MATHEMATICAL

CONCEPTS

Ms. Humaidha – BAELT,TEFL,TKT

 Introduction
 According to the National Association for the Education of Young
Children, children's knowledge of math skills "predicts their math
achievement for later years." Using different activities that allow
children to use and develop math skills develops strong logic and
reasoning skills in children. Teaching math skills to elementary and
primary level students should be done using multiple teaching
strategies to optimize student learning.
 . All children are viewed as having an ability to solve mathematical
problems, make sense of the world using mathematics, and
communicate their mathematical thinking. This shift in perspective
demands a change in pedagogy – in particular it puts the teaching-
learning relationship at the heart of mathematics.
Mathematical concepts
 A mathematical concept is a general idea behind an equation, problem
or formula in math. In contrast to a math fact, which must be committed to
memory, a math concept explains why math works in a certain way.
 A student who understands mathematical concepts advances to a higher
level of learning involving abstract thinking. Understanding math concepts
often negates the need to memorize answers to problems. Mathematicians
use abstract thinking to formulate new theories, which they test by
mathematical proof. Mathematical practices such as counting and
measurement developed from initial abstraction and logical thinking. Math
arises from thinking abstractly about many kinds of practical problems in
disciplines such as architecture, astronomy and business
What skills be improved by learning
mathematics?
Skills that will be improved by learning
mathematics
 Time management
 Critical thinking
 Improve thinking capability
 Problem solving skills
 Logical thinking
 Abstract thinking
 Identifying
 The six Principles address teaching Mathematics

 Equity. Excellence in mathematics education requires equity—high expectations and

strong support for all students.
 Curriculum. A curriculum is more than a collection of activities: it must be coherent,
focused on important mathematics, and well articulated across the grades
 Teaching. Effective mathematics teaching requires understanding what students know
and need to learn and then challenging and supporting them to learn it well.
 Learning. Students must learn mathematics with understanding, actively building new
knowledge from experience and prior knowledge.
 Assessment. Assessment should support the learning of important mathematics and
furnish useful information to both teachers and students.
 Technology. Technology is essential in teaching and learning mathematics; it influences
the mathematics that is taught and enhances students' learning.
Process Standards in learning Mathematics
 Conceptual understanding
 problem-solving skills
 communication skills
 connection skills
 reasoning skills
 representation skills.
 In this activity, students are given
Conceptual understanding a mathematical statement
(usually an untrue statement) and
asked to prove if it is true or not.
Students can use words, symbols,
or pictures to justify their
thinking. By doing this, students
are pushed to think how related
concepts might help prove their
thinking.

Here is an example of a 2nd

grade proof for the statement
10-5=7. You can see how
students show their
understanding of addition in
relation to the subtraction
problem.
 Problem-solving skills

Word problems require problem

solving strategies. And more than
anything, word problems require
decoding, eliminating extra
information, and opportunities for
students to solve for something that
the question is not asking for
 Communication skills
 Communication is a key part of students’ learning. The communication skills that students
learn now can benefit them in the future. According to the National Council of Teacher of
Mathematics (NTCM), “Changes in the workplace increasingly demand teamwork,
collaboration, and communication” (NCTM, 2000, p. 348).
 Students need to be able to communicate with their teachers and their peers.
Understanding vocabulary can help to become better communicators.. One way to do this
is by asking open-ended questions. “Teachers can stimulate students’ growth of
mathematical knowledge through the ways they ask and respond to questions” (Piccolo,
Harbaugh, Carter, Capraro, & Capraro, 2008, p. 380).
 According to NCTM (2000), “Teachers must help students clarify their statements, focus
carefully on problem conditions and mathematical explanations, and refine their ideas” (p.
351). The more comfortable they are, the more they may be willing to communicate.
“Teachers are encouraged to provide opportunities for students to discuss their ideas about
mathematics and to listen closely to what students say” (Sherin, 2000, p. 122). It is
important to listen to students when they communicate so they can be encouraged and
helped in their task of solving mathematical problems.
 Connection skills

 Mathematical connection is an ability

that must be built and studied, because
with good mathematical connection
ability will help students to be able to
know the relationship of various concepts
in mathematics and apply mathematics in
everyday life. With mathematical
connection ability students will feel the
benefits of learning mathematics, and
the students' understanding of the
concepts they learn will last longer
Reasoning skills
 Representation skills.

The process of
representation includes . The models can be used to
using models to organize, “show” math, through the use of
record, and communicate manipulative materials,
mathematical ideas, as well diagrams, graphical displays,
as selecting, applying, and and symbolic expressions.
translating these models to
solve problems and
interpret mathematics
Suggest some strategies to teach mathematics
Strategies of teaching Mathematics
 Engage the students in math activities such as sorting, organizing,
patterning, mapping and making pictures or drawing to find the
answers to math problems.
 Provide materials to enhance math discoveries. Math manipulatives,
number lines, the hundreds chart and play money give students
tangible items they can use to make connections to their math skills.
 Introduce one math concept in several different ways, demonstrate it
to the class, allow the children to work in pairs on problems, and
have them engage in math games or activities related to the
concept.
Strategies of teaching Mathematics
 Ask children to explain their thinking process. Have them explain in their
own words how they came to the answer, or they can show you using
manipulative or drawings.
 Encourage children to make connections between math they know and new
concepts. Ask questions guiding children to make their discoveries about
mathematical concepts. Have the children predict the answer based on
what they know, then have them work out the problem to find out if they
were right. For example, in a subtraction problem, they can predict the
answer will be lower than the top number.
 Support the students in building math skills by encouraging them to ask
questions and use reasoning skills.
Content Standards each encompass specific
expectations

 Number & Operations

 Algebra
 Geometry
 Measurement
 Data Analysis & Probability
 Understand meanings of operations and
how they relate to one another
Pre-K–2 Expectations:

In pre-K through grade 2 each and every student should–

•understand various meanings of addition and subtraction of whole numbers and

the relationship between the two operations;

•understand the effects of adding and subtracting whole numbers;

•understand situations that entail multiplication and division, such as equal

groupings of objects and sharing equally.
Grades 3–5 Expectations:

In grades 3–5 each and every student should–

understand various meanings of multiplication and division;

understand the effects of multiplying and dividing whole numbers;

identify and use relationships between operations, such as division as the inverse of
multiplication, to solve problems;

understand and use properties of operations, such as the distributive of multiplication

over addition.
Create a Lesson Plan to teach addition
 Lesson- Addition
 Grade- Early years / Grade 1 / Grade 2
 Introduction-
 Learning Objectives;
 Materials and preparation;
 Steps
 Assessment
 Lesson Plan
Lesson-Art Subtraction
Grade-First Grade
Introduction of the lesson-Practice subtraction with art! Help early learners grasp the concept
of "taking away" using drawings. This lesson helps students work toward subtraction with
numerals, and the mastery of simple shapes.

Learning Objectives; Students will be able to solve subtraction number sentences using art.

Materials and preparation;

Plain white paper
Sharp pencils
Scissors
Halved colored construction paper

Key terms ;
Number, sentence, subtraction
Introduction (5 minutes)
Gather students together at a table or in a group area. Students will work individually
on this project, but will be in a group setting. Discuss simple shapes with your class.
Request that students list off shapes they know, including circle, triangle, rectangle, and
square.

Explicit Instruction/Teacher modeling (10 minutes)

Draw or project simple shapes on the board, so the whole class can see them. Explain
that today students will be using shapes to draw out a number sentence that focuses on
subtraction. Define a number sentence as a math problem that uses numbers and
symbols to write out a mathematical operation, such as subtraction. Remind your class
that subtraction means to take one number or amount away from another. Give your
class an example of a subtraction number sentence. For example: 25 squares minus 10
squares is 15 squares. On the board, write out the number sentence: 25 - 10 = 15.
Guided Practice (20 minutes)
Give each student a sheet of plain white paper. Have them draw small shapes (about the
size of a dime) on the paper with a pencil. There is no limit to how many shapes, though
starting out with 20 or less will make this learning experience easier to grasp. Instruct your
students to trace one of their hands on a piece of colored construction paper and cut it out.
Have each student count the shapes on their white piece of paper. Tell your class to cover
the shapes with their hand print cutouts, and guess how many shapes are under the paper
hand. Afterward, have them count the shapes under the paper hand.

Independent working time (15 minutes)

Encourage students to create a subtraction number sentence based on the exercise they just
completed. For example, if one student started with 15 triangles, and then covered up 5
triangles, he would have 10 triangles left over. The number sentence for this equation would
be: 15 - 5 = 10. Ask each student to write out their number sentence, or equation, in
sentence format. For example: I had 15 triangles. I covered up 5 triangles. There were 10
triangles left over. Have each student complete at least three number sentences.
Related books and/or media GAME:
Subtraction Ski Race GAME: Subtraction Pizza Party

Differentiation Enrichment: Students who need more of a challenge may draw more
shapes to create more difficult number sentences. They can also write out a written
explanation of their number sentences.

Support: Those who need extra help may stick with 20 shapes or less, depending on the
student's level. Using physical manipulatives instead of drawings may also be more
effective in grasping this concept.

Assessment (10 minutes) Assessment will be made through observations of the student's
number sentences.

Review and closing (5 minutes) When all students have completed their number
sentences, have some of the students share them with the rest of the class.
Understand patterns, relations, and functions
Pre-K–2 Expectations:

In pre-K through grade 2 each and every student should–

sort, classify, and order objects by size, number, and other properties;

recognize, describe, and extend patterns such as sequences of sounds and shapes
or simple numeric patterns and translate from one representation to another;

analyze how both repeating and growing patterns are generated.

Grades 3–5 Expectations:
In grades 3–5 each and every student should–

describe, extend, and make generalizations about geometric and numeric

patterns;

represent and analyze patterns and functions, using words, tables, and graphs.
Grades 6–8 Expectations:
In grades 6–8 each and every student should–

represent, analyze, and generalize a variety of patterns with tables, graphs,

words, and, when possible, symbolic rules;

relate and compare different forms of representation for a relationship;

identify functions as linear or nonlinear and contrast their properties from tables,
graphs, or equations.
Create a Lesson Plan to teach graphs/Fraction

 Lesson-
 Grade- Grade 6
 Introduction-
 Learning Objectives;
 Materials and preparation;
 Steps
 Assessment
Topic: Fraction
Grade: 6
Objectives & Outcomes
Students will be able to calculate fractions from a set of objects, convert fractions to
decimals and percent’s, develop a graph based on their individual information and
compare/contrast it with others in their cooperative groups
Materials Needed
bingo chips
large paper for chart making, 3
9″ x 12″ drawing paper
box of TRIX
small handful of TRIX in a ziplock for each student
compasses
pencils
colored pencils
markers
crayons
Procedure
Opening to Lesson
Review prior information- Students should be familiar with what a fraction, a decimal,
and a percent are and why and how we use them. They have had prior experience
composing fractions from sets of data.
Body of Lesson
Direct Teaching
Teacher uses magnetic bingo chips (5 blue, 3 red, 4 purple) to illustrate how to find a
fraction. Example: 3/12 are red.
Then, using a chart, the teacher leads the students through the process of finding the
equivalent decimal and percent for each color.
To find the equivalent decimal the student is shown (on the overhead calculator) how to
divide the numerator by the denominator. If a more advanced calculator is available,
the teacher could show how to use the fraction to decimal function key.
Guided Practice 1
Teacher states that it is time for the students to show their knowledge of this process.
Teacher states that the TRIX are needed for the whole activity. So, students are not to
enjoy them until they are told to do so. Pass out TRIX supplies and paper.
Students will sort their TRIX by color, tally them, and total them on the handout.
Students will then write the number of orange TRIX (numerator) over the number of total
TRIX (denominator) to produce the fraction of orange TRIX. They will then calculate the
decimal and percent of each
The students will repeat the procedure with their red, blue, green, purple and yellow
TRIX.
While the students are working on their individual sets of TRIX’s, they may ask a group
member for help if needed, and the teacher is circulating and checking for
understanding.
Guided Practice 2
When students have completed their tables, the teacher once again calls their attention
to the earlier presentation with the bingo chips. The teacher shows them that the
decimals found with all the colors should add up to near 1. Students add their decimals
and write down the sum. Have students brainstorm why they might not have gotten 1
exactly. (ex: Did they round any of their decimals?)
Again, call the class’ attention to the percent line of the bingo chip table. Add the
percents up on the overhead calculator. The sum should be 100%. Have students
calculate their total percentages. What did they get? Discuss why/why not they might
have gotten 98% or 101%. Discuss how it is related to their answer with the decimals.
Independent Practice
Now students are ready to proceed with the graph. Teacher asks that they make a
circle, using a compass for each color of their Trixs on a sheet of drawing paper
Now that their circles are complete, the students will use rulers to draw 3 straight lines in
the middle of their circles. For example, one might draw a line in the upper third. Then,
draw a straight line in the middle of the circle. And then the lower third of the circle. Do
this for every the circle representing all of the colors.
The student has now drawn a graph. Have each student label the sections with the color
and the fraction, decimal and percentage.
Students may now add a title and color in their graphs. They may also eat their TRIX at
this stage "to give them energy."
Closing
When completed, have students in cooperative groups discuss their graphs and come up
with a list of ten statements comparing their graphs. (Ex: Tony has over 50% red TRIX
and Sam only has 10% red). They write these on a piece of chart paper and then share
with the class in a short presentation.
Hang the charts and graphs for all to see.
Assessment & Evaluation
Through guided questions, close monitoring and informal observation; the teacher will be
able to assess student’s ability and understanding of the subject being introduced. Through
individually assessing during independent practice and reviewing during guided practice
the teacher will be able to evaluate students.

Modification & Differentiation

Students may work in groups or individually in order to complete their assignments. In
order to accommodate for all students, allow extra time to review for lower students and
extra worksheets to occupy the time of advanced students.
Understand numbers, ways of representing
numbers, relationships among numbers,
and number systems
Pre-K–2 Expectations:
In pre-K through grade 2 each and every student should–

count with understanding and recognize "how many" in sets of objects;

use multiple models to develop initial understandings of place value and the base-ten
number system;

develop understanding of the relative position and magnitude of whole numbers and of
ordinal and cardinal numbers and their connections;

develop a sense of whole numbers and represent and use them in flexible ways, including
relating, composing, and decomposing numbers;

connect number words and numerals to the quantities they represent, using various physical
models and representations;

understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2.
Grades 3–5 Expectations:
In grades 3–5 each and every student should–

understand the place-value structure of the base-ten number system and be able to
represent and compare whole numbers and decimals;

recognize equivalent representations for the same number and generate them by
decomposing and composing numbers;

develop understanding of fractions as parts of unit wholes, as parts of a collection, as

locations on number lines, and as divisions of whole numbers;

use models, benchmarks, and equivalent forms to judge the size of fractions;

recognize and generate equivalent forms of commonly used fractions, decimals, and percents;

explore numbers less than 0 by extending the number line and through familiar applications;
describe classes of numbers according to characteristics such as the nature of their factors.
Create a Lesson Plan to teach fractions
 Lesson-
 Grade- Grade 4
 Introduction-
 Learning Objectives;
 Materials and preparation;
 Steps
 Assessment
Thank you!
Reach the lecturer for any clarifications
fathimahumaidha@gmail.com