# Reflection On True Or False Equation

1426 Words 6 Pages
Reflection on True or False Equation Routine After watching the True or False Equation Routine, I have concluded that each one of the NCTM Process Standards was met throughout the video. During the video, students used communication to explain themselves and their thought process. Students had to organize their mathematical thinking and could do this through partnered discussions and whole group discussion. The second standard that this video met was reasoning and proof. I noticed that each student could use different methods to back up their reasons. For example, Tony believed that the sentence was true because he noticed that one side stated five times fifteen while the other side contained five fifteens (True or False Equation Routine: Third Grade). This was Tony’s reasoning as to why he felt that the number sentence was balanced. The next standard, problem solving, was met because students could apply various strategies that were appropriate to use when solving the problem. For example, must of the number sentences contained addition and multiplication. I noticed that the students seemed to be able to go back and forth between the two basic operations. I also noticed the connections standard being used when a student went back and looked at the first problem to help solve the second problem (begins at 6:38). The …show more content…
In class, we have discussed the importance in creating a safe classroom environment where students will be comfortable in sharing their thoughts whether they are right or wrong. In the video, I noticed that the teacher has created a safe environment because just about every student always had their hand up willing to share their thoughts with the class. This told me that the students felt comfortable and were not afraid of what their peers might say when sharing their

• ## Math Pre Assessment Test

[Prior to teaching the three lesson segment, I had my students take a pre-assessment test that focused on addition and drawing images that represent numbers partners to find the total. I chose this assessment because I wanted to see evidence of what my students already know about addition, what they can do, and how I should modify my instruction based on my students’ needs. The test consisted of four addition problems, two problems with drawing that the students were expected to count and add find the total and write the math sentence, and two problems with two given numbers that students were expected to draw and add to find the total and complete the math sentence. During this pre-assessment, I explained the vocabulary and reread the directions…

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• ## Paper Plate Fraction Summary

For example, this article was established with an activity that are well established and using whole number counting concepts to help third graders organize their thinking about fraction notation. When using this activity, the students will experience fraction notation before the formal introduction to the terms numerator and denominator. This activity will provide students with experience to comparing fractions of the same numerator or denominator by reasoning about their sizes and establish a foundation for using unit fractions with fraction operations that would be introduced in fourth grade. Therefore, I do think they are some good ideas since it is all connected throughout different grade…

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• ## Teacher Move Case Study Assignment

Another thing I think she was trying to accomplish was flexible problem and solving skills. I think the impact of the move on the student’s thinking is involved with creating a deeper understanding of numbers and solving addition problems using cubes and not just the regular algorithmic way. Also how the student’s use their own unique ways to solve problems involving numbers and seeing if they work or make sense. The Mathematical Practice Standard that links with this case study would have to be number 4: Model With Mathematics. The reason why this math practice standard connects with this case study is because the mathematical model represented in the case study may be represented in one or more of the following ways.…

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• ## Slps Rationale

The assessments are usually slightly different in terms of length and rigor of problems, but appropriate for the group of students that each is given too. Students in groups C and D are still struggling with things like single digit multiplication, adding and subtracting with regrouping, and operations with decimals. Many students in groups C and D have IEPs for learning disabilities and are below grade level in math. These students require modified assignments and step-by-step instructions with chunking and scaffolding. The students in groups A and B have demonstrated a deeper understanding of the concepts presented to them this year, and have stronger foundational skills in things like single digit multiplication, number sense, adding and subtracting with regrouping, and multi-digit multiplication.…

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• ## Pythagorean Theorem Essay

These vocabulary words are Pythagorean Theorem, right triangle, and hypotenuse. We will also review some words that the students should already know from previous lessons, which are: area, square root, and array cards. During the lesson (Guided Practice): Note: The teacher will use a ppt. and Array Cards to support her in carrying out the…

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• ## Kagan's Five Steps In Creating A Functional Classroom

This shows students that you too as a teacher respect the opinion and value the ideas of those around you. Also, show them that the community continues to grow out of the classroom and into their home, when you have open communication with their parents. Allow time for parent teacher conferences, send home folders with daily work, email, and phone calls. This also benefits the parents. With open communication, it strengths the relationship between the students and the teacher.…

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• ## How Successful Was The Lesson?

I know the level that my students are capable of reaching in math and knew that they would do well with this lesson. I also designed my lesson in a way that I knew would be beneficial to the students. Domain 2: The Classroom Environment - I used classroom procedures that were specific to me and that I knew would work for my students. I also used the physical space of the classroom well by letting them work with their partners anywhere in the room, meeting at the carpet and using their original seats. Domain 3: Instruction - I communicated with students well by using their names and relating the lesson to them.…

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• ## Pre-Teaching Research Paper

In this process, the student first solves the problem and verbalizes the processes used, then writes he step-by-step process and identifies it on the model.” (Miles and Forchs, p. 6). While the teacher is helping the student along, he or she can monitor what areas the student might be struggling with. If the teacher is instructing a large classroom, this strategy might be better done in small groups. There is considerable evidence to indicate a that verbalizing upper level math problems has a pos6itive impact. “Nahrgang and Peterson (1986) used writing in college-level classes, including algebra and calculus, to improve students’ comprehension, formulation, and evaluation of mathematical concepts.” (as cited in Miles, D., & Forcht, J.…

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• ## Math Talk Literature Review

As I began reviewing literature on math talks, I came to find many terms that are synonymous with math talk. Math discussions, discourse, talk moves, and argumentation are among several terms I encountered. All of these, I found to have the same goal: to get all students involved. To give them opportunities to think, communicate, and reason their ideas. Classroom Environment The stage must first be set to provide an environment so students feel safe in sharing their ideas.…

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• ## Woodcock Johnson IV Reflection Essay

While I was interpreting the test data I thought about my observations of the student during testing. The observation of the length of time he spent on problems and his often use of his fingers to calculate basic math, initiated my research. I began finding a plethora of research about the importance of math fluency for student success. Math fluency is a student’s ability to quickly recall math facts. A student who has developed automaticity with basic math facts is able to use their entire working memory on the higher level math instead of squandering some of their limited working memory to figure out all of the math facts necessary to solve the problem.…

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