Whole Group Instruction and Student Observation

Whole Group Observation
Throughout the learning segment, students will be given opportunities that will support, individual,
small group, and whole group instruction. On the first day of the learning segment, the students will
be given a classroom survey that consists of asking six questions where they will work whole–
group. With each question, they will be creating a fraction with the data they collect. Upon
completing their survey, the students will work independently to complete a bar model chart using
the fractions/data collected from the survey. If there are any students who are not understanding the
activity, I will be walking around during this time to assist. The students will also be permitted to
talk in their groups to solve any issues that arise. There ... Show more content on Helpwriting.net ...
Furthermore, I have tried to incorporate all types of learning styles too. For visual: we are watching
a YouTube video on fractions, for audio we are repeating a riddle, for kinesthetic we are getting up
and putting ourselves on the number line. The end of each lesson is an EXIT Ticket to allow for any
changes or preparations to be made for the next day. After the third learning segment, that EXIT
Ticket will be the
... Get more on HelpWriting.net ...

Teaching Strategies For Students With Multiple Ability Groups
There are a number of teaching strategies a teacher can employ when teaching year 6 fractions
including whole class discussion, lectures, brainstorming and questioning. Coupled with tailored
instruction to suit differing abilities, it is possible for the teacher to cater for students with low,
average and high ability. This essay will explore these strategies and approaches to demonstrate how
a class of 24 year 6 students with ranging abilities can learn fractions in same ability groups. The
essay will highlight evidence to demonstrate the effectiveness of same ability groupings and the
importance of group size and identify and explain different teaching strategies that will facilitate
student learning and encourage students from all ability groups. The essay will end with a detailed
timeline where activities and lessons related to teaching fractions are explored demonstrating how
each group is catered for.
The class will be divided into 6 groups of 4 according to ability. Based on the pre–test data, the
groups will be identified as high ability, average and low ability. High achieving students will be
those who have demonstrated ability in 8 or more of the 11 fraction topics in the pre–test. The low
achievers will be those students who showed they were competent in 4 or less topics, while the
average students will be those who achieved 5 to 7 of the topics covered in the pre–test. The 6
groups will be comprised of 2 groups with students identified as having low ability, 2

The Learning Objective Of The Lesson Comparing Fractions
Activity 1: Comparing Fractions (October 12, 2016) The learning objective of the lesson Comparing
Fractions was to demonstrate to students that fractions are everywhere we go and the importance of
being able to identify fractions with greater or less value when comparing fractions.
Engage
During this activity students were very engaged, they created their own figures using the pattern
blocks. Below there are some of the examples of the figures that students come up with (see
fig.1&2). After creating these figures, they realized that they could have use tringles to make their
figures instead of the different shapes. So, I ask them "Could you show me how this could work?"
Some students started to make the same figures but this time only using tringles. However, I noticed
that David, one of the students was not doing the same as his classmates. Instead, he was writing a
key, he wrote how many triangles were in a Hexagon, a rhombus, and in a trapezoid. Then he said "I
think that I need 21 triangles." I thought that was very impressive for him to completely do
something different than his classmates. Then, I saw the opportunity to allow him to continue with
the lesson while the others were still figuring out how many triangles were needed to create the
same figure. After everyone was done with counting how many triangles were needed for their
figures, I asked them to create fractions to represent the different shapes in their figures. In order for
students to see from an

Basic Concept on Fractions
Basic Concepts on Fraction
Fraction – is defined as a part of a whole. In some other books, it is defined as a number written in
the form ab , where "a" and "b" are numbers and "b" is not equal to zero.
Basic Parts of a Fraction
* Numerator – the number above tells how many parts are taken.
* Denominator – the number below tells how many equal parts the whole is divided.
* Fraction bar – line that separates the two numbers. It also indicates division.
There are several kinds of fraction and they are grouped into two: INDIVIDUAL FRACTIONS and
GROUP FRACTIONS Individual Fractions are taken as one. They are–
1. Proper Fraction – a fraction whose numerator is less than the denominator
Examples: 34 , 78 , 57 ... Show more content on Helpwriting.net ...
Furthermore, arranging dissimilar fractions is just the same as similar fractions but, we have to
make the fractions similar first before arranging them. Take note that in ordering dissimilar
fractions; always use the given set of fractions.
Examples: Arrange the following from least to greatest.
49 , 79 , 29 , 89 , 59 29 , 49 , 59 , 79 , 89
Arranging the

Iep Goal
[The learning goal that I choose aligns with the IEP because it is supporting and providing a strategy
to aid my focus learner in solving word problems. In order for the focus learner to solve word
problems, she needs to know what the question is asking and find a concrete way to represent that.
Her IEP goal states that she will "...underline and circle key numbers, then write an equation and
solve each problem..." The learning goal aligns with this IEP goal because it has her master a
strategy that has her do exactly what the IEP goal is asking. The STAR strategy has the student
circle or underline what they know and what they need to figure out, then translate the word
problem equation into a picture. By having the student draw a picture, this ... Show more content on
Helpwriting.net ...
The learning tasks present the strategy in steps but then have the focus learner apply them to a word
problem. In lesson one, the focus learner will be presented with the first step of the STAR strategy
and then shown how she can apply that to the word problem. This moves her toward the
achievement of her IEP goal because she can develop the strategy first but then see how it is used
when solving word problems. The learning tasks move the focus learner toward the achievement of
standards because the focus learner will first learn a strategy that she can use to visualize fraction
models or equations, by going through and identifying what she knows and what she needs to find
out, then making a picture to represent the equation, which is exactly what the specific standard is
asking the student to do. The learning tasks help move the focus learner towards the achievement of
the learning goal because the focus learner will be getting plenty of practice first developing the
STAR strategy, but then putting the strategy into context and solving fraction word problems. In
lesson 3, the focus learner will be given plenty of practice, using the Plicker cards to solve word
problems. The learning tasks help the focus learner build connections between prior learning and
experiences and new learning for the learning goal by having the focus learner approach word
problems in the same way she has in the past but with a new strategy. The focus learner has been
taught to first look at a word problem and circle what she knew and what she needed to find out but
that's where it stopped. With the learning tasks forcing the focus learner to go through each step of
the STAR strategy in order to solve a word problem, she will be building upon and going deeper
with a skill that she has already

Research Paper About Kindergartners
Fractions are a concept that many people would not normally associate with kindergartners.
Typically, fractions are not formally introduced and taught to children until around third grade.
However, the question remains; Are kindergartners capable of solving fraction problems even
though they have not been formally introduced to the concept yet? This article explores whether or
not preschool and kindergarten children aged 3 years 8 months to 6 years 6 months can solve
fractional problems using their limited knowledge about partitioning objects. This investigation took
place over the course of two months at a Montessori school in Mississippi where children could
move freely from one content area to the next.
The children in the study were given a problem that was framed socially, using a snack–sharing
context that the children would likely find familiar. Such as "Chris wanted to share six crackers with
his three friends. How could he do this fairly?" The children were then asked to draw and explain
their answers. The younger children who were lacking fine motor skills or presented oral difficulty
were given and activity sheet prompt illustrating the number of people and items to be shared. The
children would then use the prompts to ... Show more content on Helpwriting.net ...
Older children found the tasks easier to complete but they found them more difficult as they became
more complex. Younger children also displayed difficulties when it came to fair sharing and
illustrations. The children were presented with strategies in which students could correctly share
whole items and attempt some sharing of the "extras" but were unable to distribute fairly to all the
friends. Some children focused on giving each child the same number of pieces, but they were not
attuned to the size of each piece. This shows that children at this age are often concerned with
having the same number of items rather than focusing on the quality or precise

Book Review: The Star Fraction by Ken MacLeod Essays
The first part of this review does not contain spoilers.
Ken MacLeod's The Star Fraction is a fantasic science fiction novel about love, loss, socialism,
anarcho–capitalism, "American–style 'black helicopter' libertarianism", and the looming threat of a
fascistic world order. The Star Fraction's setting is post World War III UK, where the republican
government has been overthrown by the monarchy, and a new kingdom has been established. After
many failed violent revolutions to over throw the monarch, the USA has taken over the UN to form
a new world order, all in the name of peace, referred to as the US/UN. In "The Peace Process", the
US/UN created mini states throughout Europe to allow political dissidents to have their own private
... Show more content on Helpwriting.net ...
What if capitalism is unstable, and socialism is impossible?"
This fear is the impetus of the whole story, and yet the views of socialism and a belief of the
Calculation Problem are still completely contradictory. I will not spoil the solution to this problem,
you will just have to read the book. But I will say that libertarians will not be disappointed.
The story centers around Moh Kohn, a socialist who works for a anarcho–capitalist style DRO
organized into a co–op. The DRO is based in Norlonto, an anarcho–capitalist mini–state in the
northern area of London where competing defense agencies give law services to its citizens. Moh,
on a job outside of Norlonto, runs into Janis Taine. Janis, a researcher at a local university, buys
Moh's protection when her research lands on the wrong side of the US/UN's regulations on scientific
studies, which are enforced by the globally present secret police. Moh and Janis' escape into
Norlonto from the US/UN territories, and set off a drastic chain of events that involves subversive
revolutionaries against the crown, Neo–Nazis, Christian totalitarian mini states, and the US/UN's
desperate attempt to hold off trans–humanism, and further, the singularity. Yes, this not merely a
book about ideologies, it could not reasonably be called science fiction if that were the case. The
underlying struggle is still the author's claim that the ruling class will do its best to hold back the

Fractions Worksheet
I nervously walked down the colorful hallway decorated with children's art projects and posters with
cliche quotes. I approached the room labeled 208, took a deep breath and opened the door. Instantly
I felt the intense glare of 25 4th grade students. Their teacher introduced me and explained that I
would be helping out once a week because I would be studying education in college. Giggles and
whispers filled the room and even some comments about my above average height. After quieting
the rambunctious children, the teacher proceeded to give the class a math assignment and then
gestured me towards her desk. "Could you take Maya into the hallway and help her with this
fractions worksheet?" She asked. I was shocked I didn't expect to be working

Thinking, Fractions And Decimals
Teaching students effectively in areas of multiplicative thinking, fractions and decimals requires
teachers to have a true understanding of the concepts and best ways to develop students
understanding. It is also vital that teachers understand the importance of conceptual understanding
and the success this often provides for many students opposed to just being taught the procedures
(Reys et al., ch. 12.1). It will be further looked at the important factors to remember when
developing a solid conceptual understanding and connection to multiplicative thinking, fractions and
decimals.
When teaching mathematical concepts it is important to look at the big ideas that will follow in
order to prevent misconceptions and slower transformation ... Show more content on
Helpwriting.net ...
C., 2015, p. 3).
Symbolic representation using base–ten and expanded algorithms is a way to show students the
written connection to the visual models used. The partial–products algorithm is a more detailed
step–by–step process and therefore more advisable to avoid errors in students learning to grasp the
procedure (Reys ch.11.4). This process allows students to visualise the distributive property more
easily. However, the standard multiplication algorithm is quicker and acceptable for students, if the
teacher feels they have complete understanding of the steps in the partial–products algorithm.
Multiplication by ten gives students opportunity to explore larger numbers, and can also be extended
on(Reys et al. ch. 11.4). In addition, multiples of 10 give students the knowledge that all digits move
left one place and an additional place hundreths. This concept can be used to introduce the decimal
place which is also moving place each time something is multiplied by tens. Exposing students to a
range of examples which displays patterns that occur when multiplying by tens and hundreths will
generate meaning of digits moving place (Reys et al., ch. 11.4).
Visual models known as arrays or grids can be introduced early to assist students thinking by
providing a visual representation when going from adding to multiplying. In addition, arrays are a
great

Systolic Heart Failure With Reduced Ejection Fraction (...
Systolic heart failure: is also known as Heart failure with reduced ejection fraction (HFrEF).
Systolic HF is defined as an ejection fraction of < 40% and an inability of the heart to generate
cardiac output adequate enough to perfuse vital tissues.
Hemodynamic Changes: Contractility is influential in cardiac output and can be compromised due
to myocardial infarction, ischemia, cardiomyopathy, and increased cardiac workload, to name a few.
Inflammatory, immune, and neurohumoral changes can mediate ventricular remodeling, which will
alter myocardial cellular structure resulting in myocardial dilation and further dysfunction of
myocyte contractility over time. The decreased contractility will result decreased stroke volume and
increased left ventricular end–diastolic volume, which results in dilation of the heart and increased
preload. Increased afterload can be caused by increased pulmonary vascular resistance (PVR). This
can result from hypertension or aortic valvular disease. The PVR results in resistance to ventricular
emptying, increasing the work load of the LV, thus causing hypertrophy of the myocardium.
Sustained elevated afterload results in pathologic hypertrophy, caused by angiotensin II and
catecholamines. The increase in cardiac muscle mass causes an increase in the heart's oxygen and
energy demands. Thus, more energy from ATP is needed and when demand is greater than supply,
cardiac contractility suffers. Ventricular remodeling continues, further

Teaching Equivalence in Fractions with Unlike Denominators...
Once students get to the fourth grade, learning equivalence in fractions with unlike denominators is
something that they can look forward to...or not look forward to. It can be a very tough lesson and
something that is hard for the children to understand. They need to have a simple understanding of
fractions already. They need to know what they are and how they add up together. Meaning that they
need to understand that fractions are a part of a whole...a fraction of something, and that if the
fractions are equal they can add up to create a whole. The easiest way to describe this and review it
is with a circle representing a pie. Each slice comes from the pie and all put together its a whole.
Also the stronger the students is with their ... Show more content on Helpwriting.net ...
Next the teacher would show them an unequivalent fraction by having them compare 1/2 and 1/3 in
their circle. They look close...but they arent! From here a worksheet would be given out with some
fractions for the children to identify their equal. They would work in partner groups and use their
pie pieces to research and experiment and find the answer. This will give the students a good chance
to work together and investigate with hands on pieces and think through the questions.
All of the previous work the students have done with the manipulatives and the visual aids should
have given them a good foundation for writing fractions and seeing how they are represented with
numbers and not just physical parts or fractions of a whole. There is a pattern between equivalent
fractions that is based on counting by multiples. It can also be explained on knowing and using basic
multiplication tables. To find an equivalent fraction is basic multiplication of both the numerator and
the denominator by a number that is more than one or zero. Two is a very good base, low number to
start with. Next is to explain to the students that with equivalent fraction problems you are looking
for that missing number, that missing part that makes it complete.
For example, 2/5 is equal to 4/?
The teacher explains that in order to solve for the missing, you will have to determine 3 times
(what) equals 6. Or divide 3 into 6. From

Questions On The 's Total Rows Of Numbers
Lascap's Fraction
Arshbir Aulakh
Math IA
000277–0
International Baccalaureate
Sir Winston Churchill Secondary
Introduction
In this investigation, I will consider these sets of numbers that are present in a symmetrical pattern.
To commence this task, we will have to consider the five rows of numbers shown below. 1 1
1 3/2 1
1 6/4 6/4 1
1 10/7 10/6 10/7 1
1 15/11 15/9 15/9 15/11 1
Figure 1: The given symmetrical pattern
These numbers are arranged in a Pascal's triangle, which is a triangular array of binomial
coefficients that was named after a French mathematician Blaise Pascal. Lascap's Fraction is spelt
backwards for Pascal's fraction and there should be a way to solve this. There is an interesting
pattern in figure one where in the 1st row, there are two numbers and in the 2nd row, 3 numbers in
the 3rd row, and so forth. So through this, we know that there is a new number introduced in every
consecutive row. But there is an easier way to represent this pattern and to solve for the Pascal's
triangle is by using this formula.
〖(x+y)〗^n=(n¦0) x^n y^0+(n¦1) x^n y^1+(n¦2) x^(n–2) y^2+⋯+(n¦(n–1)) x^1 y^(n–1)+(n¦n) x^0
y^n
If there happens to be a formula for Pascal's fraction, then there should be a formula for tis Lascap's
Fraction. The first thing we will need to investigate is to describe how to find the numerator of the
sixth row. This could be solved by adding the row number with the previous

Essay On Post Test
Pretest, Posttest, & Interview Questions:
The pre–test (Show What You Know) and post–test (Show What You Have Learned) that I designed
had similar questions to what the students were going to see within the lesson. When giving them
the pre–test a few students got neverous but I assured them that this is for my own information so I
can better teach everyone. I told them to all at least try and answer the questions to the best of their
ability. Both the pre–test and post–test are attached at the end of the lesson. The following are the
results of the pre–test and post–test. Students coded in green increased from pre to post test, students
in yellow remained the same, students in red lost points from pre to post test. The two students with
an asterisk are the interviewed students.
After careful consideration and a conversation with my host teacher, I chose to interview Z.D. as my
student at a higher mathematical level and D. W. as my student at a lower mathematical level.
Although, Z. D.'s score went down from the pre–test to the post–test, his work showed that his
mathematical understanding increased due to the lesson. He only lost points on providing his
answers in simplest form, meaning he needs practice on reducing fractions. I chose D.W. because he
is struggling in the class but did show improvement from pre to post test. It is important to note that
D.W. is currently being tested for special education after being in tier three instruction for math and
having been

Cell Fraction Lab
Experiment 1
In our first experiment, our question was which cell fraction would have the greatest amount of
chloroplast present at an absorbance reading of 600 nm? To answer this question, we used
centrifugation to separate out Pellet 1, Pellet 2, and Supernatant 2, and then we tested each of them
at 600 nm three times to determine which one contained the most chloroplast. Based on our results
for wet lab 1 we hypothesized that Pellet 2 would contain the most chloroplast. We predicted this
because in wet lab 1, we learned that a homogenized solution contains all organelles, Pellet 1
contains large amyloplasts, and Pellet 2 contains chloroplasts and small amyloplasts (McAllister
83). This happens because the first time a homogenized solution ... Show more content on
Helpwriting.net ...
Figure 3 shows the sample placed under red light had the greatest absorbance rate change at 600nm
out of the three colored lights, meaning that it had the most ETC activity of all the cuvettes placed
under non–white light. Figure 4 also shows that red light had the greatest percentage change of
absorbance between all three colors. Another piece of data that supported our claim during the
experiment was that the cuvette placed under red light lost the most color, turning from the original
shade of blue to light blue, meaning that it had more DCIP reduction take place than the cuvettes
placed under blue or green light did. One piece of data we found interesting was that when thinking
about wavelengths, it would make sense that the green light would cause more ETC activity than the
blue light because green light has longer wavelengths than blue light, however that is not what the
results show. One explanation for this might be that the green light does not excite the chlorophyll
molecules as much as the blue light, because the chlorophyll molecules are green. Since the green
light does not excite the chlorophyll molecules as much as the blue, the blue light causes more ETC
activity. While without further experiments our hypothesis about why blue light

Classroom Observation Paper
During the number talk students shared freely about the fraction strip. They shared how the
denominator number gets larger but the size of the parts gets smaller. They were able to explain this.
When asked to find fractions that were equal in size but had different parts, they wanted to use
different sizes together such as ½ equals ¼, 1/8 and 1/8. We had to prompt, are all the parts the
same, how could we make them the same.
For the patty paper activity, several students had a hard time folding the paper. While others did not
follow directions and folded the fourths and the thirds in the same directions. Once all were folded
corrected and highlighted the discussion started. Students used colored chips to show ¼ and 1/3.
They were not sure of themselves because they kept questioning how come ¼ has only 3 chips and
1/3 has four chips. They did several in their small group before we did them together. The same
students could not see the columns and rows that created the fourths and thirds, they only saw the
twelfths. ... Show more content on Helpwriting.net ...
The number talked compared 5/6 and 7/8. I asked the question, are they equivalent, is one fraction
greater, and how do you know. More than ½ of the students signaled they had an answer but only
five shared. Out of the 5, 3 thought they were equivalent. Several students reasoned there was only
one number difference between the numerator and denominator. One student was able to compare
the fractions to a whole and shared 1/6 and 1/8. However, she thought since the numerators were the
same, the fractions were equivalent. One student shared she pictured in her head the fraction bars.
When I drew it, the visual representation looked close so we use the fraction bar and

Summary Of Student's Struggles With Fractions
The first ten pages of this book introduce student's struggles with fractions along with partitioning
wholes into equal areas in the first grade. By the end of first grade students should be able to partion
shapes into smaller shapes. The book tells of different ways to help first grade students too
understand and accomplish these struggles. The first couple pages of the book open up with
discussing students as a whole, and how they struggle with fractions. The book states that one of the
main reason students struggle so much with fractions is because there are so many ways to represent
fractions. This can become confusing because it is different than observing a whole part of a number
or object. This part of the book also states why it's

An Analysis Of Peg's Collapse
Peg was going to the market when she hit a pothole and all of her eggs broke. Unfortunately Peg
was not hurt. Peg had put the eggs into groups of two,three,four,five, and six. In the groups she
always had one extra egg left over. When she put it into a group of seven she did not have any eggs
left over. After Peg hit the pothole she wanted her insurance company to pay some money for the
eggs that were broke. Her insurance agent asked her how many eggs she had fortunately she did not
know. I started out by listing every multiple of seven up to two hundred which are 7, 14, 21, 28, 35,
42, 49, 56, 63, 70, 77, 84, 91, 98, 105, 112, 119, 126, 133, 140, 147, 154, 161, 168, 175, 182, 189,
196, 203. I can cross off every multiple of 2 because if I

Grade Students Knowledge Of Fractions
In forth grade students knowledge of fractions is expected to grow, just like in third grade, to a
higher level. After reading over this section I'm starting to see a pattern happening. This pattern is
that each grade level begins to get harder and have more information for the students to learn. In
fourth grade students expand their knowledge on equivalent fractions, comparing fractions, relating
fractions and mixed numbers, adding and subtracting fractions with the same denominator,
multiplying fractions by whole numbers, interpreting decimals, and last comparing decimals. In the
forth grade is important for students to use a visual fraction model, to show how the number and
size of parts differ, even though the fractions themselves are the same size. One way to show this in
the classroom is to have the students write out the fraction such as 2/8, which can be thought of as ¼
if pairs of the original 8 sections were grouped together. The student would first draw eight
connecting squares shading in the first two. Then the student would draw four connecting squares
and shade in just one. As you can see ¼ is the reduced fraction of 2/8, so we are just reducing the
fraction and showing how it is the same. Comparing fractions can be very difficult if the two
fractions being compared have two different denominators. There a few ways to help students in this
grade learn how to distinguish between the two and compare them. The first way, which is how I
like to do this, is by

Examples Of Time Scheduling
3.1 Time Scheduling Generally, scheduling is a process of planning and controlling the production
that sets up the production and the resource allocation in a spesific time while paying attention to
the capacity of the resource. According to Conway, scheduling is a process of sorting the production
process to some machines thoroughly. Baker (1974) defines scheduling as a process of allocating
the resources and the machines that is available to do the required tasks in one particular time. This
definition can be translated into two meanings, they are: 1. Scheduling as the function of decision
making or scheduling as a part of the process to determine the sorting. 2. Scheduling is a theory.
Scheduling is a set of principals, model, technique and logical conclusion in decision making.
Scheduling is ... Show more content on Helpwriting.net ...
Facilities scheduling This scheduling is about the use of the facilities,for example is the loading and
unloading tools, etc. 4. Vehicle scheduling This scheduling is connected with the time of the
process. Which is when a loading and unloading process is ongoing, the time during the process can
be used as efficient as possible. 5. Vendor scheduling For a company with JIT system (just in time),
the scheduling of loading and unloading is really important. The loading and unloading section has
to coordinate with the system of the amount of the product to guarantee that JIT functions
efficiently. 6. Project scheduling Planning is the connector of the tasks. Eventhough some tasks can
be done together, there are some that can only being done when the others are finished. A complex
project might caused thousands of labour coordinate to fulfil the plan with more time and more
funds. Therefore a scheduling is an important component from the planning fuction. 7. Dynamic
versus static scheduling A variety of orders will come simultaneously to be processed in a machine.
Which means that in reality scheduling is dinamic, a job will come continuously from time to

Questions On Learning And Teaching
Task #4: Mathematics Learning & Teaching
Competency 662.1.4: Aligning Learning Activities to National Standards
Competency 662.1.5: Standards and Best Practices in Teaching and Learning
Competency 662.1.7: Differentiated Instruction
Jennifer Moore
Western Governor's University
Part A: The "Equivalent Fractions and Decimals Lesson Plan" is aligned to NCTM's content and
process standards. The content standard that this lesson is addressing is numbers and operations.
This entire lesson is about students using fractions and decimals to solve problems. This lesson also
has several process standards addressed in the lesson plan. One of the process standards used in this
lesson is Connections. Throughout this ... Show more content on Helpwriting.net ...
"The Show or the Ad" activity has students using word problems that talk about television programs
and commercials. The teacher has made the students connect that math is even in the TV shows that
they watch. The teacher then makes it even more the students own connections by allowing them to
be creative and writing their own word problem about TV and commercials. The teacher also uses
these types of problems on the summative assessment. The teacher uses connections even in the
homework that is assigned to the students. The teacher assigns students to watch their favorite
television show, and as they watch the show to record how many minutes the commercials are. All
of this shows the students understanding of the concept while allowing the students to relate this to
something they enjoy. The one NCTM process standard that I would add to this lesson plan would
be the reasoning and proof standard. This is the only standard that is rarely used in this lesson plan.
"The Reasoning and Proof standard emphasizes the logical thinking that helps us decide if and why
our answers make sense" (Walle, p. 5). This lesson needs to allow students to justify the reason for
their answers. This lesson only has them justifying their answers on one question, throughout the
entire lesson. I would add more to the questions than just the answers. One part of this lesson I
would change to incorporate the reasoning and proof standard is on the "The Show or the

Thinking, Fractions And Decimals Are Extremely Important...
Multiplicative thinking, fractions and decimals are extremely important areas of mathematics
children are required to develop. The concepts within these three areas are related and it is critical
for educators to support these relationships in the classroom. Multiplicative thinking involves recall
of basic facts, the relationship between multiplication and division and underpins the development
of fractions. Comprehension of fractions includes the division of objects, fractions as numbers, the
multiple ways equal fractions can be represented, as well as being represented as decimals. Place
value is a very important underpinning concept of decimals. Place value aids the ability to read,
write and work with decimals. There are a number of difficulties children can come across when
developing these concepts and relationships. With a vast mathematical content knowledge and
pedagogical content knowledge educators can provide effective instruction to help children over
come their difficulties. Developing a deep understanding of multiplicative thinking, fractions and
decimals will assist children in later mathematics.
To become a multiplicative thinker the ability to recall basic multiplication facts and understanding
of the relationship between multiplication and division must be developed. If children do not
develop the ability to recall basic multiplication facts they can be in danger of developing negative
feelings towards mathematics and becoming withdrawn (Booker, Bond,

Emotion Support Classroom
Reflection of thoughts of the lesson:
A few things that went well during the mini–lesson was at the beginning with some examples to get
the small group of students ready to play the fraction game. During the examples, I asked follow–up
questions to clarify and help the students understand the difference between mixed fractions and
improper fractions. A few times I asked the students "why, they thought they were correct or to
explain their thinking process to the group". This allowed the student to exchange their ideas and
knowledge off to the small group to get other students thinking as well to add on to their thoughts.
One thing that I would change during the lesson would to give the directions of the game before
passing out the game ... Show more content on Helpwriting.net ...
Cain's Emotion Support Classroom that will impact my future teaching would be to focus on my
classroom management skills. Every day my practicum teacher has his planning period at the end of
the school day since he works with fifth and sixth graders. He does not have time during the day to
plan for the day since students are continuously in and out of his classroom. In the morning, he
helps with security when the students arrive to school until school starts around 8:45 am. Then the
first few fifth graders come down to work on his classroom assignments before specials. When the
few fifth graders leave, the rest of the fifth graders come down to begin the classroom work. Around
10:00a m the sixth graders come down with Science and Social Studies assignments from the
general education classroom to finish in Mr. Cain's room. All the students are in his room from this
point on until lunchtime. Mr. Cain does not have time to work ahead or plan for the next few days
until all the students have left his room at the end of the

My Fear Of Math
My math level before reading this book was a little bit rough. I have always had a hard time doing
math in school. Most of the things I had trouble with was the fractions, percents, and word
problems. I think this is because of these problems, I have always had a fear of math and wanted to
stay away from math. Everything I tried to do to help with these fears either worked for a little while
or it just never stuck with me. no matter how hard I tried to succeed in math, I always needed extra
help from other people to get me through math. This book was about how to face our fears of math.
It gives us different topics and problems about math to try and help us become better in math. The
problems in the book are on real life situations which makes it easier for us to see how we use math
in our everyday life. The book then goes from talking about simple arithmetic and other areas of
math to talking about teaching it. This book gives messages and tells you how to solve your phobia
of math with simple strategies that you can do. I would recommend this book to a colleague because
I feel this book has helped me to understand math and become better at doing math. It has not
changed my whole phobia of math completely, but it has helped me to sharpen my math skills in the
areas I struggle with the most. I am hoping that when I recommend this book to another colleague
who struggles as much as me or even someone who excels in math, they will also learn new things
and help them become

Article Analysis: 'Representations In Teaching And...
The article, "Representations in Teaching and Learning Fractions," explains the concept of teaching
and learning fractions using representations. One of the Common Core Concepts that is supported in
this article is CCSS.Math.Content.3.NF.A.2: Understand a fraction as a number on the number line;
represent fractions on a number line diagram (Grade 3). Watanabe talks about using linear model to
represent fractions. The article discuss about how number lines do not help children comprehend
fraction as numbers but only makes sense to those who already know fractions. Watanabe says that
some teachers think that number lines are "useful tools to teach children relationships between
whole numbers and fractions." The manipulatives that are discussed ... Show more content on
Helpwriting.net ...
Model is the instructional materials while "representation refers both to process and to produce." I
always thought these two terms were synonymous. I learned that the difference between the
comparison method and part–whole method is "the relationship between the whole and fraction
part." The whole part method is "the fractional part embedded in the whole" while the comparison
method is "the whole and the fractional part are constructed separately (p.459)." I learned that we
should write out the fraction words rather than the numbers because it is more consistent. For
example, we should write 1–half instead of 1/2. By writing the words instead of numbers, it helps
children identify the fraction units.
This article would be appropriate for third teachers as well as other elementary teachers because
Watanabe mentioned about how fraction is one of the challenging topics for elementary children.
Elementary is when the children starts to learn fractions. The article talks about whether these tools
or methods are helpful to students who are beginning to learn fractions. Watanabe comments that
number lines are often used in primary grades. The article mentions that children should understand
fractions as numbers before going

The Physics Of Fractions As A Child
Introduction:
Ever since I first learned about fractions as a child, I was always heavily agitated by the fact that
every time I would ask my teacher about dividing by zero, or have a calculator perform a equation
where a non–zero number was divided by zero, I would just be told there was no solution. I
wondered for years about why there simply was no practical way to express a number divided by
zero, until I learned about something strangely similar to dividing a number by zero, being black
holes, or a gravitational singularity (a single point in space with a certain mass, equating to a density
where the mass of the object is divided by zero). Just like dividing by zero, black holes are usually
represented as an undefined point in ... Show more content on Helpwriting.net ...
A counterargument could be immediately made that black holes do have a volume, but for
clarification, this is in terms of its' singularity, not its' event horizon (or the critical radius), which is
the black part of the hole that light does not escape from, as it is the point in which light can no
longer escape, as the escape velocity (the speed required to break free of an object's gravity,
according to physlink.com) is greater than the speed of light.
Now that this is established, representing the "infinite" density of a black hole is difficult to
understand, similarly in terms of the function 1/x, because like how the x– value on the graph
approaches the asymptote of zero on the x– axis from positive infinity, the y–value gradually leaves
the asymptote of zero on the y– axis to approach infinity, being not the largest possible number, but
instead a filled space that has no bounds, such as a star that is shining light into all directions in
space forever, therefore filing this ongoing void with light. That is infinity, so in terms of this essay,
the light could be represented as 1/∞. If the light were to be replaced with mass, the volume of said
mass would effectively be the opposite of a black hole, being an infinite number of some sort, with
the density being calculated by dividing it's mass by infinity of some sort, representing it's volume.
In simple fractions, they could likely be expressed as a circle or some other shape split into

Mathematics Of Creative Writing : Exposing The Invisible Tool
Mathematical Proportions in Creative Writing: Exposing the Invisible Tool
In the academic world, creative writing and mathematical proportions are often considered to be
located at opposite ends of the spectrum, but they are not as different as they seem. Authors often
need to carefully plan and divide their story to create an end result that is a balance between
exposition and dialogue, romance and action, or tragedy and comedy. That is where mathematical
proportions come in–ratio and fractions in particular. Every author uses ratio and fractions, whether
they know it or not, and the proper use of them determines the quality of their writing. Who would
read a book that's 70% exposition or 100% dialogue? Therefore, in this essay I will ... Show more
content on Helpwriting.net ...
Fractions can also be used to represent ratios or even division equations and all rational numbers.
While fractions come in many different forms such as mixed numbers, improper, vulgar and proper
fractions, the function of a fraction is generally the same–to represent parts of a whole. To simplify
the matter further–if you can solve a division problem, then you are able to use fractions. In fact,
you use fractions all the time without a hint of doubt. For instance, when we tell the time, use or
recipe or figure out the price of an object after a sale–it is all fractions. We use them every day, but
why? What is the inclination to measure ingredients in halves, quarters and two–thirds? Why do we
reflexively say "Half past 3" when telling the time? It is all because parts of a whole are far more
common than complete collectives of any one thing. So let us take a step back and analyze a
fraction: 2/5. 2 is considered the numerator, and 5 is the denominator. 5 would be the whole–for
instance, there are 5 stuffed bears in total. But then 2 is the amount we have from the whole–as in,
we only have 2 of the 5 stuffed bears. A slightly more challenging problem would be saying that a
$50 shirt is ½ price. To solve this, we would simply convert 50 into an improper fraction (a fraction
in which the numerator is larger than the denominator), 50/1 and multiply it by ½. This would result
in the improper fraction, 50/2. You would then simplify

Module 3 Assignment
1. What will the student know or be able to do at the end of the lesson that the student did NOT
know or was NOT able to do at the beginning? 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. 1. If learning is defined as a behavior, how will the
behavior be measured? Answer– As the objective states, student's behavior will be measured as they
are expected to complete five addition problems with like denominators and three word problems.
Students will also partake in coming up to the whiteboard and explaining to their classmates why
they got the answer they did for either a word problem or an addition problem, followed by, a
student slowly reading each part of the problem and having another student explain what part of the
work should be done at that time. 2. ... Show more content on Helpwriting.net ...
You will find information that tells you exactly what the teacher will do when teaching in some
steps of the lesson. (Find one and paste it). Answer– "Let's check and make sure we all know what
we are going to be doing. Who can tell me the three things I said we will do?" Ask some students to
repeat the learning objectives: learn about how to apply addition of fractions, look at some word
problems together and solve them, and practice some word problems we would really

Aldosterone Heart Failure
Aldosterone is the mineralocorticoid steroid which is release from the adrenal gland, situated
superior to the kidney. Aldosterone play a major role for the retention of water and sodium in the
nephrone (10) in the patient with congestive heart failure, cirrhosis, and nephrotic syndrome (25).
The level of the Aldosterone will increase in the patient of heart failure when angiotensin I receptors
is activated by Angiotensin II leading to fluid overload (10).
Mineralocorticoid/aldosterone receptor antagoists are the useally recommended in all heart failure
patient with reduce left ventricular ejection fraction <35%. Precution should be taken before giving
MRAs to the patient with reduce renal function (24). ACEi supress the secretion of adlosterone
transiently. So, the treatment ... Show more content on Helpwriting.net ...
It inhibits Na+K+ ATPase active transport raising cytosolic Na+ concentrtion and leading to the
increasement of Ca2+ concentration in the sarcoplasmic reticulum by the reversival exchange of
Na+ and Ca2+ in the myocardial cell. This increase in the contraction of the heart (32) and improve
cardiac outpur , left ventricualr ejection fraction, stroke volume, pulmonary capilary wedge pressure
and exercise tolerance (33). Secondly, digoxin produce vagus activation showing negavite
chronotropic action in SA node and negative dromotropic action in AV node. This lead to a shift in
automatic balance by dominating the positive iontropic action of the drugs digoxin (33). In this way
digoxin is cosinder as a only available inotropic drug which increase cardiac output and decreae
pulmoary capillary wedge preure with our increasing heart rate and without decreasing blood
pressure

Reflection Paper
1. How did you demonstrate mutual respect for, rapport with, and responsiveness to students with
varied needs and backgrounds, and challenge students to engage in learning?
While the students completed the erosion experiments, I asked may open–ended questions. I wanted
the students to understand why they thought their answers was correct. This helped the students stay
engaged. All students, regardless of their backgrounds, did well in the experiment. I walked around
while the students were completing the experiments and assessments. Students who varied with
needs had support of their "team". Each team, or group, had four to five students.
Engaging Students in Learning
2. Explain how your instruction engaged students in developing conceptual understanding and
procedural fluency in math, and scientific literacy in science.
Students were engaged in developing conceptual understanding by answering why the thought their
answer was correct. When making fractions out of the collected data, I encouraged students to tell
me why the denominator and numerator were placed where they were. I asked many question that
began with the word "why". I also encouraged students to make a mixed number into an improper
fraction. The students used their procedural fluency to calculate the mixed number into an improper
fraction. Students were engaged in scientific literacy by explain to me what the already knew about
erosion. The students predicted before each experiment what would happen. The

Fractions
Aligned with CCSS
A fun, yummy way to introduce fractions http://www.teacherspayteachers.com/store/susanpowers–
2210 MAKING FRACTIONS FUN!
©Susan Powers
Created by
Fractions with Chocolate Bars and Colorful Sweets.
CCSS: Number and OperationsFractions. 3.NF.1
Funnest Teacher Award!
to effectively introduce the idea of fractions to students.
Objective–––
Children will be able to use the academic language of equal parts, numerator and denominator
together with half, twelfth, quarter etc. They will show their understanding of how one whole is ...
Show more content on Helpwriting.net ...
11. Reiterating our strategy of showing our work through pictures, diagrams etc., I model how to
draw our fractions on paper with crayons, labeling them with number fractions and written words
(1/4 or one quarter, five twentieths or 5/20) as we figure out each fraction.
We then eat our fractions!
12. As a final formative assessment or reflection, the kids are each given a sticky note and asked to
write down three things that they feel they learned today about fractions. Differentiation Ideas:
I have grouped the children into both mixed ability and ability groups for this activity. At step 11
above, with ability groups, I would pull the more advanced kids and verbally question them about
simplifying the fractions. There are photocopiable sheets to use with this group below. Complete as
is appropriate for your class.
*Photocopiable chocolate bar below. Just add your own lines to show the fractions identical to the
chocolate bar, which you use as a model. *
This has proven to be an entertaining, delicious and memorable introduction for my students to the

world of fractions. Math can be so much fun!
Please submit any feedback to my E–mail. All feedback is appreciated in a bid to constantly
improve my work.
Susanpowers09@yahoo.com
Thank you!
What is each fraction the chocolate bar

Rational Number Interview
Rational Number Report
Through the Rational Number Interview I was able to gain insight into Adams mathematical
understanding of fractions, decimals and percentages. As a student in year 5, Adam was able to
make connections using various mathematical strategies. Adam has an understanding of infinite
numbers, for example, when asked how many decimals are there between each rational number (0.1
and 0.11), he answered promptly with "many numbers". Adam was able to acknowledge that a
fraction can be shown as a division problem, "divide the pizza into fifths and each get 3 pieces". He
was able to calculate by partitioning the pizza, and by dividing each pizza into the amount of people
(5). Adam shows residual thinking when building up to the whole ... Show more content on
Helpwriting.net ...
(2010). Snapshots of Student Misunderstandings. Educational Leadership, 67(5), 18.
Dacey, L., & Gartland, K. (2009). Math for All: Differentiating instruction, grades 6–8. (J. Cross,
Ed.) Sausalito, California, USA: Math Solutions.
De Souza Fleith, D. (2000). Teacher and student perceptions of creativity in the classroom
environment. Roeper Review, 22(3), 148–153.
Newton, L. (2012). Creativity for a New Curriculum: 5–11. New York: Routledge.
Reys, R., Lindquist, M., Lambdin, D., & Smith, N. (2007). Helping children learn mathematics (8th
ed.). Hoboken: John Wiley & Sons, Inc.
Schoenfeld, A. H. (1988). When good teaching leads to bad results: The disasters of'well
taught'mathematics courses. Educational psychologist, 23(2), 145–166.
Shepard, L. A. (2006, Creating coherent formative and summative assessment practices. Orbit, 36,
41–44. Retrieved from http://search.proquest.com/docview/213738810?accountid=8194
Van de Walle, J, Karp, K. S. & Bay–Williams, J. M. (2015). Elementary and Middle School
Mathematics Teaching Developmentally. (9th ed.). England: Pearson Education Limited.
Zazkis, R., & Hazzan, O. (1998). Interviewing in mathematics education research: Choosing the
questions. The Journal of Mathematical Behavior, 17(4),

Van De Walle, Karp, And Bay-Williams
Van De Walle, Karp, & Bay–Williams (2013) describe the importance of using visual
representations such as Area, length and Set models to consolidate fractional concepts. Observations
of students representing fractions through the use of the three models allows teachers to gauge if
learners have a real understanding of the fraction concepts. Area models represent fractions as part
of an area. Circular or rectangular pieces, grids or dot paper, pattern blocks, geoboards and paper
folding are examples of this type of model (Van De Walle, Karp & Bay–Williams 2013, p. 293).
Length or number line models permit for the comparison of lengths or measurements instead of
areas by either drawing and subdividing them or through the comparison of ... Show more content
on Helpwriting.net ...
Learners may also have difficulty in understanding that a fraction of a group can be found when
more than one object is represented, two fractions can be equivalent even with different
denominators and that objects that are not the same shape can still be the same fraction. In terms of
comparison students may have difficulty in comparing bigger fractions to smaller ones and in
associating the size of the fraction to the size of the whole. Furthermore students may have difficulty
is grasping all of the representations of fractions and the concept associated with fractions greater
than one.
Van De Walle, Karp, & Bay–Williams (2013) discuss the importance of Iterating and partitioning in
building conceptual understanding of fractions and the way they assist students to understand the
meaning of fractions, particularly numerators and denominators and the relationship between the
part and the whole. Partitioning involves sectioning shapes into equal–sized parts. Area, length and
set models are particularly useful in partitioning. Iterating involves counting fractional parts and
assists students to understand the relationship between the parts and the whole or the numerator and
the denominator (pg 355). Although Iterating applies to all of the models it is mostly connected with
length models as

Questions On Math Lesson Observation
Math Lesson Observation
Introduction
Mrs. Goss is a first grade teacher at Riverside Elementary, in Jeffersonville, Indiana. Riverside is a
Title 1 school. Her class has eighteen students, ten of which are boys and eight are girls. There are
two different ethnicities represented in the class with thirteen students who identify as white and
five who identify as African American. In terms of what levels the students are on in mathematics,
Mrs. Goss identified her class as being evenly split, as six of the students as below level, six as at
level, and six as above level. When my co–teacher, Felicia Lemons and I first met Mrs. Goss and we
asked her what were some interesting facts about her students she told us they love read alouds, with
Mo ... Show more content on Helpwriting.net ...
Goss wrote the objective "I can read and write fractions" as well as new vocabulary on the board.
The new vocabulary was equal shares, fourths, quarters, halves, one half and one fourth. Mrs. Goss
began the lesson by calling the students to the carpet and asking them to bring their white boards,
which are about 8 ½ inches by 11 inches, dry erase markers, and erasers with them. To hook the
students, she had them visualize a peanut butter and jelly sandwich. She then used construction
paper cutouts of a square (which was made by my co–teacher and myself for an earlier lesson on
two–dimensional shapes and repurposed for this lesson) to represent the sandwich. Next, she drew a
line to divide the sandwich in half to share with a student named Nadalie. Mrs. Goss asked if
Nadalie would want the smaller side of the sandwich. Nadalie replied that she did not want the
sandwich because it was not equal.
Next, she taught her students to signs to represent equal and not equal. Equal was represented by
placing one arm parallel to the other arm with a gap of a few inches to separate them. Not equal was
represented by crossing the arms to create an "X" with the arms and hands. In her next example,
Mrs. Goss then showed the students a construction paper circle, which was to represent a cheese
pizza. She divided it vertically into two equal halves to share with her husband, Mr. Goss. Mrs. Goss
asked the students if the pizza was equal or not equal and the

Whole Class Assessment
By looking over students' assessments, there were several patterns that emerged among my students
when it came to problem #4, which Shane, Enzo, and Shaanza's assessments provide those patterns.
Whole Class
As a whole class, based on the rubric and data for problem #4 where all the misconceptions
occurred, 6 out of 28 students completely got the problem wrong meaning they didn't have 7/10 or
3/10 or having the answer of 7 written down. An example of this would be Shaanza's assessment
where she put the fraction 3/7 as her answer. Meaning these students do not understand the concept
of a denominator. Out of these students one is a CELDT level 4, 1 IEP, and 2 struggling students.
Out of 28 students, 9 students just wrote the answer not written ... Show more content on
Helpwriting.net ...
The data states that they need additional help conceptually and in academic language, since they did
well procedurally and in mathematical reasoning. I pulled students for small group instruction
during morning work because this is something they can easily miss and catch up on. So before we
went over problem #4 as a class, I pre–introduced to them the sentence frame that will help them to
use academic language and it will also help with their conceptual understanding skills because
they're using that sentence frame to explain how they came to their answer. As a small group, we
went over each question on the day 3 assessment using that sentence frame so I can see how
students were coming to their answers, which helped a lot because I was able to correct on the spot
any misconceptions they were having, which were the patterns mentioned previously and seen in
each student work sample. During the small group instruction, I also pre–taught to them March 2nd
math lesson so students will have extra instruction before the rest of the class because I feel after
grading the assessments for my learning segment that these students would benefit from additional
practice, which is a next step that I will continue for the next lessons to come for students that I see
are struggling.

Misconceptions About Fractions
According to Bobis (2011), many students have difficulties learning fractions. An understanding of
fractions beginning in the early years is fundamental for understanding related mathematical
concepts and for further development of fraction knowledge. Throughout the article he emphasises
the importance of identifying the surrounding misconceptions about fractions and how they may
affect student learning.
One of the difficulties associated with learning and teaching fractions is the multiple ways fractions
can be composed and represented. For example, fractions can be composed as a decimal or ratio and
can be presented in a range of contexts. Bobis (2011) identifies the key strategies that educators can
use to gain an understanding of students current knowledge and assist student understanding of
fractions. These include providing students with appropriate tasks and asking students ... Show more
content on Helpwriting.net ...
He states the most prominent misconception is students using previous knowledge, in particular,
their understanding of whole numbers, and applying this knowledge to fractions. However, it can be
argued that whole number knowledge can support students understanding of halves and quarters
(Steffe, 2010). An example of an error is the general lack of familiarity towards the size of fractions
and the use of fractions in division or measurement, which is shared by both students and teachers.
Other common errors include using addition instead of multiplication while problem solving and
incorrectly interpreting and using drawn representations of fractions. Therefore, educators need to
identify which students are having difficulties and use explicit instruction to correct student
thinking, allowing students to be more confident with

Meaning Of Fractions, An Understanding Of Wholes
Ellyce Uy
44755122
MATH335 201
*300+ words
Fractions
This section was about meaning of fractions, an understanding of wholes, the importance of
teaching fractions along with division, multiplying and dividing fractions, the difference between
the common denominator and the least common denominator, and how mixed numbers are added,
subtracted, multiplied and divided.
For me, this section involved the most pausing, thinking and analyzing. Below I highlight several
new ideas I learned, relearned, and discovered regarding the underlying reasons for the calculations.
As I've now learned, it is dangerous to perform calculations mechanically without understanding the
spirit of the task one is doing. For instance, when dividing by a fraction, ... Show more content on
Helpwriting.net ...
It actually depends on what you mean by or how you define "whole." If the whole is a cake, then a
semi–circle is half of a cake. If the whole is half a cake, then seeing a semi–circle of a cake is a
whole cake. I never considered fractions in this manner; that "the nature of the half depends on the
chosen whole" (Aharoni, 2007, p. 127). If the whole is 20 flowers, then half are 10 flowers. If a
whole is 10 flowers, then half are 5 flowers. In fractions, similar to the case of numbers, the
denomination makes all the difference. The "whole" in fractions is comparable to the denomination
in counting. The denomination tells us what we are counting, and similarly, the whole tells us what
the fraction is taken from.
A tip for my future teaching career is that fractions with numerator 1 should be introduced first
before any other type of fraction. They are called "Egyptian fractions". It is also important for
children to practice and experiment division with drawings and concrete examples, in order to
internalize the meaning of fraction. Drawings should not be limited to pies but should consist of
cakes, a set of apples, even rectangles, and more.
A common and innocent mistake to avoid–that instructors, teachers, schools and textbooks do all
over the world–is the separation of teachings of division and fractions. Fractions are usually taught
at a much later time than division, and introduced as a completely new topic. However, the teaching
of division

Lou Henry Elementary Last Time Reflection
Reflection Paper on Last Time at Lou Henry Elementary
1. Describe in detail your game and how all children worked through it.' The first game we played
was the Roll–N On Place Value, and we tried to make the biggest number. Each time Bobby would
write the number down he kept turning the page so it would be landscape and I said no, this is how
you should write it. He did this the first three times of rolling the dice, I would show him my paper
so he could see an example. Throughout the first round, I noticed Bobby kept erasing his numbers
and changing them cause he knew he need to make a high number. Bobby noticed the strategy in
how to win towards the end he said, "I'm doing the lesser at the little and the bigger at the top
(pointing at ... Show more content on Helpwriting.net ...
McGuinness walks around his classroom and observes his students during discussion time. This is
something that I would like to integrate in my future classroom because he walks around with his
head down and lets his students explain their thoughts and idea. This time he spoke up to his class to
confirm what he heard the students talking about. On the board he drew a rectangle with the line
down the middle and then wrote, 1/2= 1%. He let the students discuss this and some thought it was
true and other didn't. The students and Mr. McGuinness came around to the right conclusion that it
equals 50%. The students realized that the 1% only works for these cases that are in their workbooks
because there is a total of 100 boxes. I really like this discussion because Mr. McGuinness did not
give the students the answer. I hope I can integrate this type of teaching in my classroom. His
students respect him alot and he shows that he has a mathematical community of

Observation Of A Middle School Observation
(a) Date of Observations: I observed on September 15th and October 6th. (b) School: I observed
under the head teacher Ms. Hill but interacted with Ms.Blackman as well as Ms.Neil during my
observation times at Martin Luther King Jr Middle School in Charlotte, NC. Martin Luther King Jr
Middle School is a title 1 middle school (grades 6–8) consisting of a mostly black and Hispanic
population with approximately 1000 students in attendance. (c) Class Settings: Classroom 1: I
observed in Ms. Hills' class for the majority of the school day on both September 15th and October
6th.Ms. Hill was the schools' math resource teacher. Ms. Hill had 3 time blocks for teaching and 1
time block for planning throughout both times I observed. Block 1 on both days, had five students in
attendance. Block 2 for Mrs. Hill, had six students on September 15th and 8 students on October
6th. Block 3 for Mrs. Hill had 10 students on September 15th and 8 students on October 6th. In all
blocks, there was a mix of 6–8th graders who were students with specific learning disabilities,
intellectual disabilities, ADHD, and behavioral disorders. Classroom 2: I observed in Ms.
Blackmans' class for one time block from 9:45 am to 10:25 am on both September 15th and October
6th. Mrs. Blackmans' block was a social behavior class. On September 15th there were 7 students in
class and on October 6th there were 9 students in attendance. The social behavior class was a mix of
6th through 8th grades. Ms. Hill made me

Mathematics Of The Math For Educators
The fraction lesson that we worked on in class has given me a deeper understanding of fractions that
I did not have before. Fractions have never been a topic of math that I have took a liking to. They
have intimidated me for as long as I can remember. I did not imagine in my wildest dreams that
there was going to come a day that I could understand fractions. Being enrolled in the math for
educators course has contributed significally to this newfound understanding. This class has taught
me a lot of valuable knowledge on how you can make fractions easy and at the same time fun for
yourself and the students you are trying to teach. I learned that fractions can estimated, they could
either be close to almost nothing or zero, close to one–half, close to one, and more than one. Based
on that conclusion, students can easily figure out which fractions are bigger, smaller or equal to each
other. There was an example provided in class that talked about Irene eating pizza everyday and
having to frequently call in to tell her doctor how much she had eaten that day. Irene figured out that
instead of telling him the exact amount, she would give him an estimate. There was a magnetic
circle on the board with removal able pieces, from here Dr. Math took away and added pieces in
multiple ways and would ask if it was close to nothing, close to 0, close to ½, or close to 1. This
helped me visualize and understand what she was trying to teach us on a deeper level. We also
learned that when

Whole Group Instruction and Student Observation

Recommended

Recommended

More Related Content

Similar to Whole Group Instruction and Student Observation

Similar to Whole Group Instruction and Student Observation (11)

More from Megan Mack

More from Megan Mack (20)

Recently uploaded

Recently uploaded (20)

Whole Group Instruction and Student Observation