See attachment
Respond in 200 words
There are many methodologies for each multiplication and division problem. The method chosen may depend on the assessment design. For example, a timed multiplication test may heavily rely on distributive properties of multiplication, whereas an oral assessment may heavily rely on the base ten blocks. Nevertheless, students should have the freedom to implement unique algorithms. In this segment, Brooke displays an understanding of multiplication and division by applying a unique algorithm.
Reflection: Choose 1 of the following and reflect on your reaction to Brooke and one of the following. Assume a problem-solving environment in your discussion.
Create routines and procedures that allow for students to develop algorithms.
Discuss the type of questions required for students to create algorithms.
Discuss the necessary wait time for students to create algorithms.
Discuss the various environmental factors that are required for students to create algorithms.
Have the students think of appropriate remedial work for students who cannot understand the algorithm for division
Respond to in 150 words
Discuss the necessary wait time for students to create algorithms.I think the wait time for students to develop an algorithm depends on the problem the teacher asks for. In the video, Brooke had to think and take her time to figure it out in her head. As I stated in the discussion last week I am a visual learner so, I would have had to have some paper to write down the problem to show the teacher. It probably would have taken me the same amount of time that it took her but I would have to see it to explain it the way Brooke did. I found it quite amazing and clever how she explained how she did it, and it made sense how she did it in her head. That's how some people do problems, and there are problems that I can figure out in my head, too. The teacher asked how many eggs come in a carton, and she said 12. Then, the teacher asked how many eggs she would have if she had 15 cartons. At first, she stated she would have to multiply 12 times 15, and that's how I was thinking of doing the problem, but I couldn't do it in my head; I had to write it down. I thought it to be clever the way she thought about the clock because there are four 15ths in an hour, which equals 60, and she multiplied that by 3 to get her answer of 180 eggs. When she explained how she solved the problem, I understood better and could see some of her problem-solving concepts in my head. Overall, I think the wait time helps students to think and process the problem in their minds and figure out their response to the problem the way they understand.
