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. |

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|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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