Maths portfolio misconceptions

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Maths portfolio misconceptions

A formative assessment is given prior to the day of the lesson. Many possible incorrect student answers are provided in the lesson plan with questions to help students work through common misconceptions.

The lesson begins with an introduction, and then students begin the categorization task in small groups. Next, the teacher selects students to share their solutions. Students Maths portfolio misconceptions the use of their prior knowledge to make decisions on the categorization, and then through discussion, they justify, explain, reexamine and revise their understanding of rational and irrational numbers.

At this time the teacher helps correct any remaining misconceptions while guiding the students through a deep mathematical class discussion. Students then get a chance to either update their answers on the initial formative assessment or complete a different assessment to gauge mastery on the topic.

Some strengths of this lesson include its discovery based learning design and the variety of grouping strategies utilized.

This lesson also has excellent suggestions and resources for using the five practices, and all necessary printed materials are provided. This type of formative lesson requires a significant effort by the teacher to prepare questions for each student for the next day.

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The lesson would benefit from the inclusion of expressions with rational exponents so more of the CCSS are included in this lesson. Arithmetic Operations on Polynomials Standards Addressed: Practice with these skills is provided through an interactive and fun game during the first part of the lesson.

Students work with a partner to perform the operations and compete with other pairs. Speed is a component of the game, so computational fluency is strengthened. Most students enjoy low-stakes competition, so this activity should be engaging.

Secondary Education

A graphic organizer is then used to help students summarize the appropriate steps for performing each type of operation. Students utilize the organizer to compare and contrast each methods. Students then learn to determine the first and last term of a complex polynomial so the approximate shape of its graph could be determined without having to simplify the entire expression.

The lesson concludes with a closing activity that could be given in the form of an exit ticket to assess the level of student understanding. Overall this is a well designed lesson. It provides students opportunities to interact and discuss their problem solving strategies, and it suggests extensions for more advanced learners.

This lesson needs to be improved by adding an introduction, and methods for employing the five practices. There are many common misconceptions that should be anticipated and discussed during the lesson. Because there is a lot of vocabulary used in this lesson, some of the misconceptions could be vocabulary related.

A graphic organizer or other note taking method could be added to this lesson to clearly define and differentiate these terms. An activity should be added to give students a chance to sketch at least a few examples so they can connect the application with the concept.

This is a good lesson, and with a few additions it would be very useful for a Math III classroom.

The activity begins by handing out many descriptions of relationships in many formats and have students categorize them individually. The students will then be put in groups where they must agree on categories as well the relationships within those categories.

Once the groups have decided on their organization of their relationships they will be responsible for making a poster representing their conclusions. The posters will then be displayed for the entire class for a gallery walk.Errors and Misconceptions Identifying and Understanding Gaps in Understanding At the start of my inquiry, I focused much of my data collection on gathering student work with evidence of misconceptions.

Self-Assessment by children is essential for learning : Maths — No Problem!

Maths Portfolio (Stellar Numbers) Essay STELLAR NUMBERS In order to develop this mathematics SL portfolio, I will require the use of windows paint and the graphic calculator fxG SD emulator, meaning that I will use screenshots from this software with the intention of demonstrating my work and process of stellar numbers sequences.

The three cornerstones of our approach to teaching and learning at Tallis are: Threshold Concepts, Powerful Knowledge and Habits of Mind.

The Wheel is intended to provide colleagues with an aide memoire for implementing Habits-related strategies in the classroom. This page highlights common misconceptions that people have when understanding concepts. Try your best to answer these questions.

Maths portfolio misconceptions

If you find that you are stuck, click on . Middle School Math and Science The site also features information on hundreds of misconceptions students have about everything from the size of atoms to whether all organisms have DNA.

Also offered are options for managing writing evaluations and a section on portfolio assessment. (NSTA members receive a reduced price.). May 10,  · Maths IA – Exploration Topics September 3, in IB Maths, Real life maths, ToK maths | Tags: british international school phuket, internal investigation, maths exploration, maths IA This is the British International School Phuket’s IB maths exploration (IA) page.

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