When teaching mathematics, it is important to give the students an objective so they will see clearly what they are doing. It is also important to use different strategies to show or come up with the objective. This paper will show some examples of this.
One objective is problem solving. Problem solving is a very important part of mathematical learning. It engages students to think and learn different ways of solving problems. Problem solving can be explained in a way that the student understands that it is used by people of all ages every day. Two strategies you could incorporate with problem solving are drawing a diagram, and looking for a pattern. Drawing a diagram provides an easier way for a student to actually see a problem. For example, when doing a geometry problem, drawing a problem out will make it a lot easier for the student to do it. Looking for patterns, another strategy allows the student to see a problem as a previous one such as when figuring out a sequence of numbers.
Another objective as learned in chapter 2 is learning addition, subtraction, and multiplication of whole numbers. This objective would fall under the standard for school mathematics of numbers and operations. It allows the student to understand numbers and their relationship to each other as well as operations and their relationship. Two strategies for teaching this would be a number line model and order of operations. A number line model gives the student the ability to see how to do whole number addition. Order of operations could be taught using "foil- ( first-outside-inside-last.) This allows the student to remember to use the right order every time when doing a problem.
As discussed in chapter 3 an objective would be to teach students whole-number addition and subtraction. In relation to the National Council of Teacher of Mathematics this objective fits under almost all of their objectives.