Multidigit Addition

Okay, so we learned different ways, or the names of ways, to answer multidigit addition problems.
-Direct Model is direct model. Haha
-10's is adding by tens. So like for 29+62, it would be 10, 20, 30... 90 + 1 = 91
-1's is adding by ones. So that would be adding through tally marks for example.
-Compensating is like rounding. So for today's problem (29+62) would be like 30+62=92-1=91.
-Incremental was a bit tough for my to understand, but after today I think I have it... Using today's problem (29+62) 62,63,64,65,66,67,68,69,70,80,90,91 orrrrr 29,30,40,50,60,70,80,90,91. Seeing the kids on the video helped. I don't think I'm explaining it well, but its where you break down the number and kinda use a number line.

Manipulative performance assessment is Wednesday... Don't forget!

Thinking ... Thinking ...

So, I can see why fractions are hard to teach to students. Its so hard for me to think of other ways to teach it without teaching the rules. I keep reverting to them in class when we go over it.
Last class, I started understanding what the fractions consisted of. I hope that by the end of class today, I should have a better handle on it.
I'm having a bit of a tough time explaining conceptually in words, still. It is much easier for me to talk about it.
So, my question is how does a teacher go about teaching fractions to the kids who are ready without being confusing?

I R Slacker ... and Sick

So, I haven't posted in a week. Sorry sorry, I've been sick with a pretty bad cold, and it's totally kicking my butt.

Over the class break, we were given a problem to ponder: What is 2/3 divided by 1/4?

Okay, so in order for me to even think about this problem, I had to solve it first. It has been a while since I've done fractions, but I figured it out.

Another way I would have figured out this problem would have been to draw it out on paper. You would see that 1/4 goes into 2/3 evenly twice, but there is a small part that 1/4 can not fit into. However, it is close. You would have 2/3 of that 1/4.

I'm having a tough time conceptually explaining this answer. (That's probably the cold meds.) I' ll try angin .

Remainders

Last class, we learned about remainders last class and what we can do with them.

1. The remainder adds another group
1. For example, the problem we did in class was there is 24 students going on a field trip. Five children fit into a car. How many cars will be needed?
1. You would have four FULL cars, but you will still need an extra car for the other four students. So, the answer is five.
2. The remainder is dropped
1. For example, in the problem: Sarah has 23 cupcakes and seven friends. She wants all of her friends to receive the same amount of cupcakes equally. How many cupcakes will each of her friends receive?
1. You would "deal" a cupcake to each of her friends. Each friend will receive 3 cupcakes. Drop the remaining 2 because they are not needed.
3. The remainder is the answer
1. For example, let's take the previous problem: Sarah has 23 cupcake and seven friends.She wants all of her friends to receive the same amount of cupcakes equally. How many cupcakes will be left over for Sarah to eat?
1. You would "deal" a cupcake to each of her friends. Each friend will receive 3 cupcakes, for 21 cupcakes given away. She would have two left over.

I learned that you can use the remainders for different answers. I didn't know of the options! :)

Math Centers - What I Was Suppose To Learn

The centers that we did were hands on and could be easily adapted to any grade level. Sure, it might take kindergarteners a little bit more time or more of an explanation, but they could get the answer. Fifth graders could do these centers. Some might struggle because of the topic the centers cover (e.g., volume). But, they could easily be made to be a bit more of a challenge if the students find them easy.

But, I learned that centers need to be hands on in order for the students to grasp the concepts better. Also, the centers need to be engaging enough, which they were. We enjoyed ourselves and had fun finding out the answers.

Math Center

So, in class we practive the manipulative assessment practice thingy. That doesn't seem too bad. I'm worried about remembering all of the problem names though. Haha! But, I feel comfortable with modeling direct model and counting model in addition and subtraction. That shouldn't be too bad. I'm good with the extra practive though. Haha! I want to give a handful of my kindergarteners some blocks and a problem and see how they could answer it.

Also, in groups, we did math centers. The math center we did was about volume.Our group thought that this center could be easily given to any age group. The younger grades would probably have a bit of a tough time estimating volume, but they could definitely get the answer. The older grades wouldn't have as much of a tough time estimating.

:]

So, we had our quiz on Monday. I didn't feel so prepared prior to the quiz, but I must have fooled myself! I think I got all the questions right when we were going over them.

Anyways, we watched a couple videos with a couple students and the way they came about answering their questions was phenomenal! All of the derived facts and how to get the answer from there. It was crazy! Very impressive!

I was talking with one of the ladies at my table and she said that her school teaches math the way that we are learning it in class (What's the name??). Anywho, I would love to observe her class and see how it's run! I know that my kinder class isn't taught like that. We use Envision Math. I have yet to see a Math lesson, so I'm curious to see what they are working on. I will have to ask! :)

Quiz!

We have a quiz today. I don't feel entirely prepared, but I guess I'm gonna have to be! :)

I'm curious to see what we'll be doing after multiplication and division. Fractions maybe? I'm curious to see how the students handle those type problems since they totally shocked me by doing multiplication and division problems!

Multiplication and Division

Sorry for the delay. Things have been stressful!

In math class on Monday, we went over the three parts of Multiplication and Division. I don't feel as overwhelmed trying to remember the framework because there isn't as much as in the Addition and Subtraction (which I'm still trying to get down flawlessly, but it's definitely taking me a while). I am trying to remember a way to remember them, like the "chunking" and "dealing".

We watched a video of a second graders who did division problems! That's so crazy for me to grasp! I remember in third grade you learn multiplication, and in fourth/fifth you took care of division. Its exciting for me to see young students do these "complex" processes.

Question I have though: In kindergarten, what would you do? Would you show them how to use manipulatives and how to figure out the math problems using them? Or would you just give them the problem and the manipulatives and hope they can figure it out?

Multiplication & Division

We are going to be starting on the multiplication and divion chart soon. I imagine that it is similiar to the addition and subtraction chart. I think the first three rows are going to be the easiest to model, while the last row is going to be difficult. I'm curious to see what a "good" mulitiplation and a "good" division problem looks like on comparison to "bad"problems.

I'm nervous, however, about Quiz 3. I'm having a tough time remember what the problem should look like by just remembering the acronym. I suppose I should study that a little bit more.

Gahhh Another Quiz?!

That's okay, though. I did vote for it to be on Wednesday.

Today we had to model the compare questions.
So this is what I have:

Compare Quantity Unknown:
Juan has 5 marbles. Connie has 8 more than Juan. How many marbles does Connie have?

Count out 5 blocks for Juan and count out 5 blocks for Connie. Then count out 8 more blocks and add them to Connie's 5. Count up Connie's total blocks for a total of 13.

Compare: Referent Unknown:
Connie has 13 marbles. She has 5 more marbles than Juan. How many marbles does Juan have?

Count out 13 blocks for Connie. Then pair up Juan's blocks until 5 of Connie's blocks are not paired up. Count Juan's blocks that are paired for the total of 8.

I'm still practicing though! :D

More to come, hopefully! :)

Self -Eval

I think I get a 2. I don't think I've missed a blog, and I try to make my blogs meaningful and as enjoyable as I can get them. Haha! It try.

We had a quiz today! And I think I got all correct! Ta da! If only I could just remember my answers...

Working on getting ready for Quiz 2. I've been try to write out everything I do for math to get use to explaining everything I'm doing using words. I find that to be rather difficult. But I'm getting better at writing it all out. The one I struggle with most is counting strategy. Surprise, surprise! :) I'm becoming more comfortable at writing it though.

Practicing for Quiz 2

Alright, I'm practicing for quiz two. Although, I should be practicing for quiz one. But whatever. I'll get there hopefully. Haha! :) I'm trying.

So for today's problem:
James had 5 clay animals. During art, he made 9 more clay animals. How many clay animals does James have now? (JRU 5,9)

Direct Modeling:
A student counts out 5 blocks. Then, they count out 9 more blocks and puts the two groups together. The student will then count all the blocks together for a total of 14 blocks.

Counting:
The student counts up from 5 using their fingers, starts at 6 until they have 9 fingers up, which totals to 14.

Meh... that one was weak.

Derived Fact:
Is this one right?? I couldn't hear what was said in class. :D
10+5=15-1=14=9+5

I don't know how to write it out. Sorry...

Next attempt!

Abubu had 12 stickers. He lost 4 of them. How many does he have now?

Direct Modeling:
The student will count out 12 blocks. Out of those 12 blocks, remove 4 blocks. Count the remaining blocks for a total of 8 blocks.

Counting: (eeekkkk.)
Put 12 into your head, and count down from there using fingers. 12 (in head), 11 [1], 10 [2], 9 [3], and the answer is 8 [4].
I don't know how else to write this problem! The counting ones are tough stuff.

Derived Fact:
Um, for this one can you do 10-4 is 6, add to more for 12 and the answer is 8????

My head hurts.

I Can't Think of a Name for this Blog...

So, I wrote my own set of questions. I'm rather proud of them. :) But, I had trouble writing them without trying to cheat and look at the chart. But, I ended up doing that I know I'll get better at writing them with more practice. I'm not really good at memorizing what they are with the labels. However, I am trying to learn them. It's going to take me a bit. I'll get there... eventually.

I found myself surprised that I was frustrated with the problems given to us on the board. I thought it would be easy to solve the problems in as many different ways since I kinda know them! I guess I don't know them as well  as I thought. I'm trying not to look back. I want to get them ingrained on my brain. That I hope will come too. Haha!

I'm getting overwhelmed with alot of my classes and all of the projects and homework and lesson plans and crap that has been assigned to me. This class is actually a sigh of relief in my book. It hasn't been overwhelming, which I am amazed because before the class started I thought it was going to be one of my toughest. I'm glad its not. I need to like math again. :)

Finished!

We finished the box chart! Ta da! One word can describe the feeling: relief! Oh shoot, that reminds me I have homework... Anyways, we finished! I wanna give that problem sheet to other teachers and see if they can figure it out. Haha! I bet they would struggle, especially since that probably haven't "taught" math in quite a few years, thanks to scripts.

I want to see math in my kinder class. But, I have a feeling its similar to what's being taught in writing ... how to write numbers. But, I guess you have to start somewhere! I was in my teacher's storage room today and saw a whole bunch of boxes of envision math. She mentioned that she taught it, but I wonder how well it goes? Especially since its kinder and the kids are all over the place and envision math is soooooo restrictive. I don't think envision math would be taken so strictly in kindergarten. But, I'll ask. I got my first math/picture book for my library! It's awesome! It's about counting and adding, and even subtracting using bugs! Love it!

Row Labels

Okay, so for my row labels, I have:
Receives - Questions 1, 10, 2 because he is/will be receiving gummy bears
Gives - Questions 6, 4, 8 because he is giving gummy bears
Keeps - Questions 5 & 11 because he is keeping the gummy bears, not giving away or receiving
Compare - Questions 3, 7, 9 because he is comparing his amount with Lisa's amount

And that's it so far. I don't think those sound right, so I'll check again. Also, when I get chance, I'm gonna look for column labels and what possible three themes can be happening in the story problems.

All I can say about today is: Thank goodness for erasers!

Rather Frustrating

So, today in class we were given eight pairs of math problems. Out of each pair, we had to select the more difficult problem. Okay. Fine. That wasn't so bad. The following activity was (and is) rather difficult. We were given 11 problems, all similar content. It's frustrating. I don't know what criteria to judge these problems off of. I'm hoping to talk with some friends who can help me out. Addition, subtraction, etc. are not acceptable criteria. I'm frustrated.

Which One is Harder?

A] Rachel has 7 gumdrops. Finn gives her some more gumdrops. Now Rachel has 11 gumdrops. How many gumdrops did Finn give Rachel?

OR

B] Rachel had 4 gumdrops. Finn gave her 7 more gumdrops. How many gumdrops does Rachel have now?

So, I bet you're thinking that they are both easy, and one is not harder than the other. Well, my friend, you're wrong. :) With love, of course. Actually, 'A' is technically harder than 'B' because of the wording of the word problem. You can go ahead and look again. z

Okay, now for problem 'B', figure out the problem in as many different ways as possible.
There are four different strategies to figure out the problem (and the above problem for that matter):

1. The first strategy is direct model which is you do the problem EXACTLY in the order of the problem. So for 'B', you would count out 4 gumdrops and then another 7 gumdrops and add them all together.
2. The second on is counting strategy. For this one you would start with 4 (you see you're not counting out 4, you're already starting off with the 4) and adding 7 more gumdrops.
3. The third one is called derived fact. So an example of this is 7+3=10 +1=11. I know, confusing. Here's another example, 4+6=10+1=11.
4. And the last is recall. It's kind of like mental math. But, you are doing the above strategies in your head.

So what's the answer for problem 'B'?

If you answered 11, congrats! You deserve a gold star. :)

How Many Ways?

Problem: Rachel has 7 gumdrops. Finn gives her some more gumdrops. Now Rachel has 11 gumdrops. How many gumdrops did Finn give Rachel?

Okay, okay. I know what you're thinking! "Uh really?? In a COLLEGE METHODS class?!" But, trust me, that problem wasn't what we talked about in class. The real problem is how many ways can you solve this problem?

In my group, we found five different ways. From algebra to simple subtraction to illustrations. As a class, we came up with about 7-10 different ways. There was so many different variations that a young student can do to answer this question. Not just this question either, but for every other math problem out there. This reminds me of my math teachers who told us as long as you get the right answer, it doesn't matter how you get to that point. I would do that for the older kids, not some must younger when checking for understanding of addition, subtraction, etc.

That's it for now! :)

First Day of Class

Okay, so I have to keep a blog about my math methods class. I'm not the greatest at blogging, so I'm going to start of by posting my math autobiography that I have to write. Please don't laugh. I know my English (grammar and all) is horrible. : ]

My Math Autobiography

            I will be honest; math is not my greatest subject. It never has, and it probably never will be. I am one of the new teachers that are worried about teaching math to students, hoping that I do not mess them up. Even though I am nervous about teaching math, I am not going to do what my younger sister’s third grade teacher did and not teach math at all because I do not like the subject. I struggled tremendously throughout my elementary and middle school career. I still remember memorizing the multiplication chart and playing “Around the World” numerous times in my third grade class. I had gone to a private elementary and middle school where they have their own curriculum in place, which, I found out as I went to a public high school, does not coincide with the public school curriculum. In the private school setting, I had a tough time expressing to my teachers that I needed help and was often too ashamed to even ask a peer. Of my eight grades, I only had one teacher take time out of her lunch time to give me the extra help I needed.

            When I moved on to a public high school, I had no idea how far behind I was in a few subjects! In my Algebra 1 class, I realized it quickly when the beginning on the year review was all new material to me. On our questionnaire that was given a couple days after school had started, I remember writing, “No offense, but I think I’m in the wrong class. I don’t understand anything that you have just gone over.” My teacher called me back and told me not to worry and she will provide all the help I need. And she did. My teacher made herself available to me before school and during lunch, and I made use of her assistance. I passed that class with a ‘B’. I did not have the greatest teacher for Geometry. For Algebra 2, I had another awesome teacher! I told him of my struggles on the first day of class. He worked with me so many times to make sure I understood the material and made himself available at all times. He even showed me how to take down better math notes in class. I passed this class with an ‘A’, my first ‘A’ in a math class. He even tutored my sister in math a few years later, even though she was not in any of his classes. To me, he was probably on my more influential teachers in high school, even though I had some of the greatest.

            When I moved on to UNLV, I understood that I was going to be on my own for Math. My high school support was not going to be there. I accidently took the wrong math class. I ended up taking Math 120, which was taught by an older gentleman. This class was an up-hill battle from the start. I passed this class with a ‘C’, my only ‘C’ that I have ever had. It broke my heart when I found out that I took the wrong math class and was required to take two more semester of Math (122 and 123). I was terrified, especially already having took a class and received not the great grade. I had an awesome teacher for both those classes who believed that we should not be forced to memorize math processes and theories, but be able to apply them. I want to teach my students in similar manner, but I know that it would be more difficult because of the standardized testing and its requirements.

            I’m nervous about teaching students math because I do not feel all that confident about math. However, my biggest concern is being able to prepare my students for their standardized tests. Do I teach to the test? Or do I teach my students what the need to know? I’m looking forward to this class and hope that I can learn to be a better math teacher.