Monday, January 28, 2013

Week 3-Chelsee



This student was able to answer all of the problems correctly. The big idea to this problem is to see if students know how addition works. I do not feel that this worksheet is the best test to see if students understand the big idea. This assignment does not allow me to see if the students actually understand how addition works. All of the worksheets that we have been presenting to students has been set up in this format. This can cause students to understand addition as a pattern and not actually understanding how addition works. This worksheet is an example of join result unknown. To further students thinking I would present these problems in a sentence and have the students set up the math problem (78+46=__). To further this students thinking I would create 5 to 10 word problems involving 2 digit numbers when added together need regrouping. This would help to create a high level task and allow students to choose their method when solving the problem.

This assignment does allow me to see that my student is able to carry(regroup) into the tens and hundreds place. This tool is something that my MT and I have been working on for awhile now.  The students are very precise when placing the regroupment above the value spot. In past weeks the students were very unorganized and would forget to add in the regrouped number.  We corrected this problem by having the do their math problems on graph paper for a few days.  Although this worksheet does not show the students have a good understanding of the big idea, it does show that they are able to regroup.

1 comment:

  1. Think what other tasks might reveal more about the students understanding of the process of addition. Also note that "How addition works" is probably too vague to be a big idea (it's not a good big idea because it doesn't really help to direct your instruction in any way...What kind of task would you design to see if students know "how addition works"?). But you are correct in your assessment of this task. It's objective is to see if students can do the algorithm; it's not really asking students to think about any substantive or substantial "big idea" or "essential question" of mathematics. What might be a good big idea or essential question that you would want your students to think about (in relation to addition)? What type of task might lead the students towards thinking about this big idea?

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