Second Word Problem
Prior to the beginning of my video I had introduced the second word problem of “Mrs. Higashi displayed 57 student drawings on 3 walls in her art classroom. If she divided the drawings equally, how many drawings are on each wall?” After introducing the word problem, we broke apart the word problem by circling the information the word problem provided us with such as 57 student drawings and 3 walls, I also asked students what operation we needed to solve this word problem. The students could determine we needed to divide to solve the word problem. Then I asked students how many white squares will I need to represent the 3 walls and the students responded with 3. After modeling and obtaining the correct number of white squares (paper), I started
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I managed to put 3 tens rods, one on each square and pointed out to my students’ that I had two left I placed one on each square and asked them if they looked evenly divided, my students responded with no because I didn’t have the equal number of tens rods per wall (white square paper). Then I told my students that we would have to take those two tens rod and break them apart/trade them in for 20 unit cubes (ones). This is where I told my students that are 2 tens were being regrouped as 20 ones for us to be able to divide equally. Then I took my 20 unit cubes plus the 7 unit cubes I had and divided all 27 unit cubes among the three walls (white squares). I told the students I was placing one unit cube at a time to keep track of my steps and not get confuses and that I will continue doing so until I was all out of unit cubes. Once finished, I asked students to count how many place-value blocks we had on each wall (white square), we had 19 place-value blocks per white square, in other words we had 19 drawings per wall. I asked students if we any left over which would have been our remainder and they said no which that was …show more content…
This student of mine struggles with mathematics and always needs prompting to stay on task and focused. While circulating the room to check for understanding of the task I noticed Sam had the incorrect drawing of place-value blocks on his chalkboard. I took the time to work with him and help him obtain the correct answer by asking him guiding questions. After, helping him draw his place-value correctly to represent the division problem I asked him questions such as what did you do with your materials? Why did you use them the way you did? What did you learn? I asked him these questions to help him better comprehend and understand what he just did and why he did it. After working with Sam, I called for the students’ attention and had a few students share their drawings with the class on the ELMO. The students that went up had to answer questions such as, why they drew their drawings the way they did? How many tens rods did they have to trade for unit cubes? What did they learn and how could they use this outside the
I managed to put 3 tens rods, one on each square and pointed out to my students’ that I had two left I placed one on each square and asked them if they looked evenly divided, my students responded with no because I didn’t have the equal number of tens rods per wall (white square paper). Then I told my students that we would have to take those two tens rod and break them apart/trade them in for 20 unit cubes (ones). This is where I told my students that are 2 tens were being regrouped as 20 ones for us to be able to divide equally. Then I took my 20 unit cubes plus the 7 unit cubes I had and divided all 27 unit cubes among the three walls (white squares). I told the students I was placing one unit cube at a time to keep track of my steps and not get confuses and that I will continue doing so until I was all out of unit cubes. Once finished, I asked students to count how many place-value blocks we had on each wall (white square), we had 19 place-value blocks per white square, in other words we had 19 drawings per wall. I asked students if we any left over which would have been our remainder and they said no which that was …show more content…
This student of mine struggles with mathematics and always needs prompting to stay on task and focused. While circulating the room to check for understanding of the task I noticed Sam had the incorrect drawing of place-value blocks on his chalkboard. I took the time to work with him and help him obtain the correct answer by asking him guiding questions. After, helping him draw his place-value correctly to represent the division problem I asked him questions such as what did you do with your materials? Why did you use them the way you did? What did you learn? I asked him these questions to help him better comprehend and understand what he just did and why he did it. After working with Sam, I called for the students’ attention and had a few students share their drawings with the class on the ELMO. The students that went up had to answer questions such as, why they drew their drawings the way they did? How many tens rods did they have to trade for unit cubes? What did they learn and how could they use this outside the