To start the class, we began with an open ended number line. I immediately had to stop and think much more about what the possible values for A, B, C, D and E would be considering the fact that the first and lower number known on the number line was 50 and the highest being 200. After discussing strategies that people used, including myself, to understand and come up with values to fill the number line, it became much more apparent to me how a number line, open or closed, can be a great way to get students thinking about the size and position of numbers in general. R
Relating back to the book, "How Many Seeds in a Pumpkin", I really liked the idea that it relates to real world experiences and examples. This makes learning much more meaningful and fun to figure out as I enjoyed trying to estimate how many of each object laid out on the tables there were in each pile.
At first, learning place value seemed confusing to me. I was certainly unaware of the fact that I was saying numbers such as 103 as "one hundred AND three". Reading the fractions out loud in the 'I have, who has' game helped me get a better understanding for the proper terminology that should be used inside and outside of the classroom.
Relating back to the book, "How Many Seeds in a Pumpkin", I really liked the idea that it relates to real world experiences and examples. This makes learning much more meaningful and fun to figure out as I enjoyed trying to estimate how many of each object laid out on the tables there were in each pile.
At first, learning place value seemed confusing to me. I was certainly unaware of the fact that I was saying numbers such as 103 as "one hundred AND three". Reading the fractions out loud in the 'I have, who has' game helped me get a better understanding for the proper terminology that should be used inside and outside of the classroom.
Reading: Chapter 5
Understanding what constitutes as a problem and the value of problem solving is important for equipping students with the knowledge and ability to deal with problems in an effective way. This chapter provided many visuals and examples of good problems, strategies to use and possible solutions. For me, I know that by understanding how a problem solving strategy works helps me understand the problem at hand better. I also liked the way drawing a problem out can help students visualize how many objects there are in the word problem and provides another way for students to represent their ideas and answers.
Chapter Question P. 117:
For this question, I used the guess and test strategy to solve the problem. I made a list of all of the possible options that the coins could make. This way, I was able to see what options I had already tried out. Another strategy that could be used is to draw a picture. By drawing out all of the possible options, you can visually see the amount of coins being used making the problem easier.
chapter problem: Ian has 75 cents in quarters, dimes, and nickels. He has at least one of each type of coin. How many coins could he have?
Option 1: 2 quarters, 2 dimes and 1 nickel = 5 coins in total
Option 2: 1 quarter, 4 dimes, 2 nickels = 7 coins in total
Option 3: 1 quarter, 3 dimes, 4 nickels = 8 coins in total
Option 4: 2 quarters, 1 dime, 3 nickels = 5 coins in total
Option 5: 1 quarter, 2 dimes, 6 nickels = 9 coins in total
Option 6: 1 quarter, 1 dime, 8 nickels = 10 coins in total
Ian could have as many as 10 coins in quarters, dimes and nickels.
Reading: Chapter 8
All four operations - addition, subtraction, multiplication and division are interrelated and represented within this chapter. I felt that this chapter was a great way to understand how some principles are better explained by using one method than another. I related this to the book we read in class about Amanda Bean when she was counting everything and at the end, was told that multiplication would better suit her counting dilemmas. I also liked how in the examples, it gave students the time to work with concrete, hands on material. I think that this is so important because if students are unable to try things out for themselves first, the idea or concept behind the problem won't stick as easily because they haven't had the opportunity to create an experience with the new mental strategies/problems.
Understanding what constitutes as a problem and the value of problem solving is important for equipping students with the knowledge and ability to deal with problems in an effective way. This chapter provided many visuals and examples of good problems, strategies to use and possible solutions. For me, I know that by understanding how a problem solving strategy works helps me understand the problem at hand better. I also liked the way drawing a problem out can help students visualize how many objects there are in the word problem and provides another way for students to represent their ideas and answers.
Chapter Question P. 117:
For this question, I used the guess and test strategy to solve the problem. I made a list of all of the possible options that the coins could make. This way, I was able to see what options I had already tried out. Another strategy that could be used is to draw a picture. By drawing out all of the possible options, you can visually see the amount of coins being used making the problem easier.
chapter problem: Ian has 75 cents in quarters, dimes, and nickels. He has at least one of each type of coin. How many coins could he have?
Option 1: 2 quarters, 2 dimes and 1 nickel = 5 coins in total
Option 2: 1 quarter, 4 dimes, 2 nickels = 7 coins in total
Option 3: 1 quarter, 3 dimes, 4 nickels = 8 coins in total
Option 4: 2 quarters, 1 dime, 3 nickels = 5 coins in total
Option 5: 1 quarter, 2 dimes, 6 nickels = 9 coins in total
Option 6: 1 quarter, 1 dime, 8 nickels = 10 coins in total
Ian could have as many as 10 coins in quarters, dimes and nickels.
Reading: Chapter 8
All four operations - addition, subtraction, multiplication and division are interrelated and represented within this chapter. I felt that this chapter was a great way to understand how some principles are better explained by using one method than another. I related this to the book we read in class about Amanda Bean when she was counting everything and at the end, was told that multiplication would better suit her counting dilemmas. I also liked how in the examples, it gave students the time to work with concrete, hands on material. I think that this is so important because if students are unable to try things out for themselves first, the idea or concept behind the problem won't stick as easily because they haven't had the opportunity to create an experience with the new mental strategies/problems.