tag:blogger.com,1999:blog-88076308404178475962017-09-10T11:48:45.467-07:00janet math blogJanet-God is good Wijeweeranoreply@blogger.comBlogger8125tag:blogger.com,1999:blog-8807630840417847596.post-73141226507094085622013-04-09T09:14:00.003-07:002013-04-09T09:14:50.976-07:00reflection on differentiated instruction<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">On the last day of class, I came across Du Four's theory of Professional Learning Community and the factors to consider when planning a lesson plan. As a teacher, it is essential for me to know the learning goal of every lesson, to assess each child and the steps that I can take to help the child when he/she can reach the goal or cannot reach the goal.</span><br /><br /><span style="font-family: Arial; font-size: large;">For a child who is clueless in their learning, the peers play an important part. It is important not to isolate the child but to create the opportunity for the child to see his/her friends modelling in their learning. This child nees to be stimulated to enable further brain development.</span><br /><br /><span style="font-family: Arial; font-size: large;">I would have to identify the children in my class who are the average learners, struggling learners and advance learners.</span><br /><span style="font-family: Arial; font-size: large;">I am reminded of how I can assist children in their learning through modelling, scaffolding and allowing children to do things independently. As teachers, we need to cater to the needs of each child in our classroom.</span><br /><br /><br />Janet-God is good Wijeweerahttps://plus.google.com/114480072719710986066noreply@blogger.com0tag:blogger.com,1999:blog-8807630840417847596.post-35258163130808196022013-04-09T08:52:00.001-07:002013-04-09T08:52:30.752-07:00Reflection - 6 April 2013<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Today we learnt about graphing. Graphing helps us to collate, group, present and analyze data.</span><br /><br /><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">To make graphing more meaningful for children, we need to reflect real things and get them personally involved. I have come to realise that the objectives on doing graphs should be focused on analysis and communication rather than the technique. (pg 441).</span><br /><br /><span style="font-family: Arial; font-size: large;">In the graph that we did in class, we collated information of our various ages. We created a picture graph, using tiles with a range of ages, made up of the following:</span><br /><span style="font-family: Arial; font-size: large;">a) between the ages of 20 -29 = 14 students</span><br /><span style="font-family: Arial; font-size: large;">b) between the ages of 30-39 = 10 students </span><br /><span style="font-family: Arial; font-size: large;">c) between the ages of 40-49 = 16 students</span><br /><span style="font-family: Arial; font-size: large;">d) between the ages of 50-59 = 5 students</span><br /><br /><span style="font-family: Arial; font-size: large;">Here I learnt that continuous data is converted to discreet data. An example of this is the range of the ages of people.</span><br /><span style="font-family: Arial; font-size: large;">The limitation in deriving this kind of information is that although a majority of us fall under the 40-49 age group, we could not tell for certain which was the average age amongst us and which is the exact number of people for each age.</span><br /><br /><br /><br /><br /><br />Janet-God is good Wijeweerahttps://plus.google.com/114480072719710986066noreply@blogger.com0tag:blogger.com,1999:blog-8807630840417847596.post-4173140991414032772013-04-05T16:43:00.000-07:002013-04-09T09:15:37.987-07:00Reflection _ 5 apr 2013<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">As teachers, we are continually reflecting on our learning and teaching by assimilating and accomodating new information ourselves. We retrieve the existing information stored in the filing cabinet of our mind,make the decision of putting away incorrect perceptions taught to us when we were students, after getting clarity in understanding in the principals and ideas behind formulas and seeing things in a bigger perspective.</span><br /><br /><span style="font-family: Arial; font-size: large;">I am beginning to see maths as observing patterns, generalising these patterns into mathematical expressions to cause a deeper thinking through the initial stage of visualization.</span><br /><br /><span style="font-family: Arial; font-size: large;">I appreciate the use of geoboards and dots in helping us to make sense of abstract concepts through the exploration of shapes and their properties.</span><br /><br /><br />Janet-God is good Wijeweerahttps://plus.google.com/114480072719710986066noreply@blogger.com0tag:blogger.com,1999:blog-8807630840417847596.post-73481523922962951572013-04-04T11:35:00.003-07:002013-04-04T11:35:46.197-07:00Reflection for 4 April 2013<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">As a teacher, I have to provide experiences for young children to be involved in problem solving. They need to have sufficient schema to enable them to build on their prior knowledge, to accomodate and assimilate information in their learning process.</span><br /><br /><span style="font-family: Arial; font-size: large;">I have discovered van's Hiele theory of geometric thought which is made up of 5 levels:</span><br /><span style="font-family: Arial; font-size: large;">1) Level 0 -visualization</span><br /><span style="font-family: Arial; font-size: large;">2) Level 1 - analysis</span><br /><span style="font-family: Arial; font-size: large;">3) Level 2 - informal deduction</span><br /><span style="font-family: Arial; font-size: large;">4) Level 3 - deduction</span><br /><span style="font-family: Arial; font-size: large;">5) Level 4 - rigor</span><br /><br /><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">At the same time, it is important that I need to teach at the student's level of thought, encouraging them to move on to the next level and adapting activities accordingly.</span>Janet-God is good Wijeweerahttps://plus.google.com/114480072719710986066noreply@blogger.com0tag:blogger.com,1999:blog-8807630840417847596.post-63697386658736999692013-04-04T10:38:00.000-07:002013-04-04T10:38:29.140-07:00Make up work for absentees - 3 April 2013<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Most fundamental idea about fractions</span><br /><br /><span style="font-family: Arial; font-size: large;">1) Fractions show the relationship between the part and the whole.</span><br /><br /><span style="font-family: Arial; font-size: large;">2)Sharing tasks are beginning steps to development of fractions.</span><br /><br /><span style="font-family: Arial; font-size: large;">3)Help students to use the words halves, thirds, fourths, fifths, whole, one whole or one.</span><br /><br /><span style="font-family: Arial; font-size: large;">How to teach equivalent fractions?</span><br /><br /><span style="font-family: Arial; font-size: large;">We can use the following area models in the teaching of equivalent fractions: </span><br /><span style="font-family: Arial; font-size: large;">a) Filling in regions with fraction pieces</span><br /><span style="font-family: Arial; font-size: large;">b) Grid paper</span><br /><span style="font-family: Arial; font-size: large;">c) Paper folding</span><br /><span style="font-family: Arial; font-size: large;">d) Dot paper</span><br /><br /><span style="font-family: Arial; font-size: large;">Quiz 1</span><br /><span style="font-family: Arial; font-size: large;">12-4</span><br /><br /><span style="font-family: Arial; font-size: large;">1)Mary had 12 balloons. She gave away 4 balloons. How many balloons did she have left after giving away the 4 balloons?</span><br /><br /><span style="font-family: Arial; font-size: large;">2) Ahmad's father has 12 mangoes in his shop. Four mangoes were sold. How many mangoes were not sold? </span><br /><br /><span style="font-family: Arial; font-size: large;">12:4</span><br /><br /><span style="font-family: Arial; font-size: large;">1) There are altogether 12 oranges. Mrs Lim has to pack them equally into 4 boxes. How many oranges will there be in each box? </span><br /><br /><br /><span style="font-family: Arial; font-size: large;">2) Share 12 toys among 4 children. How many toys will each child receive?</span><br /><br /><span style="font-family: Arial; font-size: large;">Ways to find value of 12-7</span><br /><br /><span style="font-family: Arial; font-size: large;">1) Count down-Using a number line, drawing the arrow backwards from 12 to 7, count the number of spaces.</span><br /><br /><span style="font-family: Arial; font-size: large;">2) Set up a stack of 12 cubes. On another set, stack up 7 cubes. Ask the question " how many more cubes do we need to match the 12 cubes?"</span><br /><br /><span style="font-family: Arial; font-size: large;">3) Draw 12 chairs. Cross out 7 of them. How may chairs are left not crossed out.</span>Janet-God is good Wijeweerahttps://plus.google.com/114480072719710986066noreply@blogger.com0tag:blogger.com,1999:blog-8807630840417847596.post-39675002115561301352013-04-02T11:27:00.002-07:002013-04-02T11:27:43.108-07:00<span style="font-size: large;">I have discovered the use of 10 frames. They help young children to have good number sense. At the same time, children are encouraged to count in 10s rather than in 1s. There are 3 different ways in doing addition - counting on, counting all, and moving counters between 2 frames to make 10. The concept of number bonds is also reflected in the use of 10 frames.</span><br /><br /><span style="font-size: large;">We can encourage a higher level of thinking for the advance learners in our classrooms. Getting them to think of ways of doing something in other ways encourages their creativity.</span><br /><br /><span style="font-size: large;">In our lesson planning, teachers would have to carefully think through of what we use- be it the kind of concrete experiences or the terms , as well consider what is the teaching goal- the concept to be learnt.</span>Janet-God is good Wijeweerahttps://plus.google.com/114480072719710986066noreply@blogger.com0tag:blogger.com,1999:blog-8807630840417847596.post-35454347173855351242013-04-02T02:51:00.002-07:002013-04-02T02:51:30.605-07:00Reflection - 1 April 2013<span style="font-size: large;">Cute numbers is a new concept for me. As I googled the term, I discovered that 4 and 10 are cute numbers. The use of diagram help me to understand the concept better.</span><br /><br /><span style="font-size: large;">There is a large square divided into 4 quarters. Two of these quarters are subdivided into eight smaller squares. These 8 smaller squares together with the last two bigger quadrants make up 10 squares.</span><br /><br /><span style="font-size: large;">Richard Skemp (1978)'s theory on the continuum from relational understanding to instrumental is also new to me. Children need to understand concepts, conventions and procedures</span>.Janet-God is good Wijeweerahttps://plus.google.com/114480072719710986066noreply@blogger.com0tag:blogger.com,1999:blog-8807630840417847596.post-6029881635214799942013-03-31T09:04:00.002-07:002013-03-31T09:30:05.496-07:00reflections on chap 1 and 2<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-large;"><strong>Reflection on Chapter 1 and 2</strong></span><br /><br /><span style="font-size: large;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-family: 'Times New Roman'; font-size: 12pt; mso-ansi-language: EN-GB; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">My own personal experience with the learning of Maths in primary school had been quite unpleasant – low grades in red marks was a<span style="mso-spacerun: yes;"> </span>consistent feature<span style="mso-spacerun: yes;"> </span>in my report card. My interest in Maths plummeted as I could not grasp the concepts which seem to be difficult. I struggled with problem solving and algebra. The turning point in my life was when I was in<span style="mso-spacerun: yes;"> </span>lower secondary. I had a very good Maths teacher, Mrs Wong </span></span>who helped<span style="mso-spacerun: yes;"> </span>me see Maths in a new light. She helped me make connections between the mathematical concepts and daily life and that Maths can be fun! I can now understand<span style="mso-spacerun: yes;"> </span>how important it is to have a good foundation in Maths. </span><br /><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: large; mso-spacerun: yes;"> </span></div><span style="font-size: large;"><span style="font-family: 'Times New Roman'; font-size: 12pt; mso-ansi-language: EN-GB; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">In my opinion, I play an important role in the understanding of Maths for the children in my class. As a teacher, I shape their perception of Maths.<span style="mso-spacerun: yes;"> </span>My own beliefs on what Maths is all about, how children learn Maths, how teachers teach Maths and<span style="mso-spacerun: yes;"> </span>the relevant assessment methods affect their learning. I believe that Maths is an important </span>life skill, helping children<span style="mso-spacerun: yes;"> </span>at<span style="mso-spacerun: yes;"> </span>problem solving and is<span style="mso-spacerun: yes;"> </span>relevant to daily living.<span style="mso-spacerun: yes;"> </span>In order to be an effective teacher of Maths, I must have the essential tools of my own knowledge of<span style="mso-spacerun: yes;"> </span>Maths and how children learn Maths. </span><br /><span style="font-size: large;"><br /></span><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: large;">At the same time, I need to be familiar with the documents that influence state policy and teacher practice and curriculum guidelines to stay relevant in my profession. I believe that as a teacher of Maths, I must also<span style="mso-spacerun: yes;"> </span>know the learning continuum for Maths and the focus at each level of a child’s learning. Making connections, an integral part of learning,<span style="mso-spacerun: yes;"> </span>the linking of one idea to another helps children to remain focused in their learning. Each concept builds on another – pieces of a jigsaw equally important for the whole picture to be in place. My familiarity<span style="mso-spacerun: yes;"> </span>with the Common Core standards for Maths and the Curriculum Framework is essential in charting the progress of<span style="mso-spacerun: yes;"> </span>children in their understanding of Maths. Reading such material with understanding of how these pieces of information fit together to form a bigger picture of<span style="mso-spacerun: yes;"> </span>things is crucial.</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt;"><span style="font-size: large;"><br /></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">I believe that children must be given the opportunity and time to explore Maths, to identify patterns in their learning environment and solve problems. Experiential learning and personal reflection is an integral part of<span style="mso-spacerun: yes;"> </span>building up of<span style="mso-spacerun: yes;"> </span>Maths concepts. Letting children to struggle through their problems will help them to reflect what they know and how they can apply what they know. Helping children not to give up easily and to persevere can be unnerving.<span style="mso-spacerun: yes;"> </span>Initially I found this to be quite a challenge as my first instinct would be to prompt the correct answer to the children. I have had to hold back, give the children time to reflect and think through.<span style="mso-spacerun: yes;"> </span>I would<span style="mso-spacerun: yes;"> </span>then step in<span style="mso-spacerun: yes;"> </span>by asking questions, to help children<span style="mso-spacerun: yes;"> </span>make connections with what they know-drawing from their earlier experiences. When I encourage children to make predictions, the children are involved in a higher level of thinking.</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt;"><span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt;"><br /></div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt;"><o:p></o:p></div><div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt;"></div>Janet-God is good Wijeweerahttps://plus.google.com/114480072719710986066noreply@blogger.com0