Number system

learned last week. (The teacher writes 25X5 on the board. The teacher reads the problem. ) What do we multiply first? Students: 5X5 Teacher: What do we multiply next Students: 5X2 tens Teacher: That is correct first step to multiplying these two numbers. What is 5X5? Can we write 25 in the ones column? Students: No we can’t! Teacher: You all are correct! We can’t write 25 in the ones column. We must carry the tens. How many tens are in…

I will need to come up with 50 different expressions that equal the numbers one to fifty on individual slips of paper put them into a container. The numbers 1-10 will correspond to B on the bingo board, 11-20 correspond to I, and so forth to 50 and O. The students will have to solve these expressions to get the number on the Bingo sheet. The object of the game, like in regular bingo, is to get five numbers in a row vertically, horizontally, or diagonally. To begin the activity,…

Willard Elementary is a Title 1 school that consists of around 72% free and reduced meal program students. Our school provides education for preschool, kindergarten through fifth, two functional life skill programs and a resource program. The staff at Willard also provides before school, lunch, and after school tutoring for students. The mission of Willard Elementary, “where students come first, is to create a challenging learning environment that encourages high expectations for success”…

going around the room asking the children to explain how they added the numbers in their head. For instance if a child turned over a 3, a 9, and a 1. The easiest addition equation for the children at this age is to first do 9+1, to get 10, and then add 3 to that. Thus the equation would not be the order in which the cards were turned over, 3+9+1, but 9+1+3. The teacher was stressing this idea that the children could add up the number in any way they like, but the equation needed to represent…

practicing multiplication story problems. These story problems included multiplication problems that were more advanced. So, I wanted the students be able to solve word problems that involve multiplying three or four digit numbers by one. Or, two digit numbers by two digit numbers. I also wanted them to demonstrate and practice proper group work expectations since Ms. Bell has been working diligently to establish positive group work in their lessons. Overall, this lesson went very well. The…

some or little knowledge of numbers and counting. They can count five to ten objects accurately and can also read some numbers, but many other children have not developed this knowledge that’s why I felt it was important to teach them. Children in particular need many opportunities to learn how to count things, and to learn to read and write numbers. A small number of three year olds may still be hard for a child to accurately figure out how to accurately determine the number of items in a…

(Highlight and Explain): (1) Converting a fraction into a decimal 1 Weak 2 3 4 5 6 7 8 9 10 Strong Explain how to do the concept: To convert a fraction into a decimal you have to divide the smaller number by the larger number(adding zeros to the number if needed) and the answer of the equation would result into your decimal.…

the students with different cues and questions played an essential role during this unit as they were able to help activate the students prior knowledge. The cues and questions provided when working one-on-one with students was also important as the number of prompting, cues, or questioning varied based on the student. Another equally important strategy was the use of Hands-on activities and a variety of manipulatives, possibly one of the most important components when working with this group of…

In addition, I used ‘pool noodle fractions’ which are pool noodles that have been cut into varies sizes to give a visual representation of a whole number and parts of a fraction. This will give the students a visual representation of a whole number, one-half, one-fourth, and one-eighth. Each fraction will be cut out of different colors of pool noodles to ensure students do not get confused when comparing the two side by side. During the lesson,…

not imply a true understanding of number but that subitizing did. However, by the second half of the century, educator and researchers began developing did ideas about subitizing. Some believed that “subitizing was a more “basic” skill than counting” and others believed that “children develop subitizing later, as a shortcut to counting”(p.1).…