![]() ![]() Here are some ideas to help maintain strong understanding: So, I don’t think it has to be one or the other, I just think we need to look at what we are doing and ensure we aren’t robbing students of true understanding. I just want to be sure that I’m accompanying the ‘cute’ with good teaching that doesn’t teach kids tricks for the sake of cute and instead uses the cute to support the deep conceptual learning and rich math language in the classroom. I agree alligator mouths aren’t the best conceptual way to teach this skill, but I’m also a true elementary teacher who likes fun cute things. ![]() It’s most important students understand the concept first, then do what is needed to understand the conventions. The alligator (greater than, less than symbol) is a convention of mathematics. I’m not a fan of the extreme mathematics teachers who can’t see how things like alligators do help students remember which sign is which. Here are some solutions, as I don’t believe we should throw everything out the window. Students are drawing lots of ‘mouths’ but never really stating the inequality or equality statement. Students need to accurately read these statements. This begins to impact future mathematics in algebra and beyond. Our middle and high school teachers are telling us our students come to them only being able to explain if the bigger number is being eaten, but they aren’t able to read and understand equality and inequality statements. How to read the equality/inequality statement 34 > 29 (34 is greater than 29) and 29In relation to area, 34 sq units take up more space than 29 square units.34 ones are more (or greater) than 29 ones.Even more specifically, when using a benchmark number such as 50, we know 34 is closer to 50 and 29 is less close. 29 is LESS than 34 because it is not as ‘far’ on the number line. 34 is farther on the number line than 29.Therefore 34 has more tens, making it GREATER. 34 is three tens and four ones and 29 is two tens and nine ones.When we say that 34 is greater than 29, we want students to truly understand the comparison. swamps, but in terms of mathematical understanding, they aren’t really helping student understanding. They are not as harmful as the real deal in U.S. They are alligators, how harmful could they be? Uggghhhh just that question alone should have you second-guessing their use in the math classroom. It’s one of the many things I’ve since learned may not be as helpful as I thought. This is one of those ‘fun’ ideas I truly felt was helping my students. Add some teeth and voila! Kids can tell which number is bigger because the mouth of the alligator opens to the bigger number….totally harmless, right? The comparisons symbols ‘look’ like alligator mouths. Which is that choice right there.I have taught about alligators eating bigger numbers for years. ![]() But we're dividing by a positive number, so this is going to be l is greater than orĮqual to 14 over three. Greater than or equal to would turn to less than or equal to. If you're dividing by a negative number you would swap the inequality. And if you divide both sides by three, you're not going to change the sign. And then we are going to be left with, we're going to be left with three l on the left-hand side is greater than or equal This six and this sixĪre going to add to zero. And the best way we canĭo that is we can add six. So the first thing we might wanna do, is let's get rid of So let's see what we can do to get just an l on the left-hand side. ![]() They said l on one side,Īnd is greater than or equal to, actually all of these choices are greater than orĮqual to something else. Which of the following bestĭescribes the solutions to the inequality shown above? So it's three times l minus six is greater than or equal to eight. Minus six is greater than or equal to eight. ![]()
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