Week 3 Reflection

How does the information and the tasks presented in chapter two connect to the videos of lessons you viewed as part of challenge 5?

There were numerous tasks that were presented in chapter 2 that related to the videos from challenge 5. Both talked about ten-frames and using "quick images," meaning the teacher flashed the ten-frame for a few seconds and asked the children what they saw. Using the ten-frame strategy, both also talked about the importance of having the children explain how they found their answers and allowing them to discuss different ways to reach the number that was shown on the ten-frame so they can learn from each other. Another thing that was similar between the videos and the chapter in the book was part-part-whole relationships. In the book, the activities had to do with creating 2 parts (groups) of a certain number, meaning that the children would be breaking a whole number into parts. In the video, the teacher was playing a version of "Simon Says" with the children and had them put up a certain number of fingers on each hand and then think about how many fingers they were holding up altogether. This showed parts because the children had separate numbers on each hand (2 numbers, 2 sets) even though they were adding them rather than splitting them. The Double Decker Bus video also demonstrated part-part-relationships in this same way. This video discussed more the process of changing the parts to equal the same whole number, changing between 3 & 0, 2 & 1, 1 & 2, and 0 & 3.

What task (activity) in chapter two was most interesting to you? Why?

From chapter 2, “Build it In Parts,” “Patterns on the Hundreds Chart” and “Is It Reasonable?” were 3 activities that I really liked.

• “Build It In Parts” allows children to use a hands-on problem solving approach and helps them move towards an understanding of numbers as multiple parts instead of a whole. They love using manipulatives so it will be a fun activity for them and will allow them to figure out parts on their own or talk it through with a classmate. There are numerous possibilities of parts to split numbers into so there really is no wrong answer as long as everything equals the main focus number, so this activity is very encouraging for children because they have so many opportunities to get a correct answer.
• Patterns on the Hundreds Chart” is an important activity to do with the class because it helps them recognize patterns while they are learning and practicing their numbers from 1 to 100. They also get a chance to explain their findings, telling what their pattern is, how they found it, and why they think it is important. They will be able to listen to their classmates’ findings as well and learn about other patterns in the chart that they might not have seen, which are all beneficial to helping them subconsciously (or maybe even consciously) learn and retain their numbers between 1 and 100.
• "Is It Reasonable?" allows children to relate and make personal connections with math, which we know will encourage and help develop a better understanding of math. This activity lets the students be silly and have fun while still making them think logically. For example, asking the class, "Could a puppy dog be 10 feet tall?" is obviously not reasonable and the students would most likely laugh at this question, but following it with, "Could a school be 10 feet tall?" would be relevant to them and would be true, allowing them to get an idea of how big/how much ten feet is.