Weekly Math Report & Reflection Week #7

     This week's class activities, readings, presentations and great games math forum are all part of the math strand Patterning and Algebra.  I would like to reflect on the class session, how to ensure students develop a conceptual understanding of algebra and strategies that can be used to help English Language Learners (ELL) students.  Miss Bunz showed us some great games and strategies involving algebra.  The first game we played was Speed Dating to test our math knowledge.  For this cooperative game, each student received a number on a tiny piece of paper and a another paper with three columns.  Using multiplication, we solved the question individually, then we compared answers with a partner.  Hopefully, both calculated the same answer.  If not,  mistakes were found and corrections were made.  After the first round, one of the partners stood up and moved to another individual and worked with someone different with a new number.  This continued until the activity was over.  Overall, I liked this activity because it was interactive and provided an opportunity to compare answers, double check our own work, and get to know some of my peers.  Also, it lets students practice math without realizing that is what they were doing.  After a few rotations, I saw it as a way to boost confidence solving math problems.  On the down side, most of the class used calculators for easy problem solving.  I used mine because it was a game that required speed, but the activity could be used to sharpen long division skills.

Speed Dating work sheet and Making Math Meaningful textbook.  Taken Friday October 28th.


     We learned a cool multiplication tip and trick for a different way of multiplying larger numbers.  Always write the larger number above the smaller number.  Line up the ones and tens columns. Take a higher number and multiply it by a smaller number, but you make the smaller number even smaller. (Ex. 62 x 12).  Keep the 62 as is, and make 12  smaller based on which column the numbers are in (1 is in the tens column, and 2 is in the ones column).  See below.  
  62                     62 x 10 = 620
x12                     62 x 2   = 124
                                           744

     I read a funny statement when exploring an algebra game for the math forum.  It said, "algebra is the green vegetable of math, you might not like it, but it is good for you."  How true is that?  Traditional teaching of math can turn students off.  To offset that,  Miss Bunz shared some strategies to get our students to enjoy and not shut down when completing algebra equations.  Algebra with all its signs can leave students bored and confused.  It was advised that we provide an activity for the students without saying the word "algebra" and get them to figure out the answer.  By doing this, the student will not consciously think that they are bad at algebra and can not do it.  This helps students understand the big ideas of algebra.

Academy of One. (October 4, 2013). College Algebra - 5.7 - Complex Numbers [Online image]  

     Retrieved from https://i.ytimg.com/vi/Bh1Mc-2V52A/maxresdefault.jpg

     Another strategy is to draw on children's everyday experiences.  Connect math in real life: it is in the grocery stores, in restaurant menus, it helps save money, manage time, and build things.  Consider a grocery list.  Instruct the class to make a grocery list, but get them to write down the quantity of each item they need.  Two apples + a banana.  a + b + a = 2a + b
They have just done algebra!  Engaging students in meaningful learning experiences, boosts interest and engagement.  With this concept, do not hold on to it too long and avoid providing too much information quickly.  It can get confusing because multiplying variables doesn't make sense.
These are all great methods and tips that can ensure that students develop a conceptual understanding of algebra. They helped me!  The key is to make mathematical learning interesting and engaging.

     English Language Learners are a large and growing population in Canada.  I liked the fact that this week's instruction provided considerations for teaching math to ELL students.  Some good examples were as follows; group ELL students with others who share their first language, work in groups, encourage cooperative work with English speaking classmates,  explain directions clearly, provide concrete models, simplify the language not the ideas, introduce new vocabulary with contextual support, have students keep a personal dictionary, give extra time for processing and to formulate responses, repeat big ideas, check for understanding, have them rewrite the problems in both languages and use non-verbal cues such as gestures, facial expressions and body language.  There are other great strategies in the textbook on pages 84-85.
   

Ms. Cagan. (May 2, 2016). ELL Picture [Online image] Retrieved from
     https://commons.wikimedia.org/wiki/File:ELL.gif


     Another week has flown by.  I appreciated all the game like activities, short cut tricks, and approaches to keep things simple in math, help ELL students and make it a fun learning environment.  Instead of having our students asking, "What does this have to do with math?"  They will be saying, "Wow, this is related to math, and I actually get it."  As I continue to learn more about teaching math, I believe that there will be more "Aha" moments for me.
Until next week..........I am signing off!

Resources:

Small, M. (2013). Third edition making math meaningful to Canadian students, K-8. United States:
     Nelson Education

Literacy Blog 2- Reading Strand

     Since the Media literacy blog, we have been busy focusing on the Reading Strand of the Ontario Curriculum-Language. By exploring Ministry resources, websites, and articles for teachers we hope to build strong student reading comprehension skills. It is a challenging task for teachers to think strategically about how to ensure that their students become proficient readers. Along with this is the importance of being aware of the essential principles that are being addressed when resources are used.

     Something that really stuck out for me during this strand is John Dewey’s quote, “We cannot teach students in the same ways we are taught” (Styslinger, Walker & Lenker, 2014). The delivery has to be different for the 21st century learners. That makes a lot of sense to me especially when teaching reading. I did not like reading in elementary school and that did not get better with time. My parents tried everything; library groups, sport magazines, novels about sports, Screech Owl Series, and newspaper clippings of sports. I have to admit that helped a bit. When I read the Shakespeare novels in high school, I relied on sticky notes and Coles notes for a better understanding. Those days are gone. I cannot say that I had a deeper understanding of the text, but those strategies worked. Today, teachers must question students through assignments and methods that are engaging.

     There are many resources to help students summarize, visualize and question texts and make reading more fun. Some of them are digital such as Newspaper Generators and ComicBook, while others are innovative programs to promote letter writing (Paperpal) or ways to help weaker readers. It does not matter what is used, the result is to create a positive learning environment and have a flexible approach.

     One educational resource that I think could be engaging for students in Grade four would be the Reading Rockets website. Reading Rockets is a national multimedia literacy resource. Its initiatives are designed to help young children read, but there are links to guide educators and parents of children in grades 4-12 who are struggling with reading. It can be used by librarians, administrators or anyone who is trying to help children become powerful, confident readers. The website offers a wealth of information; strategies, lessons and activities designed to strengthen reading. I can see how Reading Rockets can be used in the blended learning model where teachers present part of the reading content and then the students engage in a variety of its online activities during and outside school hours.

BigBrotherMouse. (September 16, 2013). Reading time [Online image] 

     https://en.wikipedia.org/wiki/Learning_to_read#/media/File:School_in_Laos_-_Reading_time.jpg


     Within the colourful website are drop down menus such as “teaching reading” that provides research-based classroom strategies to teachers. This includes ways to strengthen phonics, vocabulary, comprehension, fluency, writing, and phonological awareness. Other subheadings are “help struggling readers” with videos and articles to address why some children have difficulty or how to target this problem. There is graphical element of “reading topics A-Z” that feature information about advocacy, dyslexia, motivation, parent engagement, reading aloud, spelling, tutoring and writing. Videos, blogs, PBS shows and fun activities (reading adventure packs, quotes, e-cards, web widgets) can be accessed within the site. Lastly, there is an entry of suggested “children’s books and authors” that features some interesting author interviews and themed booklists.

Everson, Bart. (December 11, 2014). The Shortest Day [Online image] Retrieved from 

     https://www.flickr.com/photos/editor/22802017984


     Looking at the curriculum documents for grade 4, I think that the Reading Rockets website is a great source for learning in the reading strand and help students satisfy the expectations. The site offers a variety of text forms and features that would allow students to demonstrate an understanding of how they communicate meaning. The suggestions of books, great quotes, e-cards, and literacy calendar celebrations would help students use knowledge of words to read fluently. The different events offered will motivate students to read and demonstrate an understanding of a variety of literary, graphic and informational texts. Interviews of award winning children book authors and illustrators within the website can help students reflect and identify their strengths as readers (Curriculum, 2006).

BK. (September 20, 2015). Jacqueline Kennedy Onassis There are many little ways to enlarge your
     child's world. Love of books is the best of all [Online image] Retrieved from
     https://www.flickr.com/photos/pictoquotes/21379766469


     My placement is a Grade 4 class. I will use this website as a guide to assist me as a future teacher with reading strategies that promote deeper thinking and improve comprehension. I want to make reading fun and engaging. I have observed my Associate Teacher’s enthusiasm when she offers ways to improve student’s reading skills. Reading Rockets is an amazing reference to anyone teaching literacy and is relevant for the 21st Century classroom. More importantly, the activities can be used by the students at home for inspiration to become independent readers.





References:

Ministry of Education. (2006). The Ontario curriculum grades 1-8 language. Retrieved from   

     http://www.edu.gov.on.ca

Reading Rockets, Launching Young Readers (2015). Retrieved from  
     http://www.readingrockets.org/

Styslinger, M., Walker, N., & Lenker, T. (2014). Beyond the Sticky Note and Venn Diagram: 

     Comprehension Strategies for the 21st Century Schools. Voices from the Middle, 22 (2), 13-20.

Weekly Math Report & Reflection Week #6

     We finished the strand, Number Sense and Numeration this week with a session exploring the big ideas for rate, ratio, and proportional thinking.  While this blog will focus mainly on the presentations, I had a few thoughts about the class notes that stuck out for me.   I learned that it very important for students to have a good understanding of ratio, rate, percent and proportion concepts. Students should know fraction and ratio concepts before solving proportional problems.  Another point emphasized is to consider strategies to address possible student misconceptions and common errors.  Our notes and the textbook offers some great examples of popular misconceptions and how to “undo” them.  It is not enough to tell a student that their misconception is incorrect.  Instead, help identify the misconception, provide a way for the student to confront the misconception, and help the student recreate the correct method for a deeper understanding.

Smithsonian Science Ed Center. (December 2015). Good Thinking! – Natural Selection: Common      Misconceptions [Online image] Retrieved from https://vimeo.com/149158770  

     For example, a misconception is not understanding that percents are a number out of one hundred; writing 0.7% as 7% rather than 70%.  Another misconception is thinking that percents cannot be greater than 100.

     The learning activity presentations really impressed me this week.   They were interactive and fun. All three individuals did a fantastic job of explaining their topics of ratio, rates and percentages.  I like how Giuliana connected math to baking and used a granola bar recipe to explain ratio and proportion.   The equivalent ratios were described meaningfully.  Personally, I like to be in the kitchen to cook and I am a visual learner.  Visualization is important for developing number sense. Although it is essential to verbalize in mathematical teaching, it is just as important to bring attention to the visualization of concepts for students in younger grades.  Connecting math problems to daily applications and meaningful life experiences get students excited to solve math problems.

Djstoney. (September 13, 2012). Logo for Recipe [Online image] Retrieved from

     https://commons.wikimedia.org/wiki/File:Recipe_logo.jpeg

     Charlene’s handout and presentation of unit rates for Grade six and seven students was equally engaging.  I like how she incorporated a Price is Right Game to explain this concept.  It matched the mathematical objective.  Students like learning math through games.  We have realized that games increase motivation, exploration, positive attitudes, increased learning and provides students practice with skills.  As well, games support the idea that learning can be fun.  Since math gets unjust criticism, I like the idea that games support math learning.

FremantleMedia. (December 31, 1971). The Price Is Right Logo [Online image] Retrieved from

     https://simple.wikipedia.org/wiki/The_Price_is_Right#/media/File:TPIRWordmark.png



     The third presentation of percentages by Ashley was well done.  She created a handout and menu of choice activities that were educationally valuable.  These resources encourage a positive attitude when learning mathematics and are examples of how to engage students and make math significant.

     There are many references and big ideas out there to help us teach math.  For me, this week’s presentations really stuck out for me.  Rate, ratios, percentages and proportions can be difficult for some students to grasp.  I will file away these games and activities that spice up mathematics and make learning these concepts more fun.

Final Reflection Post Week 6

     Today is my final reflection post for EDBE8Y08.  I have mixed feelings.  I am a little sad about this because along the way, I started feeling more confident about my skills and knowledge of using technology.  I was nervous and unsure of myself in Week 1, but that changed with this journey. Today, I can say that I understand the three areas of technology that support quality lesson design and implementation (TPACK) better.  More importantly, I learned how to build a positive digital footprint and ways to be a good digital citizen.  I will pass that onto my future students.
      The learning opportunities supplied by new digital technology for nurturing understanding and competency in the classroom are diverse for teachers and students.  I have learned how to use a wide variety of technologies to enhance learning (PowToon, Wordle, Poppet, Webquests, Timeline)  and technology-enhanced activities that can be adapted for lessons within the Ontario curriculum.  I am excited about that as a future teacher.  I want to blend these resources and use digital applications to guide the students in my class. I want my students to learn by doing and creating.  I think it will be so much more fun for the students.  I practiced using graphics, social media and blogging.  I experienced hands-on opportunities to use Ministry of Education licensed educational software. The Genius Hour Project is a brilliant way to engage students.  Overall, I think I have satisfied all of the learning outcomes of this course.  It has been a blast!
     The reality is that technology will continue to change at a very fast pace.  I am going to have to experiment with tech-enhanced activities along the way and keep up my TPACK knowledge.  In the future, I plan to choose digital technologies that will provide the biggest impact on achievement of 21st century goals.
Thank you, Dave Potts.  I learned a lot and your guidance is appreciated.

Literacy Blog 1- Media Strand

     The learning objective for EDBE8P24 states that the teacher candidate must demonstrate a working knowledge of New Literacies: Digital, Media, Global, and approach the teaching of language from a new perspective of what it means to be literate in the 21st century. Quite frankly, similar outcomes are proposed in many of our classes this semester. The emphasis is to prepare teacher candidates for technology-enhancement in the classroom, an approach that is beyond the traditional view of teaching.

     There are many changes in the role of the teacher, school, and classroom practices to encourage strong student media skills. As a future teacher, I embrace the educational changes for a 21st century world. The learning environment is evolving to allow students to use digital technology to help them think collaboratively, creatively, and critically. These changes are creating vibrant school cultures and media literacy has contributed significantly.

Woodleywonderworks. (October 12, 2015). Student interaction in middle school

     Spanish [Online image]Retrieved from https://www.flickr.com/photos/wwworks/22285865741


     In the media strand, we have critiqued educational blogs and an online article about learning goals associated with mobile learning. Today, teachers must meet children on the same technological level. In order to align activities with the language curriculum, I would link media to what is happening in the world. One resource that would be engaging and interactive for the media strand in language for Grade 8 students is the free Pokemon Go app game which is produced by Niantic. This phenomenon has captured the nation’s imagination since July 2016. Pokemon Go is an augmented reality, a GPS based mobile device game which invites players to real geographic locations in search of virtual items or creatures to capture.

Elizabeth, A. (August 4, 2016). Pokemon go [Online image] Retrieved from
     https://www.flickr.com/photos/scoobie1993/28656598642


     Today, students can use a variety of selected apps instead of hard copy resources to access similar information. Students are on their phones all the time and the Pokemon Go app can be used in the classroom in many ways. Students could examine advertisements in magazines and design a Pokemon Go ad for a desired target audience. Another activity could be creating a motivational poster or one that advertises Pokemon Go with instructions on how to play the game. Students can generate video tutorials about their Pokemon Go activities or take screen shots of their gameplay and create blogs about them for other players. This opportunity could introduce students to the idea of Creative Commons licensing so images can be used properly and respectfully. Now that this virtual application is encouraging children to be physically active in new locations, there are potential risks. Students can create a set of safety guidelines and tips to teach people how to stay safe when using the game. This can include road safety, stranger-danger, (always play with a friend, do not go out alone) and privacy. There are endless possibilities for educational potential.

Cyclonebiskit. (July 17, 2016). A variable-message sign in Fontainebleau, Florida, warning drivers
     to not play Pokémon Go while driving [Online image] Retrieved
     from https://en.wikipedia.org/wiki/Pok%C3%A9mon_Go#/media/File:Pok%C3%
     A9mon_Go_traffic_advisory_(day-crop).png

     Looking at the curriculum guidelines for Grade 8 students, I think that the Pokemon Go app is an exciting source for learning in the media strand. For overall expectations, the app provides opportunities for students to create a variety of media texts (posters, ads, video tutorials, blogs) for different purposes and audiences. Students could review the conventions and techniques used in the different texts. In terms of specific expectations, the Pokemon Go app could help students explain why they have chosen the topic for a media text they plan to create (poster advertising safety guidelines). As students engage in new experiences of this app, it helps them demonstrate an understanding that different media texts reflect different points of view (Curriculum, 2006). Soon after the game’s release, distracted gamers crashed into trees while driving or vandalized property. For others, it meant opportunities to promote existing products, physical activity, getting outside, and bringing people together.

     I saw how this app can be used for other subjects; geography (map reading), history (landmarks), math (calculations, metric system), and physical education (students are walking). I think that teachers must be open to using media forms that children are interested in. Years ago, it was another media text (Angry Birds, Clash of Clans, and Harry Potter books) that got the attention of students. I will take advantage of this popular trend while I can. I even read an article where libraries are figuring out ways to use the Pokemon Go game to engage visitors. Teachers should implement this app in their lessons to spark student interest, excitement, and deeper learning.




Reference:


Ministry of Education. (2006). The Ontario curriculum grades 1-8 language. Retrieved from
     http://www.edu.gov.on.ca

Weekly Math Report & Reflection Week #5

     The math learning continues with a variety of integer and exponent activities (Jeopardy Battleship, Magic Squares). This session ended with two reflection questions. What strategies can you use to make sure your students do not become dependent on manipulatives? How can you ensure your students develop a conceptual understanding of integers and exponents?

     To answer the first question, there are many methods that an educator can do to prevent manipulative dependency. Manipulative materials have to be used properly in mathematics. They are useful for introducing a new concept, but once the student masters it, they must transfer the knowledge. Teachers should check for understanding by encouraging the students to share what they have learned orally or in written form (abstract). Real life situations can be helpful contexts for making work with integers meaningful (golf scores below or above par, temperatures, money). Have students practice solving equations without manipulatives.

     In my opinion, manipulatives make math concepts more engaging for students. We saw a variety of them last week when we worked with fractions and decimals. Number lines and counters are appropriate manipulatives for integers. Square tiles can be used to model powers with and exponent of 2 and linking cubes can be used to model powers with an exponent of 3 (Small, 2013). The reality is that manipulatives are a growing trend in education. I do not think it is what manipulatives we use but how we use them. I guess the answer is to balance the concrete (manipulatives) and abstract thinking skills.

kismalac. (June 21, 2012). Integers-line 3-4 [Online image] Retrieved 

     from https://commons.wikimedia.org/wiki/File:Integers-line_3-4.svg


     I found a great visual tool for multiplying and dividing integer online that I would like to share.  Check it out!  Create a tic-tac-toe board in the upper corner of paper. On the diagonal, put in + signs, and the rest is filled in with – signs. Reading along the top line is a visual tool to see that a positive number times a negative number equals a negative number. It works for division too. Going down from the upper left corner, you will see that a positive number divided by a negative number equals a negative number. Reading along the diagonal, a positive times a positive equals a positive. This works reading the tool backwards/upside down too! The top row backwards indicates that a negative number times another negative number equals a positive number.

     To ensure that students develop a conceptual understanding of integers and exponents, I would consider these strategies. Take into account the misconception when students compare integers. They assume (-8)> (-5) since 8>5. I would offer a vertical number line model so students can see that negative numbers are smaller than positive numbers.

     Another common error when working with exponents: students calculate 4 (5) as 5x5x5x5 instead of 4x4x4x4x4. Students mix up the roles of the base and exponent in a power. I would emphasize that values are not reversible. There are many suggested strategies in the textbook to support teachers that allow students to develop a better conceptual understanding.

     This weeks’ readings, activities, presentations, and reflections helped me realize that I have to assist students connect their manipulative experiences to written problems for a better mathematical understanding. Until next math class!!!!!

References:

Small, M. (2013). Third edition making math meaningful to Canadian students, K-8. United States:
     Nelson Education

Genius Hour Blog Post Week 5

     Hi everyone!  My F.A.S.T program is really taking shape.  I have decided that it will involve a variety of circuit training exercises.  Little or no equipment is needed especially if the students practice sit-ups, lunges, burpees, and squats. There will be many movement options (yoga) and other exercises (bicep curls, tricep extensions).  This program is a cheap way to become physically active compared to expensive gym fees.  It is easily modifiable for different abilities and can be a stepping stone for other activities.  Most elementary schools’ gyms and resources will work. So, I am really excited about my project.  I am confident that my ideas will help meet female students’ physical activity needs.  Their objectives will be to have fun, create their own circuits, and understand how to set realistic personal goals.

     Today in tech, I felt that I was really making progress by experimenting with ways to use digital technologies as learning tools. A few examples are Coggle, Storybird, Timetoast, and Haiku Deck. Have a look at how I used Coggle, a mind map tool to facilitate learning for my GH project.  Visually, I like how this mind-mapping web application looks like a tree and can produce a rich learning experience for any concept and for anyone.  As I move forward, my job is to support students in seeing the potential for deep learning through the use of a wide variety of technologies.  I keep thinking that technology will continue to change at a very fast rate and as a future educator, I will embrace these evolving opportunities to support different phases of exploration.  Now, it is time to start prepping for my TED Talk.  Good luck with yours, everybody!

Storyline Online Quiz - The Coal Thief

Genius Hour Blog Post Week 4

     As I progress further into the GH research, I continue to be inspired to learn more about ways to promote fitness for females at the pre-adolescent stage.  There is definitely a lack of fitness programs for this age group and gender.  For this reason, I have changed my target age group from 13-14 to 12-14 years.  I want to offer circuit training and I learned how beneficial it can be; maintain and enhance fitness, muscular strength, endurance and caloric expenditure.  Other advantages include being a good starter program for unfit children, helps combat obesity and decreases the incidences of diseases as long as physical activity is maintained (Ortega et al., 2008).

        I selected a name for the program - F.A.S.T which stands for Females Acquiring Skills for Tomorrow.  I like the idea of circuit training because it involves some cardio, flexibility, and resistance training exercises.  I chose circuit training because females can work out any part of their body, they will improve physical skills like agility and co-ordination.  They will not be competing against others, just themselves.  The exercises can be done at home or at school, with friends or alone.

www.localfitness.com.au. (2009) Group Personal Training at a Gym. [Online image] Retrieved from

     https://commons.wikimedia.org/wiki/File:Group_Personal_Training_at_a_Gym.JPG

     This course and GH project are helping me learn about myself.  At the beginning of the EDBE 8Y08, I was very unsure of my abilities to integrate technology into lessons.  I needed a lot of guidance from Dave.  Personally, I am a visual learner and prefer watching demonstrations.  This was evident in this week’s self-regulated learning segment.  We worked from home and it was tougher to read and figure out the right steps on my own.  However, I succeeded for the most part.  Working on my GH trailer was a lot more fun than I thought.  Once I started experimenting, the ideas and script came flowing.  Now my problem is that I have too much information and it has to be shortened.  As well, I am more comfortable blogging.

     Going forward, I will continue to research the type of equipment needed for the F.A.S.T. program and determine if elementary schools’ gyms and resources will work.  A letter to schools may be the best way to get the word out.   Also, I will embrace my experiences in EDBE 8Y08 as something that is useful for teaching purposes.  I had a fixed mindset that I would not be able to be creative with technology.  There are so many options for the integration of technology.  Once I started learning and working with the different tools, I could feel my confidence increasing.  My objective remains the same; learn to develop tech-enhanced activities for the classroom. 


References:

Ortega, FB., Ruiz, JR., Castillo, MJ., Sjostrom M. (2008). Physical fitness in 
     childhood and adolescence: a powerful marker of health. Int J Obesity, 32 (1), 1-
     11.

Weekly Math Report & Reflection Week #4

     This week marked more presentations and a lesson from the strand Number Sense and Numeration focusing on fractions and decimals. Some highlights of Chapter 12 and 13 that stood out for me were the use of manipulatives (pattern blocks, egg cartons, square tiles, fraction pieces, 10-frames, decimal grids, money, picture models) and teaching tips that I can use as resources in the future for my students.

Iago One. (January 10, 2013). Pie Chart Fraction Two Thirds Split. [Online image] Retrieved from
     https://commons.wikimedia.org/wiki/File:PieChartFractionTwoThirdsSplit.svg

German. (September 9, 2007). PI constant [Online image] Retrieved from
     https://commons.wikimedia.org/wiki/File:PI_constant.svg

     When teaching fractions for understanding, I learned the importance of emphasizing the key words; numerator, denominator, proper fraction, equivalent fractions, improper fractions and mixed numbers. In grade school, one of my math teachers taught me that the numerator is the number of the top and the denominator is the number of the bottom (d is for down). I always remembered that indicator. Learning goals will change according to grade levels. In Grade 4, students are expected to represent, compare, and order fractions and mixed numbers. Students must explore and connect that fractions are a part-whole concept and teachers must be mindful of the language used to describe or name fractions. Saying one eighth is more effective that saying one over eight. Another teaching tip is to realize that conceptually addition and subtraction contexts for fractions are easier for many students compared to multiplication and division contexts. Engage children with things that they are interested in such as food items. Bring in a cake or pizza to generate useful discussions. Also, there are many appropriate children’s books, My Half Day (Fisher, Sneed, 2008) is an example of one and digital resources (Mind Tap) help students learn about fractions.

Tresman, I. (August 25, 2005). Cake-quarters [Online image] Retrieved from
     https://commons.wikimedia.org/wiki/File:Cake-quarters.jpg

     Decimal key words are tenths, decimal, decimal point, and hundredths. Again, the learning goals change per grade. Grade 4 students will explore and represent tenths and hundredths as decimals, compare and order decimals, add and subtract decimals and add and subtract currency. When teaching decimals, the main idea is to emphasize that a decimal is another way of representing a fraction. An extra key point is that the decimal never moves only the number moves around the decimal. I wish that strategy was reinforced when I was in grade school because I had trouble with aligning digits. Overall, I can connect these teaching tips, the presentation activities (matching fractions to decimal game cards, equivalent decimal challenges) using manipulatives, and lesson strategies in my future teaching of fractions and decimals during my practicum. These approaches will ensure positive math experiences and build conceptual knowledge.


References:

Small, M. (2013). Third edition making math meaningful to Canadian students, K-8. United States:
     Nelson Education