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Math Messages—These are problems, displayed in a manner chosen by the teacher, that students complete before the lesson and then discuss as an opener to the main lesson. Mental Math and Reflexes —These are brief (no longer than 5 min) sessions “…designed to strengthen children's number sense and to review and advance essential basic ...
Pre-assessment should always be evaluated but never with grades (Rice, 2013). Teachers should use checkmarks, symbols and highlighter to help find where the students need the most instruction. These assessments should be used to create teachers lesson plans and help the teacher find the best approach for the new unit.
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students .
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
Number theory is a branch of pure mathematics devoted primarily to the study of the integers and integer-valued functions. German mathematician Carl Friedrich Gauss said, "Mathematics is the queen of the sciences—and number theory is the queen of mathematics." Number theory also studies the natural, or whole, numbers.
The purpose is to cognitively prepare students for the math lesson by having them think about a procedure, strategy or concept used in a prior lesson. Teachers determine what specific previous learning they wish students to recall, based on outcomes desired for that particular lesson. [ 3 ]
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