Links to Literature: Amanda Bean and the Gator Girls: Writing and Solving Multiplication Stories

2000 ◽  
Vol 6 (5) ◽  
pp. 282-303
Author(s):  
Maryann S. Wickett
Keyword(s):  
Third Grade ◽  
Story Problems ◽  
Grade 3 ◽  
Level Of Understanding

Having children create and solve their own story problems is a valuable activity. It encourages the child to think carefully about and apply a concept to create and solve a problem. In addition, teachers can gain valuable insights into the child's thinking and level of understanding, enabling them to guide students' thinking more effectively. Several curriculum units written for third grade, such as Math by All Means: Multiplication, Grade 3(Burns 1991) and Investigations in Number, Data, and Space (TERC 1995), suggest using this strategy.

The Correlation of Selected Nonmathematical Measures with Mathematics Achievement

1974 ◽  
Vol 5 (1) ◽  
pp. 47-56
Author(s):  
W. George Cathcart
Keyword(s):  
Socioeconomic Status ◽  
Mathematics Achievement ◽  
Grade Level ◽  
Third Grade ◽  
Significant Variable ◽  
Relative Contribution ◽  
Listening Ability ◽  
Achievement In Mathematics ◽  
Grade 3

Most studies that have investigated achievement in mathematics have found that it is correlated with numerous nonmathematical variables. This study examined the relative contribution of intelligence, conservation, socioeconomic status, age, listening ability, vocabulary level, and sex as correlates of mathematics achievement with second- and third-grade pupils. Listening ability and vocabulary levels were significant variables. Intelligence was a significant variable for Grade 3 but not for Grade 2 pupils. Sex and the ability to conserve were not significant at either grade level.

Kids and kin: children's understanding of American kin terms

1976 ◽  
Vol 3 (1) ◽  
pp. 63-80 ◽  
Author(s):  
James C. Chambers ◽  
Nicholas Tavuchis
Keyword(s):  
Nuclear Family ◽  
Extended Family ◽  
Third Grade ◽  
Grade 3

ABSTRACTThis study seeks to explore the defining characteristics of first and third grade children (mean ages 7;0 and 9;1 respectively) in conceptualizing seventeen American kin terms. The data indicate that even when children were able to identify a relationship, they did not all base their identification on the same attributes. Familiarity and experience affected the identification of some terms but did not appear to influence the ability to handle relational aspects. Among Grade 1 children, girls were more proficient than boys. This difference disappeared by Grade 3 where both boys and girls were equally competent and significantly more proficient than the younger children. Finally, in both grades, nuclear family terms were more familiar than extended family terms.

scholarly journals Workshop Guru SDN Melayu 7 Banjarmasin dalam Menyusun Soal Cerita Berbasis Kearifan Lokal untuk Meningkatkan Kemampuan Berpikir Kreatif

2019 ◽  
Vol 5 (1) ◽  
pp. 46-52
Author(s):  
Aminah Ekawati ◽  
Winda Agustina ◽  
Hajjah Rafiah
Keyword(s):  
Group Work ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Stage I ◽  
Stage Ii ◽  
Story Problems ◽  
Active Participant ◽  
Know How ◽  
Level Of Understanding ◽  
Two Stages

SDN Melayu 7 is located in Banjarmasin Tengah and has implemented the 2013 curriculum. There are some problems found from interviews with the principal and some teachers, namely students, are more faced with routine questions and are required to be able to solve problems in the story of the question. While the teacher has difficulty making story questions that are easily understood by students. This activity aims to prepare teachers to know how to arrange story problems based on local wisdom in South Kalimantan to improve creative thinking skills. The approach used is active participant learning. The activity is divided into two stages, and stage I is focused on the question of story problems based on local wisdom in South Kalimantan, while in stage II, it is focused on the question of story problems based on local wisdom that can improve the ability to think creatively. To measure the success of each stage, an understanding questionnaire was given, and the work of the participant groups were seen. The activity is said to be successful if the average questionnaire comprehension is at least 75%. The results of the activity showed the level of understanding of the participants reached 93.61% in stage I and 91.94% in stage II. Also seen from the results of group work it can be concluded that participants can understand well the explanations given by the speakers.

scholarly journals Analysis of Algebra Content in Mathematics Books in the Third Grade to the Fifth Grade in Jordan in Light of the Standards of the American National Council of Mathematics Teachers

2019 ◽  
Vol 13 (9) ◽  
pp. 1
Author(s):  
Hamzeh Ahmad Abd-Alrohman Alqiam
Keyword(s):  
Mathematics Teachers ◽  
Third Grade ◽  
Fifth Grade ◽  
National Council ◽  
The Third ◽  
Basic Stage ◽  
Analysis Of Change ◽  
Level Of Understanding ◽  
Academic Year ◽  
Descriptive Method

This study aimed at analyzing the content of algebra in mathematics books in the third grade to the fifth grade in Jordan in light of the standards of the National Council of Mathematics Teachers (NCTM, 2000), In all aspects of the study for the academic year (2018/2019). The sample of the study included the axis of algebra in each book of this stage. To achieve this, the descriptive method was used through the method of content analysis. Lycartes averages. The highest scores in the third, fourth and fifth grade textbooks were for the criterion of analysis of change in different environments (1.84), while the lowest level of understanding of relations, patterns and functions was (0.90) And the use of mathematical models between these two grades. In light of these results, the researcher recommends that the criteria for the content of algebra should be considered in the basic stage books in the third, fourth and fifth grades.

scholarly journals The Effectiveness of Animation Video to Improve The Student’s Learning Interest in Thematic Lesson In The Third Grade of Girimulyo Elementary School In 2020/2021

2020 ◽  
Vol 3 (3) ◽  
pp. 1049
Author(s):  
Siti Anifah
Keyword(s):  
Elementary School ◽  
Third Grade ◽  
The Third ◽  
Evaluation Test ◽  
The Subject ◽  
Grade 3 ◽  
Learning Interest ◽  
Thematic Learning ◽  
Development Of Students

<em>The purpose of this study was to increase students' interest in learning in sub-theme 4, the subject of changes in the form of objects around me in class 3 at Girimulyo Elementary School in 2020/2021. This type of research is the Classroom Piercing Research (PTK) which is carried out in 2 cycles. The stages of each cycle are planning, implementing, observing and reflecting. The author makes observations and provides an evaluation test in each cycle to determine the development of students. In cycle 1, students who scored above the KKM reached 70%. After the improvement was carried out in cycle 2, the scores of students who reached the KKM were 93%. This result shows that video animation can increase students' interest in learning in Thematic learning for grade 3 SDN Girimulyo.</em>

Teacher to Teacher: Making Story Problems Relevant

1994 ◽  
Vol 41 (9) ◽  
pp. 526-527
Author(s):  
Paula J. Maddon
Keyword(s):  
Third Grade ◽  
Story Problems ◽  
Familiar Form ◽  
Mathematics Problem

My third-grade class struggled with understanding “story” problems—that is, mathematics problem written in sentences— until one day I decided to put problems into a familiar form, making them relevant to children's lives.

The Effects of Instruction in Sentential Logic on Selected Abilities of Second- and Third-Grade Children

1977 ◽  
Vol 8 (2) ◽  
pp. 88-96
Author(s):  
Robert L. McGinty
Keyword(s):  
Analysis Of Variance ◽  
Grade Level ◽  
Class Size ◽  
Third Grade ◽  
Second Grade ◽  
Positive Effects ◽  
Sentential Logic ◽  
Different Types ◽  
Grade 3 ◽  
Types Of Instruction

The main purpose of the study was to determine the effect of different types of instruction on the logical abilities of children. Sixteen classes, eight Grade 2 and eight Grade 3, were randomly assigned to four treatments (three experimental and one control)--two classes per treatment at each grade level. Class size was 25. The instruction in logic was provided once a week, approximately 50 minutes, for 13 weeks. The analysis of variance from three different posttests indicated that instruction has positive effects on certain logical abilities (p = .05). It would appear that children could profit by such instruction as early as the second grade.

A Cross-Cultural Item-Analysis of Bender-Gestalt Protocols Administered to Ghetto and Suburban Children

1971 ◽  
Vol 33 (3) ◽  
pp. 791-796 ◽  
Author(s):  
Robert T. Snyder ◽  
Stephen P. Holowenzak ◽  
Norma Hoffman
Keyword(s):  
First Graders ◽  
Item Analysis ◽  
Cross Cultural ◽  
Third Grade ◽  
Developmental Sequence ◽  
Cultural Backgrounds ◽  
Disadvantaged Children ◽  
The Third ◽  
Grade 3 ◽  
Culturally Disadvantaged

The Bender-Gestalt (Bender) designs were administered to 325 third-grade Ss of diverse cultural backgrounds and the Koppitz scoring system was applied to determine Ss' visual-perceptual-motor reproduction “errors.” Two comparisons were made: the first, between 654 first graders previously studied and the third-grade Ss considered in this study; the second, between the two third-grade groups. In this study, it is shown that: difficulty in reproducing Bender designs accurately tends to diminish from Grade 1 to Grade 3 but remains a problem in perceptual-visual maturation for culturally disadvantaged children. Additionally, there is a different developmental sequence for the two groups and certain visual-perceptual-motor reproduction tasks continue to be difficult for one group whereas others do not.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Effective Collaboration at Central Elementary School

1992 ◽  
Vol 23 (4) ◽  
pp. 367-368 ◽  
Author(s):  
Jennifer Chisler Borsch ◽  
Ruth Oaks
Keyword(s):  
Elementary School ◽  
Communication Skills ◽  
Third Grade ◽  
Collaborative Effort ◽  
Speech Language Pathologist ◽  
Grade Teacher ◽  
Effective Collaboration

This article discusses a collaborative effort between a speech-language pathologist and a regular third grade teacher. The overall goal of the collaboration was to improve communication skills of students throughout the school. The factors that contributed to making the collaboration a success are discussed.

Sign in / Sign up

Export Citation Format

Share Document