Math can be tricky for a lot of children and therefore it is important to provide them with the necessary resources and support, for them to reach their fullest potential. In the classroom I consistently try to cater to each students needs so they feel comfortable with the topic at hand. Providing students with extra support is imperative in creating a comfortable learning environment for each student. Practicing math problems daily or completing online math games can significantly increase a students understanding and lack of hesitation towards this subject. In our classroom, students practice these skills daily. One way students are practicing fractions is in their morning work. Every day students are given a challenging math problem to complete as they are coming into the classroom. As we are learning about fractions now, students will be given problems such as 4/5 +2/3. Students will know that they first need to change the denominators of each of the fractions before they are able to add them. Another example of our daily morning work would be a word problem such as, If Jack was at a BBQ and he made 12 hamburgers for his friends and he put mayo on 4 hamburgers and mustard on the rest, what fraction of hamburgers would have mustard? As the unit progresses, the morning work will get more challenging. We also use Fastt Math and Fraction Nation in our class daily which are fun computer games that challenge students to answer fraction problems as fast as they can. Through these programs they develop conceptual understanding and procedural knowledge. (Below you will find links to both Fastt Math and Fraction Nation- students will have their student login information to access these websites right at home!) After each lesson is introduced, (for example if I am introducing students to multiplying fractions), I will give students an exit card to complete. The exit card might include a problem that correlates to the content we just covered, for example I may ask students, "What is 3/4 * 2/5?" These exit cards may also consist of open-ended questions, such as "What have you learned in today's lesson" or "What was most challenging in this lesson." Exit cards will provide me with a better understanding of what I might need to focus on more and if the students are (or not) grasping the material.
What are the 5 strands of mathematical proficiency?
The 5 strands of mathematical proficiency refer to aspects a student must achieve to learn mathematics "successfully." The 5 strands and a brief description of each of these components are labeled below. As explained in the content section of this website, to have procedural fluency does not necessarily mean a student must demonstrate conceptual understanding. In order to develop proficiency in mathematics before each new concept I introduce to students, I explain WHY the math procedure is carried out they way it is. For example, I will spend a lesson explaining WHY fractions must have common denominators in order to be added and subtracted. By teaching the reasoning behind a math concept and not just showing students the procedure, students will gain a better understanding of the concept we are focusing on. Eventually, students will have to justify a solution to a problem they are solving through class discussions, in class-assignments and homework. They are constantly reminded to show their work and the strategies they use, to solve any problem they are working on. By integrating the strands of mathematical proficiency into our curriculum, students will be able to understand WHY they are solving a math problem the way they do, and not just memorize the procedure.
What are the 5 strands of mathematical proficiency?
The 5 strands of mathematical proficiency refer to aspects a student must achieve to learn mathematics "successfully." The 5 strands and a brief description of each of these components are labeled below. As explained in the content section of this website, to have procedural fluency does not necessarily mean a student must demonstrate conceptual understanding. In order to develop proficiency in mathematics before each new concept I introduce to students, I explain WHY the math procedure is carried out they way it is. For example, I will spend a lesson explaining WHY fractions must have common denominators in order to be added and subtracted. By teaching the reasoning behind a math concept and not just showing students the procedure, students will gain a better understanding of the concept we are focusing on. Eventually, students will have to justify a solution to a problem they are solving through class discussions, in class-assignments and homework. They are constantly reminded to show their work and the strategies they use, to solve any problem they are working on. By integrating the strands of mathematical proficiency into our curriculum, students will be able to understand WHY they are solving a math problem the way they do, and not just memorize the procedure.
Fast MathFASTT Math is proven to build fluency fast so students can focus on building more rigorous math skills. http://fasttmath.cssu.org:55880/slms/studentaccess/fmng |
Fraction NationFraction Nation is designed to help students with fraction fluency through interactive online games. http://ktadmmath20.katyisd.org:55880/fad/loader/fad_login.html |