Processes of learning and the teacher’s words to students

Activities and reactions of students

Things to keep in mind, evaluation and measures (à)

Read the problem  3 , understand what it means, and think of an expression.

Ÿ What is the expression for this?

Ÿ Why should this be addition?

Ÿ Find an expression.

“The expression is 7 + 5.”

Ÿ Give the reason for the expression.

“This should be addition as it is about combining numbers.”

Ÿ Clarify what students understand and make sure that they understand what they are asked to do.

Skill:  Whether the student is able to find a well-grounded expression.
                     (Observation and notebook)

à Help students to understand what the problem statement means by showing them the picture, presenting the statement sentence by sentence, and so on.

Consider how to do the calculation through manipulating arithmetic building blocks and describing the processes in words.

Ÿ Move your blocks as you read the problem statement.

Ÿ Explain aloud how you are doing the calculation.

Ÿ Obtain an answer to 7 + 5 by manipulating arithmetic building blocks.

Ÿ Explain how to do the calculation 7 + 5 in words.

Ÿ Summarize the calculation.

Ÿ Help students to deepen understanding of the addition procedure by getting them to manipulate arithmetic building blocks while reading out the problem statement.

Thinking:  Whether the student thinks of using ten’s complement to do the calculation 7 + 5. (Observation)

à Help students to think of using ten’s complement by reminding them of what they have learned in the previous period.

Ÿ Make students aware that they can break down one addend to make the other addend 10 by getting them to describe what they are doing in words.

Skill:  Whether the student is able to explain how to do addition involving carrying by the calculation method using ten’s complement. (Observation)

à Present students with the words of a girl on Page 80 of the textbook and review the calculation method using ten’s complement.

Consider other addition problems involving carrying while describing the processes in words.

Ÿ Explain aloud how you will do the calculation 6 + 7.

Ÿ Read the statement of the problem  5 and do the calculation while explaining it aloud.

Ÿ Let’s do the exercise
 6 .

Ÿ Confirm the answer by describing how the calculation 6 + 7 has been done in words.

Ÿ Confirm the answer by describing how the calculation 9 + 3 has been done in words.

“9 and 1 make 10, and 10 and 2 make 12.”

Ÿ Do the exercise while describing the calculation processes in words.

Ÿ Help students who do not have adequate understanding with their thinking by getting them to look at and manipulate their arithmetic building blocks.

Knowledge:  Whether the student understands the calculation method in which one addend is broken down and a ten’s complement is formed.
                                                 (Notebook)

à Help students who have difficulty understanding the method by writing on the blackboard, “Add o to 6 to make 10. 10 and r make ¡,” and getting them to consider what numbers should be put in the blanks.

Ÿ Have students consider how to do the calculation in many different problems to allow them to achieve mastery of this method.