Educ 475 – Lesson #1
|Educ 475 – Lesson #4 |
|Basic Operations |
|Lesson Summary |
|A great portion of the elementary school curriculum is consumed with the teaching of the basic operations. Endless class time and |
|long hours of homework are devoted to ensuring that students develop fluency with these operations. Often this means a focus on |
|either the mastery of the algorithm or the memorization of basic facts. What is forgotten in this rush to mastery is a focus on the|
|conceptual understanding of each operation and how that plays out when applied to specific numbers. Without this conceptual |
|understanding future learning of arithmetic in particular and mathematics in general is at risk. |
| |
|When teaching the basic operations great care is required to ensure that the conceptual understandings that accompany each |
|operation are developed BEFORE there is a focus on fluency. One way to ensure this is to carefully construct the didactic bridge in|
|such a way as to expose the students to the many different understandings and experiences that are part and parcel of the |
|operations. |
|Readings |
|chapter 10 |
|chapter 12 |
|chapter 13 |
|Problem Solving Log |
|If 6 cats can kill 6 rats in 6 minutes, |
|how many cats would be needed to kill 100 rats in 50 minutes? |
|Written Journal |
|Discuss your experience in today’s class around the issue of multiplication. What did you feel when I sprung the “stand up and get |
|ready to answer multiplication facts” activity? What sort of self reflection did you go through? How do you feel now after we |
|debriefed it? |
|Discuss your feelings on long division both as a learner and as a teacher? How have they changed over today’s class? |
|Tell me about some epiphanies you have had in the course thus far? Try to pick something that concerns you as a learner and |
|something that concerns you as a teacher. |
|Go to . Explain how it works. |
|Respond to today’s readings. |
|Reminders |
|Math Play I is due on Tuesday, May 21st. |
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