Analysis Of Measurement Of A Partition Problem
Make up two different story problems for 36 divided by 9. Create one problem as a measurement problem and one as a partition problem.
Measurement
Lucas had 36 tacos. He puts them into bags containing 9 tacos each. How many bags did Lucas use?
There are 4 bags total
Partition Problem:
Jake paid 36 dollars for 9 bananas. What was the cost of 1 banana?
Why is the use of keywords not a good strategy to teach children?
When students are taught the keyword approach, it encourages them to ignore the meaning and structure of the problem, therefore getting the easy way out. Math is all about making sense of the situation by looking at reasoning. That’s way teachers should use sense-making strategies. Sometimes keywords are misleading, for example, …show more content…
Students can get distracted by the pressure and cause themselves to make several mistakes and forget their reasoning strategies. Also, you should not use public comparison of mastery between students. Don’t go through the facts in order from 0 to 9 and don’t work on all the facts at once. Students need to have a selected strategy to solve the problem then they should work on mastery and memorization of it. So don’t move to memorization before the students are ready. Also, students who know basic facts quickly doesn’t mean they can master reason better, they could be good at memorizing. Finally don’t use fact mastery as a prerequisite for calculator use. Calculators can help students learn important …show more content…
The next step would be to explain to them the next step of multiplication. So you could use manipulatives arranged in groups or rows, pictures of multiplication situation, and rectangular arrays of dots or blocks. But instead of showing them the addition process, we need to focus their attention on the items arranged in equal sized groups. As a teacher, you need to explain why this works, they know the how part, so this is why we need to correlate multiplication with examples. Demonstration is good for kids who are having problems with repeated addition for multiplication. For example, I would use modeling in the form of base 10 and 1 blocks or rectangles and area to break down multiplication and show students how the process actually works. By being able to actually see how the numbers are multiplied, students would find meaning in the equations rather than just focusing on
Measurement
Lucas had 36 tacos. He puts them into bags containing 9 tacos each. How many bags did Lucas use?
There are 4 bags total
Partition Problem:
Jake paid 36 dollars for 9 bananas. What was the cost of 1 banana?
Why is the use of keywords not a good strategy to teach children?
When students are taught the keyword approach, it encourages them to ignore the meaning and structure of the problem, therefore getting the easy way out. Math is all about making sense of the situation by looking at reasoning. That’s way teachers should use sense-making strategies. Sometimes keywords are misleading, for example, …show more content…
Students can get distracted by the pressure and cause themselves to make several mistakes and forget their reasoning strategies. Also, you should not use public comparison of mastery between students. Don’t go through the facts in order from 0 to 9 and don’t work on all the facts at once. Students need to have a selected strategy to solve the problem then they should work on mastery and memorization of it. So don’t move to memorization before the students are ready. Also, students who know basic facts quickly doesn’t mean they can master reason better, they could be good at memorizing. Finally don’t use fact mastery as a prerequisite for calculator use. Calculators can help students learn important …show more content…
The next step would be to explain to them the next step of multiplication. So you could use manipulatives arranged in groups or rows, pictures of multiplication situation, and rectangular arrays of dots or blocks. But instead of showing them the addition process, we need to focus their attention on the items arranged in equal sized groups. As a teacher, you need to explain why this works, they know the how part, so this is why we need to correlate multiplication with examples. Demonstration is good for kids who are having problems with repeated addition for multiplication. For example, I would use modeling in the form of base 10 and 1 blocks or rectangles and area to break down multiplication and show students how the process actually works. By being able to actually see how the numbers are multiplied, students would find meaning in the equations rather than just focusing on