Analyzing Student Misconceptions With Proportional Relationships Common core State Standards Math: Math Practice: Mathematical Practice Standards MP1: Make sense of problems and persevere in solving them.Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Download Common Core State Standards (PDF 1.2 MB)
Analyzing Student Misconceptions With Proportional Relationships Common core State Standards Math: Math Practice: Mathematical Practice Standards MP1: Make sense of problems and persevere in solving them.Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Download Common Core State Standards (PDF 1.2 MB)
HelpingWithMath.com: Math Worksheets, Tables, Charts & Tutoring Help All Things Topics - Home Miss Giraffe's Class: Fractions in First Grade I know I seem to say this about every math concept I blog about but I LOVE FRACTIONS. Well, the first grade version of fractions :) It's weird to even hear myself say it because I struggled, and I mean struggled, with fractions in school. I was a good test taker though so I always flew under the radar with my teachers but I remember just looking at them like What is this?! SO I think it is really important to build those fraction foundations so your students don't end up staring at fractions the way I did! I think the first concept in fractions to teach is EQUAL PARTS, or EQUAL SHARES. See those funky shapes with unequal parts on the right?? Our job is to help our squirrel friend find the nutty shapes with unequal parts so we sorted the shapes by whether they had equal parts or unequal parts. Then some practice! Once your students understand that fractions have equal parts, I recommend having them partition fractions themselves! In small groups, give each student a ball of dough.
Blocksi Print and Play Math Games! - Susan Jones My first graders have always L-O-V-E-D games and so do I! As a teacher, it is the perfect way to engage your learners in skill and have them practice, practice, practice. When students are highly engaged, not only are they learning but it gives you an opportunity to meet with students who may need a little more help or some enrichment in a particular area. I am a fan of a simple and engaging games that your students can play over and over and over so I created a line of games that I am over-the-moon excited about called:Print, Play, LEARN! These are simple partner games that you just print out, the students play, and they are LEARNING the whole time. They are all black and white to save ink and to provide more simplicity in the prep department. pencils crayons dice paperclips cubes! I will be creating 6 different partner games for each of the following math subjects: Addition Subtraction Number Sense Place Value Time Measurement Money 2D/3D shapes Roll and Race: board and color in that spot.
Q&A: Effective Math Instruction Using Children's Literature | Math Solutions Carolyn Felux answered the following question about effective math instruction using children’s literature. Q. I have an opportunity to work with my district’s language arts coordinator to help teachers use children’s literature in their mathematics instruction. Although I’ve witnessed a few remarkable math lessons using children’s books, my own experience with using literature to teach math is limited. I want to support teachers in providing thoughtful and effective math instruction using children’s literature. A. What is the value of spending instructional time in mathematics class using children’s books? We appreciate the opportunity to respond to your question.
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