For a second grade class, I will use a book entitled "Counting Crocodiles" written by Judy Sierra and Will Hillenbrand. The book is as simple as is sounds, a monkey counts crocodiles in the Sillabobble Sea to see if there are more crocodiles in the sea or monkeys on the island. At the beginning of the lesson, I will write the addition problem "1+2+3+4+5+6+7+8+9+10" on the board, and ask my students to solve it. If I 'm correct, they will not even know where to begin. Then, I will tell them that they can all do it if they use the right tools, and proceed to give each student base pieces (both units and longs). Hopefully, at this point, the kids are excited about solving such a large problem. As I read aloud to the students, I will as them …show more content…
In the book, Clever Cyote does three rounding problems. For the first two, I will walk students through the steps that Clever Cyoteis taking (Twenty-one is closer to twenty than thirty, because the number in the ones place is less than five. Seventeen is closer to twenty than ten because the number in the ones place is five or greater, etc.). At the end of the second problem, I will take a time-out to make sure that all of my students are on board, and will try to clear up any confusion. When Clever Cyotee gets to his third rounding problem, I will have the students attempt to round the four numbers (twenty-four, eighteen, twenty-five and twelve) on their own, then add up those numbers before revealing the answer that Clever Cyotee got. The students should have gotten eighty as their rounded …show more content…
Prior to reading the book, I will pass out three circle cut-outs to each student along with some type of flexible measuring tape (so they can measure around the circles). The first circle will have a diameter of four inches, the second will be six inches and the last circle will have an eight inch diameter. They will be working with these circles after I read the book aloud. As I read, I will have them take down the definitions of the names of the characters (Sir Cumference, Radius, Lady Di of Ameter,
Preschoolers don’t have the concept of conservation down yet so by responding to the child who is upset that another student has more of something then they do with the solution of, “Well let’s count and see...everybody count and see how many Goldfish crackers you all have” not only helps the children see that just because it looks like someone has more of something, it doesn’t necessarily mean they really do and of course there is the concept of one to one
The teacher will begin reading the book, but also participate in guided reading, in where she/he will pause every so often to recollect ideas from the students.
...Literature. Vol.1. Ed. Rossi, Patricia. Addison Wesley Educational Publishers Inc. New York: Copyright 1999. 2655-57.
“Class,” I announced, “today I will teach you a simpler method to find the greatest common factor and the least common multiple of a set of numbers.” In fifth grade, my teacher asked if anyone had any other methods to find the greatest common factor of two numbers. I volunteered, and soon the entire class, and teacher, was using my method to solve problems. Teaching my class as a fifth grader inspired me to teach others how important math and science is. These days, I enjoy helping my friends with their math homework, knowing that I am helping them understand the concept and improve their grades.
For this particular lesson I wanted to create a short activity. That focus on size and identify the differences in the dimensions. To be specific small, medium and large to be exact I will have them order objects on their own. Ill have a bag filled with different sized shapes I will then continue by asking the students about the sizes and what they notice the difforance
The five books above will be read to students for Read-Alouds each day. Prior to the Read-Aloud, there will be a discussion on the theme of the book we are about to read. After reading the book, we will all share our thoughts on the book leading to a discussion on what would the student done different to solve the problem Mercy Watson was in. Following that, students will move to rotations where they will be focusing on activities and retelling the story in
After the teacher is sure the students understand that books have themes that are far beyond the eye can see. The teacher will have the students split into groups of three. The teacher will hand out to the students a sheet with these words and phrases listed: corruption, power, human rights, racism, tolerance, environmental stewardship, greed, pollution, war, anti-Semitism, Hitler, Holocaust, Cold War. The teacher will ask the students if they are familiar with all of these terms, and if not, the teacher will define any of the words they don 't know. Each group will have to decipher the theme of one of the given Dr. Seuss books. The books are Horton Hears a Who, Yertle the Turtle, The Sneetches, The Lorax, and The Butter Battle Book. Utilizing words or phrases from the sheet, the groups will identify depending on the book they get from the teacher with words relate to the theme of the Dr. Seuss
The question that comes to mind is: how do I incorporate numeracy into a lesson and make this relevant to my ICT students?
Children can enhance their understanding of difficult addition and subtraction problems, when they learn to recognize how the combination of two or more numbers demonstrate a total (Fuson, Clements, & Beckmann, 2011). As students advance from Kindergarten through second grade they learn various strategies to solve addition and subtraction problems. The methods can be summarize into three distinctive categories called count all, count on, and recompose (Fuson, Clements, & Beckmann, 2011). The strategies vary faintly in simplicity and application. I will demonstrate how students can apply the count all, count on, and recompose strategies to solve addition and subtraction problems involving many levels of difficulty.
Countless time teachers encounter students that struggle with mathematical concepts trough elementary grades. Often, the struggle stems from the inability to comprehend the mathematical concept of place value. “Understanding our place value system is an essential foundation for all computations with whole numbers” (Burns, 2010, p. 20). Students that recognize the composition of the numbers have more flexibility in mathematical computation. “Not only does the base-ten system allow us to express arbitrarily large numbers and arbitrarily small numbers, but it also enables us to quickly compare numbers and assess the ballpark size of a number” (Beckmann, 2014a, p. 1). Addressing student misconceptions should be part of every lesson. If a student perpetuates place value misconceptions they will not be able to fully recognize and explain other mathematical ideas. In this paper, I will analyze some misconceptions relating place value and suggest some strategies to help students understand the concept of place value.
Tell students that you will be reading them the story of Little Red Riding Hood by Anne Faundez. Tell the children that the story is about a little girl who runs into the Big Bad Wolf on her way to her grandmother’s house. Tell the children that the wolf was very hungry and wanted to eat Little Red Riding Hood and her grandmother and that you’ll read the story to see if he does actually eat Little Red Riding Hood and her
The lesson is about knowing the concept of place value, and to familiarize first grade students with double digits. The students have a daily routine where they place a straw for each day of school in the one’s bin. After collecting ten straws, they bundle them up and move them to the tens bin. The teacher gives a lecture on place value modeling the daily routine. First, she asks a student her age (6), and adds it to another student’s age (7). Next, she asks a different student how they are going to add them. The students respond that they have to put them on the ten’s side. After, they move a bundle and place them on the ten’s side. When the teacher is done with the lesson, she has the students engage in four different centers, where they get to work in pairs. When the students done at least three of the independent centers, she has a class review. During the review she calls on different students and ask them about their findings, thus determining if the students were able to learn about place value.
Skemp, R (2002). Mathematics in the Primary School. 2nd ed. London: Taylor and Francis .
The early acquisition of mathematical concepts in children is essential for their overall cognitive development. It is imperative that educators focus on theoretical views to guide and plan the development of mathematical concepts in the early years. Early math concepts involve learning skills such as matching, ordering, sorting, classifying, sequencing and patterning. The early environment offers the foundation for children to develop an interest in numbers and their concepts. Children develop and construct their own meaning of numbers through active learning rather than teacher directed instruction.
...S. and Stepelman, J. (2010). Teaching Secondary Mathematics: Techniques and Enrichment Units. 8th Ed. Merrill Prentice Hall. Upper Saddle River, NJ.