Week 2 Math TASK Discussion: Post the real-world problem you created. Then, play

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Week 2
Math TASK Discussion:
Post the real-world problem you
created. Then, playing the role of a Grade 1 student, post a solution that
demonstrates a common student misconception. Include an explanation and
mathematical drawing appropriate for a Grade 1 student.
To prepare for the Discussion:
In this week, you will discuss the challenges
your students have faced with single-digit addition and subtraction,
identifying and diagnosing the student misconceptions you encounter most
commonly and explaining how you were able to help students correct them.
·
Review the cognitive
strategies students use to solve addition and subtraction problems: counting
all, counting on, and recomposing.
·
Create a real-world
single-digit addition or subtraction problem.
·
Play the role of a Grade
1 student, solving the problem you created that demonstrates a misconception
that you commonly observe with your own students. Your post should use language
appropriate for a Grade 1 student and include a mathematical drawing as part of
the solution. You may either apply a solution strategy described in this week’s
Resources or an alternate (and perhaps more traditional) strategy from your
school’s current curriculum.
·
Think about
instructional strategies you can apply to help students address misconceptions
related to adding and subtracting single-digit numbers.
Learning
Resources for your Essay:
1.
WAL_MATH6562_02_A_EN-CC
Fuson, K. C., & Zaritsky, R. (2005m).
Children’s math worlds videos: Math
explanations: Word problems. [DVD].
2.
WAL_MATH6562_02_B_EN-CC
Fuson, K. C., & Zaritsky, R. (2005).
Children’s math worlds videos: Classroom structures: Student
leaders. [DVD].
3.
Chapter
3
Beckmann, S. (2018). Mathematics for
elementary teachers with activities (5th ed.). Boston, MA: Pearson.
This
section explores the most advanced single-digit addition and subtraction
solution strategies, recomposing. It also describes how students apply
mathematical properties (such as the commutative and associative properties)
when recomposing, despite not knowing the official mathematical terminology
behind their reasoning.
4.
Progressions
for the Common Core State Standards in Mathematics
Common
Core Standards Writing Team. (2011b). Progressions for the Common Core State
Standards in Mathematics: K, counting and cardinality; K–5, operations and
algebraic thinking, pp. 36–39.

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