I was more prepared to handle spontaneous classroom interruptions such as an announcement bell and the classroom phone ringing while still giving the students the ability to progress even while I had to take care of these
My mentor liked it so much he had me send a backup file of it to him so he could use it next year. He said that the question were great questions to ask yourself as you analyze a primary source. My graphic organizer was simple enough that it could be applied to really any written primary source. I think that I can say that it is possible the students were staying engaged was because I had a handout that demanded them to think more critically about what they were reading. I am not sure exactly what I would change because I did not get to implement my lesson as I had originally planned.
He or she converted 5/8th into 2/4th and 1/8th and then compared that to 3/4th, from there they could conceptualize that 3/4th is larger than 5/8th. Conversely, I converted each fraction into a percentage and my partner John drew a number line. I think the important concept here is that we all arrived at the answer using a method that made that made the most sense to us. Furthermore, I believe that sharing different ways of solving problems will ultimately help all students
I participated in several school meetings. After working with students in small groups, I evaluated my mini lesson for student improvement. My students were able to work independently, collaboratively, and utilize feedback from other peers. This taught me to reflect on advantages and disadvantaged of the lessons