MTE 280

Day 1

Juggling, How to Submit Homework,
Jessies story

You submit home work by:
Doing all the questions
Checking the Answer Key
Then writing a self evaluation

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.

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.

Day 2

ten Blocks, 5 Frame/10 Frame

We built numbers with the 10-Blocks

Discussed 5 and 10 Frames also how to use them
for one to one correlation.

Day 3

Irregular bases, Show and Build

Started talking about other bases than 10.

We where able to show and build irregular bases.

Day 4

Build and Show adding bases

took the knowledge form Day 3 built and showed for full understanding.

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

Day 1

No school

Day 2

Exam #1

Day 3

Division
Upwards and Repeated Subtraction
Introduced Factors

Worked on placement in a division problem

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.

Day 4

Worked on Factors
worked on factor trees
Upside down division

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.

Day 1

Test day
Exam #2

Day 2

When is the problem the same but NOT equal?

Solving Multiplication Fractions
The Funky 1

Factor the numerators and denominators

Started off with a warm up of how you do

Then went into introducing factoring (with fractions)
and then crossing out like numbers from the opposite side.

Keep Change Flip- for division

Day 3

Did a warm up with multiplying fraction.
looked at manipulatives.
Touched on same denominator addition

Have to have the same size pieces
then add
then find answer

figured out wat a fraction was.
# of pieces/ the whole quantity

Built addition with manipulatives

Day 4

Broke down fractions
Figured out addition and subtraction
Showed and Solved

Manipulatives can find any pieces that fit and that is OK for only manipulatives.

Tell them to find the same answer

Show with addition and subtraction

Day 1

Alternative Algorithms Addition

What makes a good algorithm?

1. Re-inforece with 10-Blocks

2. Repeatable- Does it grow with the math?

3. Effective- Short

Forms of Alternative Algorithms:

Expanded Form
Left to Right
Friendly Numbers
Trading Off
Scratch
Lattice

Day 2

Build-Show-Solve Subtraction

Take away is the best action
word for a subtraction problem.

Break it down do not say barrow confusing statement your taking the parts of a number.

Start with expanded form algorithm before teaching borrowing.

Another algorithm is equal addends and you are trying to get friendly numbers by adding the same number to both numbers.

Day 3

Parentheses, talked about how you read a
multiplication problem, and solved with ten blocks

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.

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

Built and showed some problems.

Finished with showing Multiplication problems
with 10-blocks

Day 4

Times table, Alternative Algorithms for multiplication

Sectioned out the Multiplication table into three sections

FLASH CARDS!!!!!

not store bought. We will not get enough variety of the ones that we need.

Alternative Algorithm for Multiplication:
Array
Expanded Form
Left to Right
Area model
Lattice

Day 1

Integers
Hectors method (algorithm)
Negatives and positives

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.

We were just working with addition this day.

Day 2

How to solve a subtraction problem
worked with 2 color counters
Built multiplication with the 2 color counters

Reviewed yesterdays work worked on some addition problems.

then started right on into subtraction not that hard at first.

-3-(-2) (negative 3 take away negative 2)
we would show this with - - -
then take away 2 - and =-1

Then getting into more complicated problems.
-2-5(negative 2 take away positive 5)
In this case you would need a zero bank

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.

Introduced to building multiplication problems with 2 color counters.

Day 3

showing how to multiply integers
how to say a multiplication problem
talked about using a Zero Bank
Worked on Show, solve, and build
introduced fraction

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.

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

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.

If you need a zero bank your question will
Start off with a negative.

Told how we have been taught fractions was
wrong and that is why we hate them.
glimpse at adding fractions.

Day 4

Warm up solving problems learned the previous day
Worked on simplifying fractions
Worked with greater than, less than, and equal to

Solved addition problems with Adding whole numbers.
Solved subtraction problems.

Start with whole then move onto the fraction part.

Discussed what a fraction means
Numerator= # of things
Denominator= size of pieces

Compared fractions
greater than, less than, or equal to
Always look at the whole numbers before you look at the fraction.

Day 1

Exponents
Order of Operations
Scientific Method
Slandered Form

Disscussed the use of exponens and how and
and when to appropriatly use then am calculate them.

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.

Day 2

worked with Decimals

We added, subtracted, and multiplied decimals

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.

Day 3

Review work

Day 4

Final Exam
Exam #3
ch. 5&6