MATH_6562_Week2_Assignment_Rooks_M

Week 2 Assignment MacKenzie Rooks Master of Science in Education: Walden University MATH 6562L: Base Ten Number System and Operations: Addition/Subtraction Dr. Laila Thompson September 17, 2023

Although students do not realize it, math is used daily. It is important as an educator to show students these real-world problems and how to solve them. Bringing real- world applications into the classroom allows the students to connect with different problems and explore the world around us using math concepts (Johnston, 2023). Students can solve math problems but are sometimes unable to find connections to the same math problems in real world equations. In my classroom I use math manipulatives to allow the students to see their mathematical understanding hands-on. I believe it is important to use relatable situations that my students can understand and see in their daily life. This is why within my real-world word problems there are objects such as money, pencils, and pieces of candy that the children can use manipulatives in the classroom to help them solve. It is hard for students to understand when the numbers in the word problem are not relatable, but it's important to show the students that although the numbers may not be realistic, the word problem scenario they can relate to daily. There are many different mathematical strategies including counting all, counting on, and recomposing. Within these different strategies it is important to create different ways for the students to understand this new learning. One aspect of teaching mathematics that is very important to allow the students to show their understanding is math talks. Math talks is the collaborative process within the classroom that allows the students to share ideas and discuss strategies (Math talks, n.d.). In the video, Children’s math worlds videos: Classroom structures: Student leaders, the students review their math fact understandings in a whole group setting. Although it is difficult sometimes this is the time to allow the students to check their own understanding without the teacher assisting throughout the discussion. During this discussion time is a great way to allow the teacher to check for the student’s level of understanding. One thing that I love to watch during math talks is

PG 'Y ROY ) addmon ( SRV ) A on \/\J\(?/o\_j\\\u,/&j c — \ - Qunhing, ol snoweoy, 3 %\x})j\@fi] NEINSINCS, SQ\\\/\ oS B pencis W Yer ORQK-. ‘\ " T\S\\’\ oS % PeECINS W s OCSK-. | %CAYY\YY\\,\ oS |4 PeesS of (Dm el QS { . CS\\JCS 1 '\\VQU’S o nex we Oonne e ™ ™G Coven. Pow v PeEs of Coxdy, CORS : ce\Q s % O VOO ) Yrnaray YONE T© WS Yo \eft 5 OO O C\(X)LY_\\'AQ s When using the counting on strategy the student must start with a predetermined number and count to find the sum (Mr Elementary Math, 2022). A real-world word problem that shows this strategy using addition would be Sally has 20 pencils. Josh has 10 pencils in his pencil bag. How many pencils do Matt and Mark have? In this word problem the students get to use the counting on strategy by starting at a given number and counting on to see how many are there altogether. A great way to use math talks within this word problem is by having the students grab manipulatives and practice counting on from a given number. This strategy is shown in the Children’s math worlds videos: Classroom structures: Student leaders’ video. The students ask the student to add from a given number and use their fingers to count to the end number. This is a great strategy to use to show students how to start from a given number and end at the number unknown. Subtracting using the counting on strategy can be a little difficult for some students to understand. Instead of starting at a given number and adding to find the sum the student is given the total and is searching for the missing addend in the equation. For example, my word problem states: Abby has $10 to spend at the book fair. The book she wants is $20. How much more

money does she need to get the book she wants? In this problem the situation equation is 10 + __=20. The students need to know that to solve this problem you can rearrange the equation to a subtraction equation, 20- 10= 10. This concept is difficult for some students to understand, so creating a math talk would benefit the students' understanding. Allowing students to discuss with their classmates helps their understanding. Standard 2.0A. 1 state that the use of addition and subtraction within 100 to solace one- and- two step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknown numbers (Common Core Standards Writing Team, 2011b). This means that students must be able to grasp an understanding of two- step word problems like this one by the end of second grade. \ w\X\\T\\\\\ on \\\\‘\‘7\.\\)‘ J oddrhoy ~ N A ON SO / SHooAN) J\/\’\M/\,W/ iy ) ) ., # 300 Saly: oS 20 Pencis. Hsn - NOS Aoby oS §) 1O SPENA O ¥re P PeErAS N s Penthl 009 \'\Wfl OO fone, Tine DK Sne wonds 1S \ cencis GO Saly 0Na I 0. Yo muon mnore money does Sre ooy, eeN \ & hawve 2 W e R - Yeed 1o GfF ¥ne \oo0k Sne. o 7 g Wi ’b’ \:‘ ‘;) R " g.fi. (,4« \9« “EVA R RR | NN e S s T W g T 1 g g1 | @ D Wl 11 B 15 W 1718 \a % 2 11.1%1“"'"1"111%%@ i ; Juann * 0="90 .- s, o ouUnonN ¢ vomMonN ’ 2 SG\\A% 08105 7 — ( ond I e N N\ AL A The last strategy discussed is the use of recomposing or decomposing numbers. This idea is that the student is to break down two numbers into different parts (MiTechKids, n.d.). For example, Abby earned $10 for walking the dogs. She earned $5 for taking the trash out. Then earned $4 for washing the dishes. How much money did Abby earn? In this real-world math problem, the student must find how much money Abby earned altogether. There are many

reaching counting on strategy there could be confusion for some students. It is important to remember to start on the given number and count on when adding and count backwards when subtracting from a given number. When students are asked to recompose in a word problem the students will have to pay close attention to the working in the word problem. This means that they may need to highlight keywords to allow them to understand what is being asked in the equation. Students can do hard things when the people around them push them to do their best in all they do.

References: Addition: Counting on strategy. Mr Elementary Math. (2022, April 18). https://mrelementarymath.com/counting-on-strategy/ Brendan R. Hodnett, M. (2023, June 15). Counting with manipulatives to learn addition. Understood.https://www.understood.org/en/articles/counting-with-manipulatives-to-learn- addition-an-evidence-based-math 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 Download Progressions for the commaon core state standards in mathematics: K, counting and cardinality; K-5, operations and algebraic thinking, pp. 36—39. Composing & decomposing numbers. Composing & Decomposing Numbers - 1st Grade - MiTechKids. (n.d.-a). https://www.remc.org/mitechkids/1st-grade/composing-- decomposing-numbers/ Fuson, K. C., & Zaritsky, R. (2005i). Children’s math worlds videos: Classroom structures: Student leaders [Video]. Walden University Canvas. https://waldenu.instructure.com/ Johnston, A. (2023, April 5). Math in real life- strategies for planning lessons involving real-world contexts. Math In Real Life— Strategies for Planning Lessons Involving Real-World Contexts. https://www.sadlier.com/school/sadlier-math-blog/math-in-real-life-strategies-for-planning-math- lessons-involving-real-world-contexts#:~:text=Benefits%200f%20Relating%20Math%?20to,and %20helping%?20teachers%?20with%20management.