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Annotated Bibliography: Virtual Manipulatives

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1) Website Name: Virtual Manipulatives - Glencoe Web Address: http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html Website Author: McGraw Hill Education Description of Website: This website is very useful! It has many tools to help children solve their own math problems. You can select certain grades ranging from pre-k up to 8th grade. Math topics covered in this website: Listen below are the tool offered by this website: rule tool, timer, pencil/pen, typing, different colors, currency, clock, cubes, base ten blocks, algebraic tiles, hundreds chart, number cubes, spinners, two color counter, spinner, bucket balance, calendar, fraction tiles, geometric solids, simple thermometer and so much more! These …show more content…

It might get a little complicated for younger students who are not technically savvy but its an awesome way to learn math. Do you think students would find the website interesting? Why or why not? I think they would love it because its very hands on and they are in control of what they play with on this website. It has a lot of different manipulative’s that I know they will enjoy. I have had first hand experience in the classroom and children always enjoy playing with blocks, cubes, ect so I’m sure they would enjoy this …show more content…

It helps with strategies, critical thinking and lets you customize the problems as well. These problems are also available in Spanish! Work sheets are also attached in this website which would be nice for homework activities to take home and in class work for all grade levels. Math topics covered in this website: This website is for word problems primarily. But the following concepts are included with these word problems: (The following information was found on the home page of this webpage.) Classified according to grades and topics (place value, number line, addition, subtraction, multiplication, division, estimation, measurement, perimeter, area, volume, patterns and relationships, multi-step, data analysis, graphs, pictographs, writing number and algebraic sentences, fractions, time/rate, percentage, ratio, probability, geometry, Venn diagrams, negative/positive numbers, algebra, etc. ) Grade level this website is most appropriate for: This website is very accommodating and it shows different levels for word problems so I think it would be appropriate for K-8

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Lesson 1, finding the area of different shapes, differed greatly in classifications assigned to the task outlined in the study. Consistent with all other lesson plans in the classifications A and E located in the lower-level demands, the students’ were assigned a task that required memorization of the formula used for calculating the area of a rectangle (p. 49). Unlike the previous nine lessons, the students task of “finding different ways to find the area of different rectangular-based shapes” (p. 50) involved problem-solving skills.

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537 Words | 3 Pages

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

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716 Words | 3 Pages

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.

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480 Words | 2 Pages

Cover up the vocabulary word with sticky notes, read the definition and ask the class to name the correct vocabulary word. Step 6: Connect • Ask students to think of something that can be divided into three equal groups. Tell students to think of a time that they had to split a certain number of items with their friends. Maybe they had to split a packet of stickers, Pokémon cards, gel-pens, smelly erasers, a bag of cookies, a box of beads.

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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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606 Words | 3 Pages

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

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265 Words | 2 Pages

The Basics Introduction to Algebra Balance when Adding and Subtracting (animation) Introduction to Algebra - Multiplication Order of Operations - BODMAS, or PEMDAS Substitution Equations and Formulas Inequalities and Solving Inequalities definitionsBasic Algebra Definitions algebra boy Exponents What is an Exponent? Negative Exponents Reciprocal in Algebra Square Roots, Cube Roots, and nth Roots Surds Simplifying Square

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918 Words | 4 Pages

Teachers make decisions that affect students learning and they must decide when, if and how technology will be used. For example, students who have trouble with basic procedures can develop and demonstrate other mathematical understandings which in turn can eventually help them learn these procedures. Again the effective use of technology depends on the teacher and the possibilities for engaging students with physical challenges in mathematics are dramatically increased with special technologies. Technology supports effective mathematics teaching, teachers should use technology to enhance their students learning opportunities by creating mathematical tasks that take advantage of what technology can do efficiently.

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541 Words | 3 Pages

Topic covered: Solve linear inequalities and graph their solutions on a number line (Victorian Curriculum and Assessment Authority (VCAA), 2016a, VCMNA336) Relevant prior VCM codes - year 7: Solve simple linear equations (VCAA, 2016b, VCMNA256) - year 8: Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution (VCAA, 2016c, VCMNA284) - year 9: Sketch linear graphs using the coordinates of two points and solve linear equations (VCAA, 2016d, VCMNA310) - year 10: Solve problems involving linear equations, including those derived from formulas (VCAA, 2016e, VCMNA335)

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672 Words | 3 Pages

Another article, this one from What Works Clearinghouse, states that if students struggle with word problems, this will prevent them from having future success in math (Gersten et al., 2009). This proves how important it is for students to know what the questions are asking them to do. If they do not have the background knowledge regarding the vocabulary, they won’t be successful in math. Gersten et al. (2009) also gave lists of recommendations to use with RTI math students.

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1616 Words | 7 Pages

“Mathematics learning is often connected with students’ attitudes toward mathematics, or in more extreme cases, their mathematics anxiety” (Pyzdrowski & Sun, 2009, p. 38). Blazer (2011) defines math anxiety as a state of mind undermining the ability of the students to think critically in mathematics. Furthermore, he relates some physical symptoms accompanying math anxiety: pulse increase, headache, and stomachache (Blazer, 2011). With all those symptoms, he explains that the student’s ability to reason is seriously compromised. To help the math-anxious students, Pyzdrowski and Sun suggest using technology.

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728 Words | 3 Pages

Even if you’re not involved in their play it offers a sense of reassurance to children. You can also support a play based approach to learning by encouraging children to play with things they may not have played with before e.g playing with the resource yourself alongside the child. If a child sees what you can do with the resource then they are more likely to eventually participate along side you, copying what you are doing. 4.3 Evaluate different materials and equipment to support play based learning opportunities for children in their early years

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645 Words | 3 Pages

Every day, millions of children around the world fall behind their American counterparts in areas of mathematics and science. I want to help close this gap by using my background in math to help underprivileged children develop a foundation in math upon which they can improve their lives. For the SISL project in the summer of 2018, I would like to align myself with with the Barefoot College NGO that operates in India. The Barefoot College NGO was constructed to break the stereotypes which surround children of rural, Indian villages that once had no hope for education.

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With decades of research, it came to a conclusion that not all students learn the same way. Jeremy Roschelle is co-director of the Center for Technology in Learning at SRI International. In his research, he examines the classroom use of innovations that enhance learning difficult ideas in mathematics and science. Chad Lane has a Ph.D. and M.S. in computer science and wants to create educational technology that will compelling and engaging.

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Word problems: Word problems can be challenging for some students. The step by step approach by Video Text interactive helped my children solve any word problem. 8. Mental Math: Learning how to perform mental math can be an asset in solving math problems faster. It's also essential to show children how to use math skills in our everyday lives.

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