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.