ED 442 Elem Math Methods Name: Michaela Huse

Brother Stanger

MID-TERM ASSESSMENT
(Chap 1,2, 4-7)

I. The following would be appropriate learning outcomes that demonstrate student

understanding of numeracy topics. Complete each statement.
1. When children are shown a quantity (some number of objects) they will be able to:
a) Count the objects
b) Give a written symbol to represent the quantity

2. Shown a numeral (a written number), children will be able to:

a) State the name of the number represented
b) Show how many in represented by the numeral

3. Given a number orally (they hear you say a number), children will be able to:
a) Identify the quantity
b) Write the number using standard notation

II. You have been asked to chair a curriculum development team in your school
charged with aligning the math outcomes in grades K-5. From your peers in
class, identify, by name, three other colleagues you would select as committee
members and state why you have chosen them.

Alyssa: She is focused on her work and does not mess around.

Shaylin: She always gets her work done efficiently but it is still done well.

Hannah O: She works well in a team and cares about what she is doing. She
keeps the children in mind.

III. As you help students develop the conceptual meaning of the four arithmetic
operations, describe the associations they should make for each operation.
Then, using a model, diagram how a student might show you that they
understand.
a) ADDITION: associate addition with the combining of quantities

b) SUBTRACTION: associate subtraction with finding the difference between two quantities

c) MULTIPLICATION: associate multiplication with the combining of equal sized quantities

IV. Referencing readings from the assigned text, Identify the Big Ideas for each of
these arithmetic operations:

a) ADDITION
1. Always add like units
2. When there are too many to write, make a trade
b) SUBTRACTION
1. We always subtract like units
2. When there are not enough, make a trade
c) MULTIPLICATION
1. Multiplication by 10
2. Partial products

V. Each day you come to class, you are asked to record a thought or impression that
comes to you. Identify one example of something you have learned, and how
you recognize those impressions (or promptings).
I have learned that learning guides do not have to be busy work. In the education
program we are taught that worksheets are not the best learning tool for
students. When Brother Stanger first introduced the learning guides I thought
they were just busy work. However, after completing a few different learning
guides I see that they are very important to student learning. They help the
students to focus on what is most important about the chapter. It helps narrow
the learning and ensures that all the students get the most important points out
of the chapter (according to the teacher).

VI. Using partial products, show how a fourth grade student might solve the
following 2-digit multiplication problem.
27
x 13
 Next, using the properties associated with the area of a rectangle as a model, show visually
what happens when these two quantities are multiplied together.

VII. David, one of your 2nd grade students, seems to be struggling to get the correct
answers when subtracting using the subtraction algorithm. Analyze his work and
identify the error pattern based upon the following results.
8 1 6 1 7 1
A. 197 B. 176 C. 384
- 43 -23 - 59
1414 1413 325

a) Briefly describe the error pattern you detect.

b) Predict what his next responses will be by completing the work on the following examples:

D. 273 E. 285
- 38 - 63

c) Describe what you would do to reteach this operation and correct Davids misunderstanding.
VIII. Give an example of a good question in helping children better understand the
operation of Subtraction.
State two numbers that could be used in a subtraction problem to get a
difference of 8.

Next, identify how you believe your question will cause them to think critically.
This problem will help them to think critically because they have to understand that subtraction
means taking one number away from another to get a total. They would have to know that
their first number must be bigger than the second so that their number is positive. They would
also have to know some addition problems in order to work backwards. For example, if they
said 8+10= 18 then 18-10=8. They can use their knowledge of addition to create a subtraction
problem.

IX. During the fall Parent Teacher Conferences, Mr. & Mrs. Stanger meet with you to
visit about their 3rd Grade son, Garrett. As directed, they have been helping
Garrett memorize the multiplication tables from 0 thru 9, but wonder about the
value of memorization as a learning strategy. Briefly respond to their concern?
First of all you should tell them that it is important for Garrett to understand
what multiplication is before he starts memorizing. Second, you would explain
that memorizing simple facts could help solve harder facts. For example, in
partial products you break hard multiplication facts into easier facts that they
already know.

X. The Danielson Framework for Teaching identifies, as one of the components of

effective teachers, Growing and Developing Professionally. Elder Bednar
teaches that within the doctrines of the gospel, learners deepen their
understanding by Acting vs. Being Acted Upon. During the past six weeks,
describe how you are developing this professional disposition by describing
examples of your Acting on your own growth as a teacher of mathematics.
During the past six weeks I have had to put some of my own thoughts and
feelings on the backburner and come prepared to have my mind opened. I have
always hated math and so I struggle with the idea of teaching math. I think that
many teachers feel this way and that is why they have always taught route rules
instead of helping children understand why they are doing what they do. I want
to teach my students in a way so that they actually understand mathematics.
Know I need to start applying this philosophy now, not only when I teach, but
when I learn. I have really had to make an effort to not just complete
assignments but to really understand them. I want to teach my students like this
and so it is important for me to make an effort to actually learn versus just
 memorizing information. I need to set an example for my students of what true
learning and understanding looks like.

XI. In order to help your students both understand and begin to use the language of
Mathematics, you have decided to create a Word Wall that includes common
arithmetic terms and symbols. In the space below, design your Word Wall,
identifying at least five terms/symbols that the three arithmetic operations of
addition, subtraction, and multiplication have in common, and then at least five
terms that are unique to each operation.

Common Words:
1. none
2. many
3. combining
4. numeral
5. like units

Addition:
1. Sum
2. counting on
3. doubles
4. addend
5. commutative property of addition

Subtraction:
1. remainder
2. trading
3. compare
4. difference
5. matching

Multiplication:
1. Partial Products
2. area
3. product (final number)
4. commutative property of multiplication
5. rearrangement (principle).
XII. Lesson Plan

a) Briefly describe the unique needs of an exceptional student or group of students you are
currently teaching, or have recently taught during a practicum experience. Build your
lesson plan with these needs represented.
One of the students in my classroom has been diagnosed with autism. He does not like to
sit still for lectures and learns best with hands on activities. He also does not do well with
taking turns and gets very angry if he has to wait. Once he is angry he is very distracting to
the entire class.

b) Design a 30-minute lesson that helps build the conceptual understanding of an age
appropriate arithmetic operation of your choice {i.e. Addition (K-1), Subtraction (2-3), or
Multiplication (4-5). Be sure to include each researched-based element of an effective
lesson plan, as discussed in class. (Use a lesson planning template to complete your plan
and attached it to the exam.)

c) In the space provided below, list and briefly describe the procedures you will include in
your lesson to ensure an effective, efficient use of time.

PROCEDURES

Getting class attention: say to the class I need eyes on me in 5..4..321 When you get to 1
they should all be quiet and have eyes on you.

Getting out/cleaning up materials: There will be daily assigned helpers who get materials and
put them away. They are in charge of gathering the materials for their team and then putting
them away when they activity is done. They should be the only ones up and walking around
during this time.

Getting help: Ask a group member, ask a neighbor and ask a teacher if no one else could help.
Raise hand for help from teacher.

Fast Finishers: Create your own question and trade with a partner.