Hey! I am Brittney Sherrill! I completed my undergrad at Faulkner University. I currently do not
have my classroom. However, while I am doing my master's I am subbing, building my immune
system apparently because I get sick from in the classroom haha, working at Faulkner, and so
much more. I am engaged to my wonderful fiance Christopher. I am blessed to have both of my
parents with me today. I am also a child of God.
Sidenote I will start working on assignments through the week next week. This week I have yet
to have time.
"By 2009 several trends in the mathematics education of the nation came to the attention of the
National Governors Association (NGA). U.S. students’ mathematics scores on international
assessments were consistently in the bottom half of test scores. The mathematics curriculum
across the country was a confusing hodgepodge of topics and content with no rational
organizing structure" (Johnson, et. al, 2018). This has impacted what we teach as a country.
The Common Core Standards were made. If our students were to move to a different state then
our children would not fall behind(ideally).
This starts my topic. "How Many" questions.
This is here to guide from the CCS. We want all kindergarteners to be able to answer these
types of questions. Some Teaching practices to incorporate are establishing a mathematics
goal, implementing tasks, using mathematical representations, facilitating discourse, posing
purposeful questions, building procedural fluency, supporting productive struggle, and eliciting
student thinking. These are all the steps of a good planning part. Lesson planning may be
tedious but if you do not plan to implement these eight items you are planning to fail.
"Many mathematical concepts are connected to geometry. The number line is a one-
dimensional model for addition and subtraction" (Johnson, et. al, 2018). I did not think about
Geometry being a part of How Many questions. Geometry can be used to make models to
represent how much is left.
Problem-Solving: "Realistic and open-ended problems invite realistic and open-ended problem-
solving. Nonroutine problems involve important mathematics concepts and skills. The
Mathematical Practices highlight how students move from conjecture to planning a solution
pathway, and then to solve the problem using various mathematics representations and
appropriate models and tools" (Johnson, et. al, 2018). There are different ways to teach how
many questions. However, we have to hold their prior knowledge first. Whether the student
knows models, one-to-one correspondence, counting, and so much more. Our students need
these skills to be able to use their problem-solving skills. Students also need to build that
connection and be familiar with questions to problem-solve on their own.
Citations
Johnson, A., Tipps, S., & Kennedy, L. M. (2018). 2-3. In Guiding children’s learning of
mathematics. essay, Cengage Learning.
, ● Describe the effective use of manipulatives in the elementary classroom. Ensure you
provide specific examples of how manipulatives can be used for the concepts from
your reading in Chapters 10 and 11.
We use manipulatives in many activities that follow in the text to introduce or reinforce a
mathematics relationship. Many studies have shown the benefit of using real or virtual
manipulatives to introduce or reinforce mathematics concepts (Carbonneau, Marley, & Selig,
2013). There are three stages of understanding concrete, representational, and abstract. Using
manipulatives helps students understand and apply their learning. Manipulatives can be used
while teaching: addition, subtraction, basic facts, fluency, multiplication, and division. When
manipulatives are used correctly it can help with students' learning.
● Describe methods of planning mathematics instruction, including daily, weekly, and
unit planning.
There are three stages of understanding: concrete, representational, and abstract. “Concrete
stage: A mathematical concept is introduced with a specific manipulative, and students explore
this concept with a thoughtful and purposeful activity.
Representational stage: Students represent the concept without the manipulative using
a diagram, a series of number sentences, or some other representation. Abstract stage:
Students use mathematical language and symbols to express the specific relationship.
Students might use numerals, variables, and operation signs, as well as well-conceived
grammatical sentences to describe the mathematical relationship. If students remain at
the concrete stage, they never generalize the concept and forever restrict the concept to
the manipulative, without any application beyond the manipulative relationship. Thus,
it is critical to help students move through these three stages.” (Johnson, et. al, 2018).
Unit planning gives an overall umbrella. What are you covering? While weekly
planning breaks it into subcategories like raindrops. Daily planning is like each water
molecule. When starting a topic it is important to plan the concrete stage. Using
manipulatives ensures good practices and the ability to visualize and conceptualize the
overall task. This should be done at the beginning of the week. Each day is planned for
how the students are progressing and should continuously; get more challenging as the
material goes on.
have my classroom. However, while I am doing my master's I am subbing, building my immune
system apparently because I get sick from in the classroom haha, working at Faulkner, and so
much more. I am engaged to my wonderful fiance Christopher. I am blessed to have both of my
parents with me today. I am also a child of God.
Sidenote I will start working on assignments through the week next week. This week I have yet
to have time.
"By 2009 several trends in the mathematics education of the nation came to the attention of the
National Governors Association (NGA). U.S. students’ mathematics scores on international
assessments were consistently in the bottom half of test scores. The mathematics curriculum
across the country was a confusing hodgepodge of topics and content with no rational
organizing structure" (Johnson, et. al, 2018). This has impacted what we teach as a country.
The Common Core Standards were made. If our students were to move to a different state then
our children would not fall behind(ideally).
This starts my topic. "How Many" questions.
This is here to guide from the CCS. We want all kindergarteners to be able to answer these
types of questions. Some Teaching practices to incorporate are establishing a mathematics
goal, implementing tasks, using mathematical representations, facilitating discourse, posing
purposeful questions, building procedural fluency, supporting productive struggle, and eliciting
student thinking. These are all the steps of a good planning part. Lesson planning may be
tedious but if you do not plan to implement these eight items you are planning to fail.
"Many mathematical concepts are connected to geometry. The number line is a one-
dimensional model for addition and subtraction" (Johnson, et. al, 2018). I did not think about
Geometry being a part of How Many questions. Geometry can be used to make models to
represent how much is left.
Problem-Solving: "Realistic and open-ended problems invite realistic and open-ended problem-
solving. Nonroutine problems involve important mathematics concepts and skills. The
Mathematical Practices highlight how students move from conjecture to planning a solution
pathway, and then to solve the problem using various mathematics representations and
appropriate models and tools" (Johnson, et. al, 2018). There are different ways to teach how
many questions. However, we have to hold their prior knowledge first. Whether the student
knows models, one-to-one correspondence, counting, and so much more. Our students need
these skills to be able to use their problem-solving skills. Students also need to build that
connection and be familiar with questions to problem-solve on their own.
Citations
Johnson, A., Tipps, S., & Kennedy, L. M. (2018). 2-3. In Guiding children’s learning of
mathematics. essay, Cengage Learning.
, ● Describe the effective use of manipulatives in the elementary classroom. Ensure you
provide specific examples of how manipulatives can be used for the concepts from
your reading in Chapters 10 and 11.
We use manipulatives in many activities that follow in the text to introduce or reinforce a
mathematics relationship. Many studies have shown the benefit of using real or virtual
manipulatives to introduce or reinforce mathematics concepts (Carbonneau, Marley, & Selig,
2013). There are three stages of understanding concrete, representational, and abstract. Using
manipulatives helps students understand and apply their learning. Manipulatives can be used
while teaching: addition, subtraction, basic facts, fluency, multiplication, and division. When
manipulatives are used correctly it can help with students' learning.
● Describe methods of planning mathematics instruction, including daily, weekly, and
unit planning.
There are three stages of understanding: concrete, representational, and abstract. “Concrete
stage: A mathematical concept is introduced with a specific manipulative, and students explore
this concept with a thoughtful and purposeful activity.
Representational stage: Students represent the concept without the manipulative using
a diagram, a series of number sentences, or some other representation. Abstract stage:
Students use mathematical language and symbols to express the specific relationship.
Students might use numerals, variables, and operation signs, as well as well-conceived
grammatical sentences to describe the mathematical relationship. If students remain at
the concrete stage, they never generalize the concept and forever restrict the concept to
the manipulative, without any application beyond the manipulative relationship. Thus,
it is critical to help students move through these three stages.” (Johnson, et. al, 2018).
Unit planning gives an overall umbrella. What are you covering? While weekly
planning breaks it into subcategories like raindrops. Daily planning is like each water
molecule. When starting a topic it is important to plan the concrete stage. Using
manipulatives ensures good practices and the ability to visualize and conceptualize the
overall task. This should be done at the beginning of the week. Each day is planned for
how the students are progressing and should continuously; get more challenging as the
material goes on.
