I would use a
task similar to the chapter problem when teaching students
differences between numbers.
It could be used to teach students about the variations within
numbers. Before Math started, I would
lead a class discussion to determine what the children may or may not
understand.
In this type of
activity children are learning how to describe different sets and
characteristics involving numbers. I feel that this kind of work may work best
with pairing or small groups. Children tend to learn much from one another as
they collaborate with careful observation and guidance from their classroom
teacher. Plus, allowing them to use manipulatives such as various counters,
geometric shapes, and also their own drawings can help them to answer these kinds
of questions that do involve critical thinking.
This form of
problem solving addresses greater and lesser numbers. Gradually, students are
being taught about groupings, rows, and geometric shapes and differences,
division, and subtraction. The lesson
can be cross-curricular involving either the same numbers or others. Through
Language Arts, stories that are both educational and entertaining can for
example teach counting to children. The book should be inconclusive for the children’s
grade level in order to meet the curriculum standards. Therefore, it is likely
that in my classroom that this type of Mathematics lesson would be used fairly
frequently, however, the chapter problem appears to be more adapted to middle
and upper elementary as opposed to grades primary-to-two. For lower elementary, it could be adapted to
meet their learning needs and outcomes.
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