For this reading assignment, I chose Two of Everything by Lily Toy Hong. Since I worked with a third grader, Jacob, for the interview assignment, I asked his mom and him again today. After school, we met in the library, and I read the book to Jacob, that was very interested to listen, since it was the first time for him. During the reading, he was curious and was making predictions, such as to sell the pot. When I finished to read the book, I asked if he noticed anything that connects to math. The first thing that came in his mind was the bag of five coins as he said they duplicated to ten, and then the man put the money in one bag and duplicated again and again. Moreover, I mentioned if he could estimate how much coins the couple doubled,
Lily is thinking “how much older fourteen had made [her]. In the space of a few hours [she’d] become forty years old.” She makes this connection after she realizes that maybe her mother's death could have not been her fault and that it could have been T. Ray’s and he was punishing her for it. This caused Lily to pack “...5 pairs of shorts, tops, ... shampoo, toothpaste...” $38 and a map (41-42). By doing this, it made her feel like she had aged, feeling like a 40 year old.
As this was a review of the chapter before our test, students overall did a good job applying the skills we have learned throughout this chapter. Every single one of my students can correctly identify a number based on the tens and ones, and can find the tens and ones of any given two digit number. I did not have any student fail to identify if a number was greater than or less than another number. In retrospect, I realized that during this lesson I placed very little emphasis on the greater than and less than signs themselves, but this was a large component of the independent practice work. Overall, I have been impressed with the learning progress my students made during this chapter. It was a quick chapter with only 5 lessons, but students moved quickly and comfortably through the content.
The movement for female right is one of the important social issue and it is ongoing reaction against the traditional male definition of woman. In most civilizations there was very unequal treatment between women and men with the expectation being that women should simply stay in the house and let the men support them. A Doll's House by Henrik Ibsen, and Trifles, by Susan Glaspell, are two well-known plays that give rise to discussions over male-female relationships. In both stories, they illustrate the similar perspectives on how men repress women in their marriages; men consider that women should obey them and their respective on their wives is oppressed showing the problems in two marriages that described in two plays. Therefore, in this essay, I will compare two similar but contrast stories; A Doll's House and Trifles, focusing on how they describe the problems in marriage related to women as victims of suppressed right.
Though when asked what number is ten less than 408 Joe answered “three hundred and ninety two”. Joe being unable to give the number that is ten less of 408 displays a misconception of the base ten number system and the role the tens play, Burns (2010). Joe did not display the understanding that 408 is 40 tens and 8 ones and when one ten is removed he is left with 39 tens and 8 ones giving him the answer of 398. This misconception was displayed again when Joe declared he was unable to partition 592. Joe could not see 592 as 4 hundreds, 19 tens and 2 ones or 5 hundreds, 8 tens and 12 ones. In addition to the misconception of the base ten number system and the role the tens play Joe displayed a misunderstanding of early multiplicative thinking. Joe was asked how many times bigger is 300 than 3 and how many times bigger is 300 than 30. Joe answered the multiplicative questions using subtraction giving the answers 297 and 270, respectively. The use of subtraction implies that Joe sees multiplication as addition and does not relate multiplication with division, Booker et al. (2014). Joe did not make the connection that 3 goes into 300 one hundred times therefore 300 is one hundred times bigger than 3. The same connection was not made for the second question, 30 goes into 300 ten times therefore 300 is ten times bigger than 30. At this point in the interview it was clear what areas of
Mrs. Cable’s objective in this math lesson was for students to count to tell numbers and to compare numbers; this is done with different amounts of dots (almost like a dice). The lesson started off by Mrs. Cable reading a book call “Ten Black Dots” at the carpet, this book was all about counting dots and
Jane is a tenth grade Mathematics teacher at Littleton High School. Her student, Willie Lawrence, is a very bright kid; however, he has low confidence in math, and he does not believe he can excel in it. The previous year, she had him as a student and he was always right on the edge of a higher grade. She knew he was smart so she always gave him the benefit of the doubt to help boost his confidence and show him that he can do math.
“You have 20 minutes to solve the math problems.” Mrs. Janasky says, “You may start now.”
Children’s number competence was measured using the number competency core battery (Jordan et al., 2009) . Seven subtests were included in the number competency core battery, namely, counting task, number recognition, number comparison, nonverbal calculation, story problems, and number combinations. Considering that nursery children have limited mathematics knowledge, story problems (8 items; e.g., “Mike has 6 pennies. Peter takes away 4 of her pennies. How many pennies does Mike have now?”) and number combinations (8 items; e.g., “How much is 2 and 1?”) subtests were not conducted in the present study. Thus, the present study included five subtests involving 34 items. Similar tasks have been used to test three-year-olds (Lee, Lembke, Moore,
When you go to the store to shop for groceries I’m pretty positive you don’t think about how much math you’re about to do. All the skills that you use when buying milk is all learned in school. Milk consumption for a family that has children who are in school is a problem because kids love eating cereal, and drinking milk before school. When shopping for milk you make comparisons on the prices by which brand is the cheapest. When shopping you estimate, gather, and organize data to figure out which milk is the best price. You can’t go to the grocery store and walk away without making at least one comparison which, you learned in math all your life. (May, 1994)
2.Math:you can also use in game items to teach math, example: if one peace of coal
Skemp, R (2002). Mathematics in the Primary School. 2nd ed. London: Taylor and Francis .
As a secondary subject, society often views mathematics a critical subject for students to learn in order to be successful. Often times, mathematics serves as a gatekeeper for higher learning and certain specific careers. Since the times of Plato, “mathematics was virtually the first thing everyone has to learn…common to all arts, science, and forms of thought” (Stinson, 2004). Plato argued that all students should learn arithmetic; the advanced mathematics was reserved for those that would serve as the “philosopher guardians” of the city (Stinson, 2004). By the 1900s in the United States, mathematics found itself as a cornerstone of curriculum for students. National reports throughout the 20th Century solidified the importance of mathematics in the success of our nation and its students (Stinson, 2004). As a mathematics teacher, my role to educate all students in mathematics is an important one. My personal philosophy of mathematics education – including the optimal learning environment and best practices teaching strategies – motivates my teaching strategies in my personal classroom.
“How can you identify a single counterfeit penny, slightly lighter than the rest, from a group of nine, in only two weighs?”(Suri, 4) This is an interesting mathematical puzzle which everyone might had played in our childhood. The puzzle was invented by a legendary mathematician Martin Gardner in 1956. Are you wondering that why great mathematicians such as Martin Gardner were still interesting in this kind of recreational math? An editorial written by Manil Suri who is an Indian mathematician expounded the significance of recreational math. He used many examples to explain the importance of recreational math puzzles from different sides. Those math games educated players who had none mathematical background an ability and a logical deductive
...re encompassing way, it becomes very clear that everything that we do or encounter in life can be in some way associated with math. Whether it be writing a paper, debating a controversial topic, playing Temple Run, buying Christmas presents, checking final grades on PeopleSoft, packing to go home, or cutting paper snowflakes to decorate the house, many of our daily activities encompass math. What has surprised me the most is that I do not feel that I have been seeking out these relationships between math and other areas of my life, rather the connections just seem more visible to me now that I have a greater appreciation and understanding for the subject. Math is necessary. Math is powerful. Math is important. Math is influential. Math is surprising. Math is found in unexpected places. Math is found in my worldview. Math is everywhere. Math is Beautiful.
To be honest, however, my friends and I had no trouble with the math, it was usually actually pretty fun. Ten minutes before the bell rang, he called us three, and two other guys out into the hallway. At first, we were scared (our elementary track re...