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The Common Core Standards: A Conceptual Analysis

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Fractions are often considered one of the most difficult concepts for students to learn during elementary school. The idea of having many parts of a number or a whole can feel abstract. This concepts becomes more challenging as students must apply fractions to addition, subtraction, multiplication, and division. Order to do that, students must have a strong conception of what is a fraction and it’s value. Although fractions are often introduced in upper elementary grades through worksheets, it does not hold the same value as using other more visual methods that can support their understanding (Saxe, 2007). Number lines can be used as a tool to help students comprehend and utilize fractions. Upper elementary school grades can use number …show more content…

The concept of understanding fractions is slow and steady to avoid past mistakes of rushing the basics and jumping into operations. There is a delay of using the fractions through operations until students can fully grasp what exactly a fraction is, and then work their way to equivalents. Having a strong sense of fractions, allows for a base knowledge when applying operations (Jordan, 2013). In the past, students relied on algorithms to come up the correct answer when manipulating fractions, but lacked understanding of what is a fraction, confusing aspects of even just a numerator and a denominator. Putting fractions on a number line helps students grasp a fraction should be compared to a whole number. In third grade, the standards focus on having students view the fractions as divided wholes of a number on a number line. Students are able to explore a deepen meaning of fractions (Heitin, …show more content…

It arguable that the usage of number lines, not only shows this concept of parts and a wholes but gives the ability to connect the relationship between integers. By using a number line students are able to see that a fractions are a divided whole of a number and not one slice of pizza. They also help to ensure a standard unit is being used (Heitin, 2014). Stated in Education Weekly, “Mr. Wray pointed out that students who are trying to compare fractions with a circular model may end up drawing two circles of significantly different sizes. If they shade one-half of the larger circle and three-fourths of the smaller circle, they could make the argument that one-half is greater than three-fourths” (Heitin,

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In third grade it is the first time in which they are introduced to the ideas of group that represented by multiplication. They are able to solve the problem without given information by grouping. Standard 3.OA.3:  Use multiplication and division

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Explain in words and use number examples DiNozzo – 4 points - 3. Explain what a fraction means. Tell what the numerator represents, what does the denominator represent and how that makes a fraction part of something. McGee – 6points - 1. Write 5/8 as a decimal and a percent.

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“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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Math is often one of the hardest subjects to learn. Teachers know rules that can help students, but often they forget that those rules become more nuanced than presented.

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The main point is to allow students enough practice so they clearly understand that a fraction is a portion of a whole. Allow students to ask questions, make predictions, and have fun as they explore the world of

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Martin Luther, the Pope and King Henry the 8th’s Divorce Lutheranism started in Germany in the early 1530’s, when the Catholic priest Martin Luther had a problem with the pope forgiving sins for money. Martin Luther reformed the church and he split from the Catholic church. He believed that if the pope had the power to forgive sins, the pope should do it for free just like Christ did. Anglicanism started in England in 1534. The Catholic church did not give King Henry the 8th a divorce.

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A study shows that as many as 47% of male inmates and 21% of female inmates have Antisocial Personality Disorder (WebMD). People with ASPD have shown to be very charming and witty, while also having the capability to lie and exploit others without caring. It is also common for someone with ASPD to act rashly and put themselves or others in danger without feeling guilty. There is a large debate on whether people who suffer with ASPD are a victim of it because of how they were raised, or if genetics plays a role in the disease. With much research and scientific evidence, it can be proven that ASPD is caused by a genetic link.

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Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4. c.)

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Through the resources made available to them and with the adults referral to numbers and counting, plus basic connections to addition and subtraction, children gradually grasp the mathematical concepts and build on their working knowledge. Numeracy worksheets are often used to assess the children's understanding. Question: Question 1b

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Chapter two covered different methods of fractions. Fractions are utilized often in everyday life, and I would venture to say that they are probably used more than most math methods. One of the most interesting concepts as it pertains to fractions are converting improper fractions to mixed fractions. Therefore, the video attachment chosen from youtube covers that and begins with defining improper fractions. The main point was in the instructional video was a fraction is a improper fraction when the numerator is larger than the denominator.

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It also addresses procedural fluency in that students, with conceptual understanding, will “perform operations,” building on the arithmetic skills they already have with their procedural fluency of exponent laws. Students will use problem-solving skills when they must decipher context to find relevant information in order to perform operations in scientific notation. The lesson 1 learning objective, “given a very large or small number, scholars will be able to write an expression equal to it using a power of 10 and identify whether or not a number is written in scientific notation,” will address conceptual understanding and mathematical reasoning as students make a connection between powers of 10 and their prior knowledge of place value, understanding that the power of 10 has meaning. Students must then use mathematical reasoning to judge how large or small a power of 10 is.

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First I thought, “How do I go about explaining the concept of hundreds and thousands to kids who are obviously still struggling with the fundamentals of reading, writing, and spelling; as well as mathematics?” Then I started to contemplate on how much the school system has changed, and how much it has stayed the same since I was their age, and that I would have to change my tactics in order to adjust with the times, as well as different students ranging from a diverse set of schools from various ages and grade levels; thus being one of the biggest challenges of all, as a future educator. When I was their age, each and every student had their very own EAI Education Grade–Level Math Kits; which helped with identifying the different shapes, colors, and patterns. It allowed us to tell time and differentiate between hot and cold temperatures.

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Numeracy is not just about solving algebraic expression, rather, it is about the application of mathematic in context and utilising skills to solve real life problems (Tout, 2015). Therefore, to be considered numerate, student should possess the ability to identify when and where they need to apply their mathematical knowledge and skill in order to critically analyse situations and solve practical problems (Council of Australian Government, 2008). The two curriculum documents emphasises the fact that numeracy is not just maths but has application to cross curriculum subjects such as science, geography and civics (ACARA, 2014; VCAA, 2015). The Victorian curriculum also highlights the importance of numeracy and extrapolates, that numeracy is not fundamentally defined by mathematics, rather has a much wider scope, therefore, numeracy is not something teachers assess separately, but must be incorporated into assessments of subjects across the board (VCAA,

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