Journal entries from my math methods course.

Discussion Questions

Examine your own regions curriculum document. What are the

learning expectations for number for children in kindergarten
to grade 2? Compare these expectations with ideas presented
in this chapter. What ideas are stressed? Did anything surprise
you?

The learning expectations are similar to those in this chapter. Children are
expected to skip count by 2s, 5, and 10s, count on from a number, count by
ones from a given number and count forwards and backwards. Children are
also expected to count using coins. This last expectation surprised me since
money is an abstract concept. Students must first learn to associate the
corresponding worth of each coin to the coins presented in a math problem.
This could serve to be problematic at first since children at this stage have
only learned to count objects based on how many objects there are. Now,
objects have different quantities associated with them, penny being one,
nickel being five, and a dime being ten. Children have been learning using
singular manipulatives to this point, so adding this concept of coins being
worth more than others may be confusing to children in the beginning.
However, this is an important skill since children will eventually be using
money in the real world.

Youve noticed that a student you are working with is counting

objects with an accurate sequence of numbers words, but is

not attaching a number to each object. Therefore, the

students final count is inconsistent and inaccurate. What
would you plan to help this student develop a better grasp of
one-to-one correspondence?
There a couple of strategies I might use to help this child with one-to-one
correspondence. The first strategy would be to have a set of flash cards with
the corresponding number. As the student counts the object, the flash card
with the correct number could be located underneath that object so the
student could associate the number with the object. Another strategy would
be to use a calculator or counter. As the student counts each object, have
them record the number on the calculator or counter so they are associating
that number with the object in the sequence.

Explore a web-based program for drilling basic facts. What

features does the program have that are good? Not so good?
How would you use such programs in a classroom with only
one or two available computers? How would you differentiate it
to address those who are working on different fact strategies?

This article contains web-based programs of basic math facts and other
subjects: https://jr.brainpop.com/
This program has simple math equations that student can interact with. I
found that students would become highly engaged in the content once they

were able to use this sort of program before exploring the concepts in real
life. In terms of limitations in technology, if there were only 2 computers in
the class, the teacher could simply pose questions during whole group
instruction. Students can share ideas with the class as to what they think the
answer would be. The teacher would use the answer on the website to see if
it would be correct or not.

What is the importance of mental mathematics and

computational estimation for daily living? What are the
advantages of being able to estimate in public situations and
settings?

Mental mathematics aids in the every math concept that we use in a real life
context. We use math to count money when we buy groceries from the store,
or we use mental math to count our hours weve worked during the week.
We use mental math while playing sports to add up scores to determine who
defeats who. The advantage of being able to estimate in public situation
shows your competency with being able to perform simple math problems
without the use of a calculator or other device that people tend to depend
upon. This is especially true with the use of cell phones. Most of these device
come equipped with a ready to use calculator, making them easy and
convenient, which hampers our ability to use our mental math skills.

Science Observation Journal

The following images depict graphs that I created in a project that we
completed as part of my Elementary science course. The first photograph
shows a line graph, which compares two different sets of temperatures over
a span of 15 days. I gathered the data from a thermometer outside of Brian
Mulroney Hall on the STU campus, as well as from theweathernetwork.com.

In this second photograph, I chose to use a bar graph to show the different
quantities and types of garbage I found in the habitat we were investigating.
This kind of graph gives a good representation of the type of data I collected.

For this final illustration, we had to map the area we were studying, and
measure the total area using length X width. I found this activity easy, and
found that it would easily be translated into a classroom activity.

Cool websites and videos!

http://www.aplusmath.com/

This website provides a ton of cool and interactive games to help students
with their math skills. There are also worksheets, digital flashcards, and
videos!
http://www.coolmath-games.com/
This is another cool and fun interactive filled with information on various
topics in mathematics.
A YouTube video for decimals: