The following video observation and reflection, I am writing about today is based on video ten, Marshmallows. In this video, Second-graders create and discuss a bar graph based on the number of marshmallows they estimate each person in their class would eat on a camping trip. After discussing their results, students determine how many bags of marshmallows to take. In the given description for the Marshmallows video, it states that the NCTM standards outline this activity for focusing on concepts of whole number operations, statistics and probability, reasoning, problem-solving. Looking at what I observed in the video and what is listed in south Carolinas state standards I think standard 2.MDA.9 and 2.MDA.10 are appropriate. Standard 2.MDA.9 …show more content…
The career-ready mathematical process standard number two states that students will be able to reason both contextually and abstractly. Process standard 2(a) asks students to make sense of quantities and their relationships in mathematical and real-world situations. The quantity discussed in this video is the amount of marshmallows needed for the students to all have enough to roast on their class camping trip. The problem itself is a real world situation that will have consequences for the student’s themselves. If the estimate a low number of marshmallow bags to bring on the trip some of them will still be hungry, if the number they estimate is too high then they will most likely have to many left over to eat. Standard 2(d) states that the student will be able to evaluate the success of an approach to solving a problem and refine it if necessary. When the children split up into groups to manipulate the marshmallow in their bags some student’s had remainders. When they discovered that everyone could not have and the equal amount they devised several solutions. One group of student’s suggested that anyone who wanted more than four marshmallows to get the remained, another group asked that the remaining marshmallows be cut in half and divided between everyone else in the group. The third mathematical process standard asks that students use critical thinking skills to justify mathematical reasoning and critiques the reasoning of others. Standard 3(a) states that students will construct and justify a solution to a problem. Toward the end of the video the children elected a spokesperson to present their answer and the children debated the amount of marshmallow bags they would need for their camping
Van de Walle, J., , F., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics, teaching developmentally. (Seventh ed.). New York, NY: Allyn & Bacon.
Prekindergarten instructional games and activities can be used to increase the students understanding of number invariance. Using dice games, rectangular arrays, and number puzzles would be an effective method of presenting subitizing to this grade level. In addition to visual pattern, these young students would benefit from auditory and kinesthetic patterns as well.
For task two I will be analyzing video under the generalist heading and under the subheading Integrating Mathematics and Science number 142. The video is of a third grade classroom conducting an experiment about different types of soil. They are to test which types absorb more water and which how fast the water goes through the water. The first instructional strategy the teacher mentions changing is that at first she had the groups into more of a homogeneous grouping where the higher achievers were paired with the lower achievers, but the teacher observed that the higher achievers were doing the majority of the work. The teacher decided to make the groups into more of a heterogeneous grouping where the pairs were closer to the same achievement
Problem-solving is determined when children use trial-and-error to work out problems. The ability to consistently figure out a problem in a logical and analytical way emerges. While children in elementary school years mostly used inductive reasoning, designing general conclusions from particular experiences and definite certainty, adolescents become experienced in deductive reasoning, in which they draw distinct conclusions from hypothetical concepts using logic. This capability comes from their ability to think hypothetically. However, studies has shown that not all individuals in all cultures reach formal operations, and most of the population do not use precise procedures in all forms of their
Mathematics has become a very large part of society today. From the moment children learn the basic principles of math to the day those children become working members of society, everyone has used mathematics at one point in their life. The crucial time for learning mathematics is during the childhood years when the concepts and principles of mathematics can be processed more easily. However, this time in life is also when the point in a person’s life where information has to be broken down to the very basics, as children don’t have an advanced capacity to understand as adults do. Mathematics, an essential subject, must be taught in such a way that children can understand and remember.
To investigate the notion of numeracy, I approach seven people to give their view of numeracy and how it relates to mathematics. The following is a discussion of two responses I receive from this short survey. I shall briefly discuss their views of numeracy and how it relates to mathematics in the light of the Australian Curriculum as well as the 21st Century Numeracy Model (Goos 2007). Note: see appendix 1 for their responses.
Ever since I was little I remember playing games where I would fight the bad guy and win the girl in the end. This never seem to affect me or make me wonder what small effect it had on my thought process. In games such as Zelda, call of duty, assassin creed, gears of war, Mario, and even halo you play as a white heterosexual male. The idea of playing this way never seemed to phase me as a young child. As I grew up and became more aware of the difference of people and the need for other as well as myself a need to be able to connect and find one 's self in different place such as games, movies, and TV shows. I became aware of the one sided views that video games seem to have. Then I realized that it was seen as acceptable to only have the one sided displayed due to the lack of speaking out on the need for change.
Problem solving. Within society, people are constantly solving problems whether it’s simple or complex; and young preschooler are not exempted. Thought their problems during this time may seem mediocre to adults but children do have this issue and are exceptionally better at solving these problem because of their willingness. Children can be taught problem-solving skills during the regular course of each day through modeling, coaching and adult assistance. Before beginning a problem-solving process, it is important for the child to know that there is a problem. This is easily accomplished by a nearby adult who states the fact, “I see you have a problem’. According to the Vanderbilt Center for the Social Emotional Foundations for Early Learning (CSEFEL) four steps identified for young children to effectively solve problems:
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.
Macmillan, A. (2009). Numeracy in early childhood: Shared contexts for teaching and learning. Melbourne, Victoria: Oxford.
Mathematical dialogue within the classroom has been argued to be effective and a ‘necessary’ tool for children’s development in terms of errors and misconceptions. It has been mentioned how dialogue can broaden the children’s perception of the topic, provides useful opportunities to develop meaningful understandings and proves a good assessment tool. The NNS (1999) states that better numeracy standards occur when children are expected to use correct mathematical vocabulary and explain mathematical ideas. In addition to this, teachers are expected
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.
Mathematics teachers teach their students a wide range of content strands – geometry, algebra, statistics, and trigonometry – while also teaching their students mathematical skills – logical thinking, formal process, numerical reasoning, and problem solving. In teaching my students, I need to aspire to Skemp’s (1976) description of a “relational understanding” of mathematics (p. 4). Skemp describes two types of understanding: relational understanding and instrumental understanding. In an instrumental understanding, students know how to follow steps and sequential procedures without a true understanding of the mathematical reasons for the processe...
In this “Digital Age” that we currently live in, it becomes very easy for an individual to become infatuated with the amount of social media outlets available on the internet. Platforms like Facebook, Twitter, Instagram, and Snapchat all revolve around the idea of showcasing one’s personal life for the sake of receiving positive feedback or attention by peers and strangers from the outside world. An episode of the Netflix sci-fi anthology series, “Black Mirror,” decides to tackle this topic in a surreal yet imaginative way. The episode in particular, “Nosedive,” investigates a hypothetical future or alternate universe where social media profiles and star ratings have become the norm. The plot revolves around a young lady named Lacie, who
Students will identify the correct how to find the area of circles. We are going to do this first by deriving the formula for the area of a circle ourselves. Students use these operations to solve problems. Students extend their previous understandings of finding the area of a shape: This learning goal meets the Common Core Standard CCSS.MATH.CONTENT.6.G.A.3. The students are going to learn find the area of only the doughnut, excluding the hole in the middle. For the formative assessments during the teaching of this unit, I will keep an observation log, where I note any student progress, whether it be positive or negative. I believe it will be important to record observations any time a student has difficulty with a particular task. For example, if a student has trouble solving the problems with the formulas. to purchase an item, I should write down particular actions, attitudes, and behaviors that stand out, as well as the specific issue. Any time the students are doing independent work, I will monitor the learning activities and record observations.