Pt1420 Unit 6 Assignment

Trial 1 (A), included the participant holding the deck of cards face down , and he/she must sort the deck of card into 2 piles, one pile being a black suit pile and the other a red suit pile. In between the trials, the experimenter (also the time keeper) shuffled the cards. Trail 2 (B), again, holding the deck of cards, face down, the participant is asked to sort the cards into 4 piles this time, one for each suit; diamonds, clubs, spades, hearts. Once Trial 3 (B) is finished, the cards are shuffled again and handed to the participant. Trial 4(A), is a repeat of trial 1, the participants had to separate the deck of card into 2 groups, by alternative color. For each trial, the participant was timed as to how long it

She decided that in allowing her 6th grade math class to work the school’s supply store would allow the students to apply real life situation to what they are studying in class. The students are responsible for opening the store, operating cash box, and closing the store. In what they learn in class, they applied to the store. In this particular unit they are working on sales tax and percentage.

In Section D, Daniel demonstrated a primary understanding of the multiplication and division concepts. Daniel can count group items by ones. He also counts one by one to find the solution for involving multiple groups when all objects are modeled. Daniel was able to use different strategies to count the cars in the boxes as he said, “I can count them by twos because there are two cars in each box,”

Answer- To demonstrate ability to solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, students will complete 5 addition problems with like denominators and 3 word problems, when asked to do so with the rest of the class, on a paper-pencil teacher-made fractions quiz, with 80% accuracy, at the end of the unit.

In a fifth-grade math classroom, the standard of the lesson of the day was 5NF 1 because the lesson covered the learning of addition and subtraction fractions. In the lesson, students learned to add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. (a/b + c/d= (ad + bc)/

Cooper used the student along with the manipulatives to re- explain the lesson, I noticed that both students A and C started to become more engaged in the lesson. In addition, to evaluating students A and C comprehension of the lesson, Mrs. Cooper had then work in groups. Using the same concept, they use four ice bergs. They put one penguin on the first ice berg, on the second ice berg they put two penguins, the third ice berg they put three penguins, and the fourth ice berg they put four penguins. After they completed their groups and added them up to get the answer ten, they then explained the result by saying the penguins can get to the carnival in groups of one, twos, threes, and fours, which gives you a sum total of ten

It teaches the student to actively choose alternative strategies when something does not make sense” (powerpoint from class). this give the student student the ability to try and work out the problem aloud without people correcting them or on the spot answering. In this lesson it is also hands on so they can physically move things to try and work out the solution with their

I would start with a visual representation of the topic. To try an engage a visual learning style I would present the subject with some pie. I would start by having 2 pies each cut into eight pieces. We would talk about how each pie is composed of eight pieces and so one piece would be 1/8. We would then compare the following that 1 pie is the same as 8/8. We would then add in the second pie. We would have 2 whole pies and we would then link in that if 1 pie is 8/8 then 2 pies would be 8/8 + 8/8, and thus 2 pies = 16/8. Once this concept is grasped I would take away half a pie. Like she described in her interview we would start by describing our situation as a compound fraction. We would now have 1 and ½ pies. With that we would then count the number of slices we have, remembering that each slice is 1/8th of a whole. So we would have 8/8 + 4/8 = 12/8th. This is an improper fraction. I would hold off for now on simplifying the

Make a number sentence using all five cards and any operations to reach the target number. Write and solve the equation at the bottom of the page pocket.

Left side: On this side students who struggle more with counting numbers 1-20 will work on this side the most. Here the theme is under the sea. I have an octopus on the board. There are ten legs on the octopus that have the numbers written in order above each leg. I will have students say aloud the number of each leg, and count out green puffballs that represent the number each leg is. Below the octopus is a scene of the ocean. Here I have attached different sea animals. Each one has a different number of the same type of animal. (Ex: fish, turtle, and crab) I will have students help me count the number of each individual animal. Once they count the amount of one animal that is on the board they are to find that number on their worksheet. The worksheet has numbers

Today Mrs Roush decided that she wanted her student to master the multiplication since a lot were having a hard time in mastering their 6,7 and 8 multiplications. Mrs Roush decided to make it fun and interesting since the class was not looking forward for multiplication. The teacher had set up each table with 5 kids and a pack of Math grab. Math grab is an awesome flash card game. It’s a game that in each round, one player flips over a card, and everyone else quickly reviews their cards to determine if they have a match they will grab it and discard. First player to discard all cards wins.

After the children had settled in she introduced/reviewed with them the terms less than, equal to, and greater than. Once the terms were clear to the students she explained to them that they would be using their flash cards that had addition and subtraction problems on them to solve them with the use of buttons. Once they have solved their problem they were to compare their answer to those of the other children in the group and determine if there total was less than, equal to, or greater than. Each child in the group would get a chance to do this. The students completed this several times, and then Mrs. Cooper traded their flash cards for some more challenging flash cards, she also had a little excitement to the lesson by announcing that it would become a competition to see which group could solve their two problems quickly and with the correct answer. If the group got the answer correct, one student was to go to the board and explain the answer to the rest of the classroom. So there was no hard feeling Mrs. Cooper called on each group one time, and everyone got a fair chance.

Jaclyn’s grade 8 math focused on mixed numbers to improper fractions. Jaclyn’s tone of voice was clear and welcoming to all students. Jaclyn used the Smartboard and OneNote to show examples of dividing fractions and simplifying fractions. Students were engaged and focused on the questions that were given to them as practice questions in OneNote software. Jacqueline also used instructional strategies and classroom management to refocus students on the task by asking students to put down their pencils while she taught certain math steps and she asked for student feedback while proceeding through each step. Jaclyn encouraged students to work in groups of five students at each table and she monitored each group by prompting questions with each

“Today we are going to try something different for math,” I tell my son, “Hang on while I find something.” I go to the drawer in the kitchen and pull out a simple deck of cards.

Explain to students the mnemonic “Does McDonalds Sell Cheese Burgers?” will help them remember the steps for division