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. Each day, the teacher would review the information and equations that were taught the day prior, to ensure that students have a clear understanding and are ready …show more content…
I would use this day to allow the students to have independent work and practice time to work on the different properties that we studied during the week. I would have 4-5 activities picked out and ready for the students to work on. The first activity that I would have the students work on is an instructional math game on the laptops. The game is from Math Blaster and explains to students that a+b=b+a (commutative property), and then provides an example of this with numbers; (example- 3+6=9 and 6+3=9 or 9-6=3). Students would also be able to do an instructional computer game on the Associative property of addition. Students would learn and become familiar with the Order of Operations and understand that they must do the work that is in the parentheses before continuing with the remainder of the problem. Another fun activity that the students could do for independent practice is ‘Fact Family Homes’. For this activity, students would be given three numbers; 2, 5, and 7; they would practice the addition first- 2+5=7 and 5+2=7 and then the subtraction- 7-2=5 and 7-5=2. The teacher would make six of these little homes on a worksheet and have different numbers and equations for the students to solve. One more activity that I would have the students work on to help retain the Commutative property of addition is a cut and paste worksheet. For this worksheet, students would have 8 treasure chests with an equation in them; for example, 4+3 and they would need to cut and paste which equation from the bottom was equal to the one listed above in the chest. (4+3=3+4). Students would then be able to color the different treasure chest. A worksheet that focuses on the Associative property of addition that the students can work on, would be a worksheet that has twelve equations and uses arrows to identify which part of the
This will also help the student feel like s/he is not having to learn on their own. Partner activities may include having the students read short stories together and complete worksheets based on the lesson together. For most activities, I will plan on having these activities be a partner or individual activities. This way, if the student feels confident in working individually, the student can work individually, and if not the student can continue working with a
The teacher will make sure to answer questions if there are any. The teacher will then hand out one slip of paper that contains the independent variable to each group. If a group gets a slip of paper that says thickness of paper, the teacher will need to give the group different types of paper.
In math, students learned to write equations. They also learned how to flip the equation. Children wrote equations as they listened to story problems. They practiced also with their ten-frame mat and unifix cubes.
I observed Laua Kapeller’s fourth grade class at Blackhurst elementary on November 18, 2016. The concept of the day was to refresh the students on perimeter and area of objects for the subject of math. The methods Ms. Kapeller used to teach the students was by power point and wooden block that were one-inch-wide and one inch in height. She explained the directions to the class first before handing out the blocks. She separated the class into partners and later on in the activity the partners had to form a group by joining other partners because of the amount of blocks the activity called for.
They would match their answers from their worksheet to their bingo board Lesson 4- Students were shown and explained an example of a poster similar to the one they would create. After they created their own poster, they created a group poster with all properties. They were also provided with an example on the Smart Board while they were working.
Second, 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.
question she would ask her students was to recall the steps to dividing. Visual, auditory, and kinesthetic learners were provided with YouTube videos displaying the steps of how to divide, counting songs, and worksheets to use during the lesson. In order to have the students fully engaged in the learning the teacher allowed each student to participate in the lesson and allowed them to help each other out when struggling with a question. She also engaged each child to participate on the smart board. Periodically, she did have to remind her students about the rules and the consequences that arise from not following them.
Once we had finished the tour we realized we had to begin learning. Our class started with the first subject of the day, math. I looked on the big white board and written in pink marker said: Addition and Subtraction. I know how to add and subtract I confidently thought to myself.
As children get older, the basic information of math is taught such as fractions, multiplication, long division, and a little bit of algebra. By high school, students are learning algebra, geometry, trigonometry, calculus, and beyond. Then college comes around and students who choses to take mathematics related course are taking complex classes. As adults with always surrounded by math because responsible adults have to pay taxes, rent or utilities, saving money in a bank, and daily necessities. Regardless of people’s thought about math, it is everywhere and it is very important in order to succeed in life.
A lesson that I have observed of is a literature lesson on “The Raven” by Edgar Allen Poe. The lesson began the day before with a brief introduction of Edgar Allen Poe as a person and a poet. She gave students background information on the poem then instructed them to read and highlight any passages that were difficult for them to understand for homework. She instructed students to pay attention to the rhythm, stanzas, and the mood while previewing the poem. She wanted the students to begin thinking about the plot, setting, characters and perspective.
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
Through challenging yourself and taking risks as a teacher I think you will discover more meaningful and engaging ways to help your students understand what you want them to know. If you play it safe by constantly using worksheets and no activities then you lose the opportunity to form a closer bond with students, help them express their knowledge in other ways that benefit them and
• What part of the lesson would you improve (and why)? Reflect using learner-centered competencies. Describe unanticipated events and how you responded to them. During the beginning of my lesson I gave a real-world example when creating a subtraction
During the camp, there were so many girls that had self-doubts about math and how they couldn’t do it. It was hard in the beginning trying to tell the girls that math can be fun if we try and use art skills to solve math problems. The first week was the hardest because the girls didn’t want to work at all because the girls that were good at math were always showing off and the girls that were having struggles didn’t want to get involved in math even if art was brought in. Once the more shy and doubting girls started to get involved in the math games/ art, they were able to get the hang of it fast that the other counselors would have to help them once in a while which showed just how much the girls were starting to have fun with math.
In the listening station the students listen to a book that the teacher has picked out for them that has a lot of color and words that they have been going over and reviewing. There are some activities that the students participate in that help with Approaches to Learning one day the teacher was going over the growth of an apple how it starts out as a seed and grows into a flower then grows into an apple. They also learned about the apple they learned about the flesh and skin of an apple and where the seeds are in an apple and about them stem and leaf of an apple and the student would answer the problem and they were so excited about it. Some Cognitive Developmental activities that the students do are sitting on the carpet and do math problems with the teacher, there would be questions on the smartboard like how many balls would you have I took 5 away for the 10 you have. They also have a station where they would match the capital letter with the lower case letter or they would see a picture of an object and match it to a letter they are supposed to