Personal Learning Path

Personal Objective: Sixth graders have prior knowledge of geometry from previous mathematics courses. When geometry is discussed in their current classroom, they are expected to make a connection between prior and current knowledge. This week's blog will focus on helping students link prior knowledge and newly acquired knowledge. Common Core Standard: Sixth Grade: 6.G.A Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. Activity: K-5 Learning: Other Resources: Math Antics: Khan Academy: Teachers Pay Teachers: Discussion Question Provided by CK12.org: If you connect the midpoints on each side of a parallelogram to form a figure, can you find the area of the new quadrilateral? How? Reflection: Students will be entering their mathematics classroom

Personal Objective: This week's entry will focus on introducing a coordinate plane to fifth graders. Coordinate plans are useful for interpreting graphs. Common Core Standard: Fifth Grade: 5.G.A Graph points on the coordinate plane to solve real-world and mathematical problems. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x -axis and x -coordinate, y -axis and y -coordinate). Represent real world and mathematical problems by graphing points in the first quadran

Personal Objective: My topic this week is introducing conversions to fourth-grade students. Conversions are closely related to proportions and can be a troubling topic for students. For students to comprehend the S.I or metric system students need to understand the powers of ten. Common Core Standard: Fourth Grade: 4.MD Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 1. Know relative sizes of measurement units within one system of units including km, m, cm, kg, g; lb, oz.; l, m; hr, min, sec. Within a single system of measurements, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. Activity: Education.com: K5 Learning: Other Resources: Khan Academy: https://www.khanacademy.org/commoncore/grade-4-MD Class K12: https://www.classk12.com/practice/grade-4-math/5 BrainSTEM: Math Antics: Reflection: The Edu

Personal Objective: For this week post, I wanted to find supporting materials to aide fourth graders comprehension of fractions and not just skate by. Students can find fractions difficult because fractions contain their own set of rules. Common Core Standard: Fourth Grade: 4.NF Extend understanding of fraction equivalence and ordering. 1. Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b)  by using visual fraction models, with attention to how the number and size of parts differ even though the to fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 2. Compare two frications with different numerators,  e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparison with symbols >, =, or <, and justify the conclusions, e.g., by using

Personal Objective: This week I wanted to build on multiplication. The Common Core Standards requires fourth graders to be able to multiply one and up to four digits as well as multiply two by two digits. Multiplying larger digits can be intimidating to students so I would like to focus on techniques that would encourage students. Common Core Standard: Fourth Grade 4.NBT.B.5 5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.  Activity: Education.com Other Resources: Long Multiplication Song Khan Academy Reflection: Multiplying with more than one digit can be challenging for students especially if they do not have a good multiplication foundation. As teachers, it is our responsibility to aid students in finding the best a

Personal Objective: This week I wanted to focus on ways to introduce division to third graders. Common Core Standard: Grade 3: 3OA 2. Interpret whole-number quotients of whole numbers. 3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers.  Activity: K5 Learning Worksheet Other Resources: Division Mitten From Teachers Pay Teachers McCarthy Math Academy: Division Song Reflection: I found two helpful K5 learning worksheets that addressed the CommonCore standards. While tutoring, I found the division mitten puzzle very useful. My student was struggling with understanding division. The division mitten required the student to be able to understand division in order t