-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.
-Students will solve problems involving the comparison of three-digit numbers and discuss their solutions.]
b. Provide a graphic (chart or table) or narrative that summarizes student learning for the whole class. Be sure to
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As previously mentioned, while watching the student complete the assessment, I observed the student guessing. If the student truly understood the place value of each number then she would have answered all of the other number sentences correctly, however she only chose to complete each number sentence using the “less than,” inequality symbol, which coincidently awarded her with items b and e being correct. This student is yet to understand how three-digit numbers compare to one another based on place value, as well as, the meaning of each inequality symbol. Due to not understanding how three-digit numbers compare to one another based on place value, the student was not able to properly discuss her …show more content…
If a video or audio work sample occurs in a group context (e.g., discussion), provide the name of the clip and clearly describe how the scorer can identify the focus student(s) (e.g., position, physical description) whose work is portrayed.
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3. Developing Students’ Mathematical Understanding
a. Based on your analysis of the focus students’ work samples, write a targeted learning objective/goal for the students related to the area of struggle.
[Students will compare two three-digit numbers by completing the place value model, producing an accurate number sentence with the appropriate inequality symbol, and discussing their solutions.]
b. Describe the re-engagement lesson you designed to develop each focus student’s mathematical knowledge in relation to the targeted learning objective/goal. Your description should include targeted learning objective/goal from prompt 3a state-adopted academic content standards that were the basis of the analysis strategies and learning tasks to re-engage students (including what you and the students will be
Bell Ringer: The teacher will review the numbers (1, 8, 9, 4, 0, 5, 7, 3, 2, and 6). While teacher is reviewing the numbers, the teacher will monitor technique. The teacher will allow students complete Numeric Lessons 1-6 in Micro Type 4.2.
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
Problem Solving Essay Shamyra Thompson Liberty University Summary of Author’s Position In the article “Never Say Anything a Kid Can Say”, the author Steven C. Reinhart shares how there are so many different and creative ways that teachers can teach Math in their classrooms. Reinhart also discussed in his article how he decided not to just teach Math the traditional way but tried using different teaching methods. For example, he tried using the Student-Centered, Problem Based Approach to see how it could be implemented in the classroom while teaching Math to his students. Reinhart found that the approach worked very well for his students and learned that the students enjoyed
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).
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 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
Having high expectations for students and believing in the students, they will perform to the teacher’s expectations. A renowned teacher will help struggling students by being patient and using different teaching methodologies in order to help the students connect between prior knowledge to current topics. Setting high standards, highly qualified teachers are teaching students to productively struggle. This is a skill all students should all learn because everyone will struggle at one point or another. However, while productively struggling, students will be able to take a step back, look at what they know and don’t know, and think back to prior knowledge and related mathematical content in order to work on a
Many core elements of numeracy associate with others across the literature. They include using mathematical knowledge including concepts, skills and problem-solving strategies (Gieger, goos & dole). The role of numeracy technician foregrounding mathematical knowledge and understandings (Forrest). The dispositions of confidence, flexibility, adaptability, attitudes, self-perception and willingness to use these skills to engage with life related tasks, firstly as a prerequisite for all learning. (Gieger, goos & dole) (Scott)(Frankenstein).
The student is expected to: (A) apply mathematics to problems arising in everyday life, society, and the workplace; (B) use a problem-solving model that incorporates analysing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the
How proficient are you in understand ideas expressed in number format? Are you able to apply reason / logic to
Due to the high recognition of number in mathematics education, several scholars turn to perceive mathematics as a science of numbers and their operations (Griffin, 2004). Number is an umbrella term and is classified into several sets in accordance to properties that they possess in common. Number domains in Ghanaian primary school mathematics syllabus include: whole numbers, counting numbers, prime numbers, even numbers, odd numbers, and fractions (Ministry of Education,
Compare and Contrast In both the textbook lesson and the one I created on my own, I found that there needed to be a lot of flexibility when I actually taught the lesson. I found that the lesson I had initially been planning on teaching did not line up with my students needs and strengths. For the textbook lesson, this was more prominent because this lesson was not made with my student in mind and I had to make adjustments to the lesson to make something that he might understand. These adjustments were effective in the end because I did not know my students' prior knowledge of number lines and had overestimated his ability and had to rethink the approach to the entire lesson.
Number sense in education is the basis for understanding any mathematical operation, by being able
a. When I pulled the students journals to reflect on the learning I could see from their answers written that most of the students met the learning goal of writing the fact families. This was an increase from the start of the lesson since not one student knew what a fact family was. This increase in the amount of students who met mastery of the learning goals shows a better understanding of the concept and what areas the students struggled with. For example, at 10:00, I was working with one group who I seen was struggling with forming fact families. After I explained it to them and worked through one together they continued to work with the other numbers and form correct fact families and understanding of the material.
Visualization is claimed by Yin (2010), a lecturer at the National Institute of Education in Singapore, as the “heart of mathematical problem solving”. The study of Yin (2010), revealed that visualization plays seven roles in mathematical problem solving: that is, it helps to understand, to simplify and to see connections to a problem, it serves as a solution check tool, as a substitute for computation, it caters to individual learning styles, and it transforms a problem to mathematical form. Further, visualization is done to understand and model the problem and to develop a plan to solve the problem (Piggott & Woodham, 2011). Visualization can also be used to teach classic mathematics concepts like primes with a different approach that goes beyond the usual crossing paths with Eratosthenes’ Sieve and it enables students to look into primes in a new light rather than just merely listing and defining them (McEachran, 2008). Visualization is proven to be a crucial element in the learning of mathematics.