Real life examples are important in teaching someone who didn’t know anything about these numbers. Visuals, so the person can see how many numbers they use in their everyday life will really help them…
Symbolic representation is week at first for children. The understanding of the cardinal value is lost to students when working with numerals in…
This report will discuss the outcomes of a Primary school student who is taking part in an assessment known as Schedule for Early Number Assessment (SENA 1). (NSW DET, ‘Schedule for Early Number Assessment (SENA 1)’ 2008 p13) The, Schedule for Early Number Assessment (SENA 1), has been developed by the Count Me In Too program. It assesses the student’s ability in the mathematical areas of Numeral Identification, Counting Sequence (forward and backward number word sequences), Subitising, Combining and Partitioning (Counting, Addition and Subtraction) and Multiplication and Division.…
Summary: Day 1 begins with a film that explains how our brains grow and change. After the film students are asked to do the same dot card number talk. All learners should experience the different ways we see and visualize numbers, these number talks are powerful and thought provoking. The dot card is followed by an important activity to help students work well in groups. We also included a rich activity that shows students another open and creative way to try to fill an area with squares. Have students draw the 11 x 13 rectangle in centimeters so it fits on letter paper.…
We see procedural fluency being addressed in these lessons when students are asked to know how to determine the distance between two numbers on a number line. Students use many different strategies, but they must describe their individual processes and also utilize a teacher provided strategy. For example, when counting, students must remember what numbers to verbalize next in the oral string of words.…
Write about the ways in which Shakespeare presents the relationship between Beatrice and Benedick in Much Ado About Nothing and compare it with the ways in which relationships are presented in ‘Sonnet 130’, ‘Sonnet 43’ and ‘Salome’.…
I currently teach a second grade class, but I have learned valuable information that I can use to help prepare my students mathematically for third grade. In second grade, my class completes tasks focusing on arrays and repeated addition toward the end of the school year. Creating equal groups is another concept taught more toward the end of the year. This course has provided insight on the importance making connections between mathematical operations: addition, subtraction, multiplication, and division. Another skill taught in second grade is decomposing numbers into hundreds, tens, and ones as students write numbers in expanded form or use base ten blocks to create a visual representation of a number. Students will continue to decompose numbers as they transition from addition and subtraction to multiplication and division (Beckman, 2014a, p.316). Completing assignments for grades higher than…
Pumpkin Counting Math – The students will get there paper with the numbers at the bottom. The teacher will have a plate of orange paint in the middle of the table. The teacher will have the students show her there pointer finger. They will put their pointer finger only in the paint. The teacher will tell the students the number that they are going to count to and have them start at the bottom of the paper and count. They will touch the paper each time they say a number. We will do this for each number on their paper. When this group is finished, the teacher will have the groups rotate.…
We decided to go out and give the students an impossible math problem to work on, and then we would measure how long they worked on it before they gave…
Counting plays a role in constructing base-ten ideas about quantity. Each approach helps children think about the quantities in a different way. Counting by one, is a primary way they can name…
The students will have a few minutes to think and share their thoughts about the subject. Than the teacher will talk about what the children do in the class or at home: what would be hard to do with out numbers, how does numbers help them know when to go to school, how does numbers help them stand in line or how many plates to get for the table? By asking the children these questions it really gets them to think about why and how numbers are used in every day life (Discovery Education,…
I recently completed a math assessment on three students from my facilitating field placement location. I used the math assessment located on Sakai resources. The assessment assessed the students on their ability to rote count, number recognition, number word after, number word before, and counting objects. The following week I decided and planned activities that would best suit two of these students to help provide understanding in areas where they lacked it. I didn’t know exactly where my students stood on the trajectory of because of their ability to do things higher than just emergent counting but I suppose Student A is a perceptual counter and Student B is maybe a figurative counter. However, Student B lacked the ability to count backwards but she could identify the number of objects blocked (Van De Walle, 2013). Each day was a new activity but most of the activities pertained to the same concepts. After each day I reflected on how the two students did on the activity and what I should do on the following day.…
Did you view the elementary or secondary video? * Elementary 1. Observation and Description A. Describe the observed classroom routines.The class starts with the children removing materials from their desk to get organized. Having the children remove all materials from their desk to organize them according to size teaches the children to have respect for their property and others. Next, the children go on a classroom tour. She also discusses the procedure for signing books in and out of the classroom library. Next, she describes the procedures for if students want to borrow materials off the teacher’s desk. The students must always ask. Then, the children go over the schedule, so they know, what to expect throughout the school day. After that, the children learn the importance of attending school on a daily basis. Next, the teacher has the students’ line up. The first time students are required to line up; the teacher explains the procedure and the reason. Then the teacher discusses signing in and out procedures for going to the office, the restroom, and the nurse station. The students must sign out, print their name on the appropriate line, and circle the place they are going, then put the time, and take a pass. The students learn that they have more freedom in the third grade than second, because they no longer have to ask to get water at the water fountain and sharpen pencils, as long as there is no one else at the water fountain, or the pencil sharpener. Finally, the students learn the procedures for getting crayons and other materials. The same rules apply as long as no one is at the crayon or material station the students can go ahead and get crayons. The students must grab a basket, grab a handful of crayons for the basket, and go quietly back to their seats. This will decrease classroom interruptions and…
The assessment plan created in EDFO 483, accurately utilized a variety of methods to assess students. Assessments are a critical portion of the learning process that provides teachers with important information and data that is used to optimize learning. In EDFO 483, the knowledge of how importance it is for an effective teacher to use both a formative and summative assessment was stressed. With this knowledge, the formative assessments and the summative assessments were added to the lesson plan and the assessment plan. The importance of a two-way chart and the benefits of utilizing this tools was taught in EDFO 483. Because of the new knowledge, the two-way chart was included in the assessment plan. In the clinical class at Oakland Elementary School, the use of formative and summative assessments were observed on several different occasions. The host teacher employed formative assessments for a variety of subjects when she observed students as they worked on two-digit multiplication, as they prepared study guides for a social studies assessment, and as…
An educator’s mathematical knowledge will impact on a child’s ability to be numerate. When referring to mathematics one must consider it as the umbrella of the domain. To be numerate one must consider how the use of mathematics is influenced by social and cultural contexts (Macmillan, 2009, p. 1). There is a common misconception that early childhood educators do not need to teach mathematics, therefore many pre-service teachers opt to study the early years over primary and high school, as they do not feel comfortable with their own knowledge in this domain (Macmillan, 2009, p. 110). The abstract nature of mathematics has caused a misunderstanding that it is not relevant in a young child’s discovery of their world. Young children, however use mathematics in everyday experiences, particularly in play.…