Other Areas of Interest - Summative Math

8/20/2019 Other Areas of Interest - Summative Math

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Journal entries from my math methods course.

Discussion Questions

Examine your own region’s curriculum document. What are the

learning expectations for number for children in kindergarten

to grade 2? Compare these expectations with ideas presented

in this chapter. What ideas are stressed? Did anything surprise

you?

The learning expectations are similar to those in this chapter. Children are

expected to skip count by 2s, 5, and 10s, count on from a number, count by

ones from a given number and count forards and backards. Children are

also expected to count using coins. This last expectation surprised me since

money is an abstract concept. !tudents must "rst learn to associate the

corresponding orth of each coin to the coins presented in a math problem.

This could serve to be problematic at "rst since children at this stage have

only learned to count ob#ects based on ho many ob#ects there are. $o,

ob#ects have di%erent &uantities associated ith them, penny being one,

nickel being "ve, and a dime being ten. Children have been learning using

singular manipulatives to this point, so adding this concept of coins being

orth more than others may be confusing to children in the beginning.

'oever, this is an important skill since children ill eventually be using

money in the real orld.

ou’!e noticed that a student you are working with is counting

ob"ects with an accurate se#uence of numbers words$ but is



not attaching a number to each ob"ect. %herefore$ the

student’s &nal count is inconsistent and inaccurate. What

would you plan to help this student de!elop a better grasp of

one'to'one correspondence?

There a couple of strategies ( might use to help this child ith one)to)one

correspondence. The "rst strategy ould be to have a set of *ash cards ith

the corresponding number. +s the student counts the ob#ect, the *ash card

ith the correct number could be located underneath that ob#ect so the

student could associate the number ith the ob#ect. +nother strategy ould

be to use a calculator or counter. +s the student counts each ob#ect, have

them record the number on the calculator or counter so they are associating

that number ith the ob#ect in the se&uence.

Explore a web'based program for drilling basic facts. What

features does the program ha!e that are good? (ot so good?

)ow would you use such programs in a classroom with only

one or two a!ailable computers? )ow would you di*erentiate it

to address those who are working on di*erent fact strategies?

This article contains eb)based programs of basic math facts and other

sub#ects https--#r.brainpop.com-

This program has simple math e&uations that student can interact ith. (

found that students ould become highly engaged in the content once they

https://jr.brainpop.com/

https://jr.brainpop.com/



ere able to use this sort of program before exploring the concepts in real

life. (n terms of limitations in technology, if there ere only 2 computers in

the class, the teacher could simply pose &uestions during hole group

instruction. !tudents can share ideas ith the class as to hat they think the

anser ould be. The teacher ould use the anser on the ebsite to see if

it ould be correct or not.

What is the importance of mental mathematics and

computational estimation for daily li!ing? What are the

ad!antages of being able to estimate in public situations and

settings?

ental mathematics aids in the every math concept that e use in a real life

context. /e use math to count money hen e buy groceries from the store,

or e use mental math to count our hours eve orked during the eek.

/e use mental math hile playing sports to add up scores to determine ho

defeats ho. The advantage of being able to estimate in public situation

shos your competency ith being able to perform simple math problems

ithout the use of a calculator or other device that people tend to depend

upon. This is especially true ith the use of cell phones. ost of these device

come e&uipped ith a ready to use calculator, making them easy and

convenient, hich hampers our ability to use our mental math skills.



Science Observation Journal

The folloing images depict graphs that ( created in a pro#ect that e

completed as part of my lementary science course. The "rst photograph

shos a line graph, hich compares to di%erent sets of temperatures over

a span of 15 days. ( gathered the data from a thermometer outside of rian

ulroney 'all on the !T3 campus, as ell as from theeathernetork.com.





(n this second photograph, ( chose to use a bar graph to sho the di%erent

&uantities and types of garbage ( found in the habitat e ere investigating.

This kind of graph gives a good representation of the type of data ( collected.

4or this "nal illustration, e had to map the area e ere studying, and

measure the total area using length idth. ( found this activity easy, and

found that it ould easily be translated into a classroom activity.

Cool websites and videos!

http--.aplusmath.com-

http://www.aplusmath.com/

http://www.aplusmath.com/



This ebsite provides a ton of cool and interactive games to help students

ith their math skills. There are also orksheets, digital *ashcards, and

videos6

http--.coolmath)games.com-

This is another cool and fun interactive "lled ith information on various

topics in mathematics.

+ 7ouTube video for decimals

http://www.coolmath-games.com/

http://www.coolmath-games.com/

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Other Areas of Interest - Summative Math