Teaching Strategies Problems Long Division Area Perimeter

Teaching Strategies

Problems Long Division

Area Perimeter and Volume

Ratio Proportion Percentages

Strategic teaching describes an instructional process that focus on student's thinking capabilities and goes well beyond that. Strategic learning is correlated with strategic teaching. A strategic teacher should have an understanding of variables regarding instruction and he is required to be aware of the cognitive requirements of learning like sense of timing and a style of management. He should be a thinker and decision maker while possessing a rich knowledge base and last but not the least he is modeler and mediator of instructions (Montague & Jitendra, 2006; Mccuien, 2011).

Classroom management is another point for strategic teaching, which is considered to be the most important in maintaining an effective teaching environment that the lessons are running smoothly each day. As a teacher, one must encourage and motivate his pupil and it should be of top priorities. It is a key to drive them to reach potential and achieve their future dreams and goals. Motivation is necessary to develop a continuing, improving, interesting and hopefully enjoyable process. Intervention is also an important way for teachers to ensure that all students succeed in today's high stakes testing environment (Archer & Hughes, 2011). Helping students, who are struggling with mathematics to choose appropriate strategy and time for the intervention, are considered in this paper.

Problems Long Division

The methodology of learning long division varies individually some people are better at reading and the arts, whereas some find maths and science easier. When talking about teaching long division few strategies can be utilized to understand long division (Handley, 2010).

Multiplication skills

Before grasping to complete long division questions, one should teach to master their students in multiplication tables, as it is essential for dividing numbers properly (Archer & Hughes, 2011).

Factors

Once a pupil knows his multiplication tables sufficiently, and then comes the concept of factors. Since factors are numbers that multiply together to achieve a certain number, this is a great way to explain about long division questions (Mccuien, 2011).

Pneumonic Devices

Factoring is a multi-step process, and it can be hard to remember what to do first. A student should come up with pneumonic device to help them remember the order of the step like making an acronym that start with the same letter of each step, like Don't Miss Sister's Birth Day or something similar so that it can be remembered easily (Montague & Jitendra, 2006).

1,2,4,8 Divisions

This is technique, which is used to grasp the basic division, multiplication, subtraction and bring down the method of long division. It is also known as double division, in which student multiply the divisor by 1, 2, 4 and 8 and write down the answers and then chooses the closest answer and adds zero to help him determine the actual number (Mccuien, 2011; Archer & Hughes, 2011).

Area Perimeter and Volume

Many students have difficulty in grasping the idea of perimeter and area. The best way to understand the difference between the two while figuring out how to properly calculate each is to have them engage in several different hands-on activities (Handley, 2010; Montague & Jitendra, 2006).

Straw Polygons

Using straws cut into lengths of 2,4 and 6 inches, along with pipe cleaners cut into 2-inch pieces, perimeter can be explore by making polygons with sides of different lengths (Montague & Jitendra, 2006).

Geo-boards

In this activity, students use rubber bands on geo-boards to create shapes with different perimeter that was written on board (Archer & Hughes, 2011; Mccuien, 2011).

Use Math Cube

Once the concept of perimeter is cleared then comes the area. For this purpose, connecting math cubes or building blocks are great ways to create closed shapes that can be use to introduce area (Mccuien, 2011; Montague & Jitendra, 2006).

Ratio Proportion Percentages

In order to solve the problem that involve ratio, rate or proportion student needs to develop an understanding of ratio, and standard conventions are used to write ratios, rates, and the methods of solving such problems. Teachers have used number of representations to guide students in understanding percentages, which includes pie charts, decimal, fraction and different geometric shapes with portion shaded. There are two methods that are commonly used to numerically solve percent problems, the equation/mathematical sentence (4n=12) or using ratio proportion set up (3/5 = ?/100) (Handley, 2010; Archer & Hughes, 2011; Montague & Jitendra, 2006). In order to develop an understanding of ratio, proportion, and percent pupils should be given activities like model situations for example "there are three red chips for every for blue chips. If one have six red chips, how many blue chips do he need?" Or "how many brown candies are there for each green one?," "How many orange candies are there for each yellow on?" Given equivalent ratios, model the proportion using graph paper, stick figure, tables, drawings For percentage calculation shade square in 10x10 grids to show any number per hundred and also give n the partially shaded grid, tell how many per hundred are shaded (Archer & Hughes, 2011; Mccuien, 2011; Montague & Jitendra, 2006).

Intervention is an important way for teachers to ensure themselves that all students have succeeded in given task of the day. Students who are struggling require teachers to choose an appropriate time and strategy for the intervention. Following are the strategies that help to identify students who may benefit from intervention and need of those students (Montague & Jitendra, 2006; Archer & Hughes, 2011; Handley, 2010).

Using formal and Informal Assessments

Teachers should critically examine their students about their mastery of content and their level of information. Assessment should be handled in a way that it will not become overwhelmed. Use informal techniques frequently during regular classes to gauge student understanding. Asking further questions can reveal the focus of student in thinking and reasoning that can help to monitor the student (Handley, 2010; Montague & Jitendra, 2006). For a unit on solving systems of linear in equalities, students should be asked to solve several inequalities as a warm up activity with the help of graphs. Many of the students who are struggling to grasp abstract concepts can be guided by differentiated instructions with help of symbols like using models, manipulative or technology. Considering seating arrangement and placing of students in best location in classroom where they can feel comfortable and it also benefit from a helpful student nearby (Montague & Jitendra, 2006; Archer & Hughes, 2011). Information technology has broadened the concepts of the learning environment and made it possible for learning experiences to be extended beyond the confines of the traditional classroom. Computer literacy is important part of student is learning (Mccuien, 2011; Archer & Hughes, 2011).