by Maleka Ryan 3 years ago
173
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ESTAMATE ESTAMATE ESTAMATE!!! One of the key steps for your children so that they can get to a number that makes sense to the problem.
We learned how to show and calculate.
We added, subtracted, and multiplied decimals
Scientific method and slandered form go hand and hand with getting to know them. Both using an exponent to describe how big a number is.
We worked through the order of operations knowing what to do first. PEMDAS- not so good but GROUPS is a better way to clump the information together and solve.
Disscussed the use of exponens and how and and when to appropriatly use then am calculate them.
Compared fractions greater than, less than, or equal to Always look at the whole numbers before you look at the fraction.
Discussed what a fraction means Numerator= # of things Denominator= size of pieces
Solved addition problems with Adding whole numbers. Solved subtraction problems. Start with whole then move onto the fraction part.
Told how we have been taught fractions was wrong and that is why we hate them. glimpse at adding fractions.
If you need a zero bank your question will Start off with a negative.
Introduced to solve with rules. If you have 2 of the same signs they are positive. If you have 2 different signs they are negative.
How do you say multiplication problems? 2(3)= 2 groups of 3 -2(3)= take away 2 groups of 3 -2(-3)= take away 2 groups of negative 3
Started by showing multiplication problems. (easy)
A)2(3) B)2(-3) C)-2(3) starting to get tricky because of adding a zero bank.
Introduced to building multiplication problems with 2 color counters.
Subtopic
We also went over: Keep, Change, Change that is when you have a subtraction problem and you are wanting to make it easier. For example 53-(-30) if we do KCC this would turn our problem into 53+30 and that is a problem we can all solve.
then started right on into subtraction not that hard at first.
Then getting into more complicated problems. -2-5(negative 2 take away positive 5) In this case you would need a zero bank
-3-(-2) (negative 3 take away negative 2) we would show this with - - - then take away 2 - and =-1
Reviewed yesterdays work worked on some addition problems.
We were just working with addition this day.
You can add by grouping numbers together. Like -53+62 you have 1 negative and 2 positives so you have a subtraction problem because your signs are not the same. Then you would take the overflow of the problem in this case it would be the positives because it has 2 and your answer then would be positive.
Array multiplication video.
Alternative Algorithm for Multiplication: Array Expanded Form Left to Right Area model Lattice
FLASH CARDS!!!!! not store bought. We will not get enough variety of the ones that we need.
Sectioned out the Multiplication table into three sections
Finished with showing Multiplication problems with 10-blocks
Built and showed some problems.
Wrote out different ways to say 2(3) 2 times 3 2 multiply 3 3+3 ending with the best answer 2 groups of 3
Solved why 3(2) is not 2 groups of 3 BUT 3 groups of 2. Math teacher was right for marking her student off one one point.
Another algorithm is equal addends and you are trying to get friendly numbers by adding the same number to both numbers.
Start with expanded form algorithm before teaching borrowing.
Break it down do not say barrow confusing statement your taking the parts of a number.
Take away is the best action word for a subtraction problem.
Left to Right addition video.
Forms of Alternative Algorithms: Expanded Form Left to Right Friendly Numbers Trading Off Scratch Lattice
What makes a good algorithm?
3. Effective- Short
2. Repeatable- Does it grow with the math?
1. Re-inforece with 10-Blocks
Solved with algorithms
Show with addition and subtraction
Manipulatives can find any pieces that fit and that is OK for only manipulatives.
Tell them to find the same answer
Talked about what manipulatives where better and why
Built addition with manipulatives
figured out wat a fraction was. # of pieces/ the whole quantity
Have to have the same size pieces then add then find answer
Keep Change Flip- for division
Then went into introducing factoring (with fractions) and then crossing out like numbers from the opposite side.
Started off with a warm up of how you do
Factor the numerators and denominators
Upside down division: You start with the number and you will be trying to factor it using the prime numbers. You will then add up the same numbers and then write them all down.
Found out the different names for the numbers. There are Prime numbers for example: 2,3,5,7,11, ext. There are composite =0. Then there is 1 and that is neither composite nor prime its just its self.
Upwards division: There is a few things that are corrected here. You put the numbers in the equation how you would say them. The remainder placement is easier to understand because it is already in the placement.
Repeated subtraction: introduced working with multiples that the kids know to got the answer that is needed. Remainder placement is still an issue. You are also using multiplication, subtraction, and addition.
Worked on placement in a division problem
Adding base four video.
demonstrated the understanding of addition. Used that to add uneven bases and able to rearrange the numbers to correctly show the numbers and the base agree
took the knowledge form Day 3 built and showed for full understanding.
We where able to show and build irregular bases.
Started talking about other bases than 10.
10-Block video
Discussed 5 and 10 Frames also how to use them for one to one correlation.
We built numbers with the 10-Blocks
Jessies story is to make us aware that not all kids will have the same behaviors as everyone else. Every kid is different and all their behaviors are different.
The point behind Juggling is that you have to do it yourself you will fail but practice is key and you'll be doing it all on your own before you know it.
You submit home work by: Doing all the questions Checking the Answer Key Then writing a self evaluation
