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Hello Ella, It’s been a while since we last saw you here, so lets get to it.
For Basic 5 pupils, one of the most straightforward and efficient methods to teach square roots, especially for perfect squares, is the Prime Factorization method. This method is concrete and builds on their prior knowledge of multiplication and division. Here’s a simple way to teach it:
Prime Factorization Method for Square Roots:
Factorization: Begin by having the students factor the number into its prime factors. For example, if finding the square root of 36, the factorization would be 2 x 2 x 3 x 3.
Pair the Factors: Teach the students to pair the prime factors into identical pairs. In the case of 36, the pairs would be (2 x 2) and (3 x 3).
Multiply One from Each Pair: Have the students take one number from each pair and multiply them together. For 36, that would be 2 x 3 = 6.
Result is the Square Root: The result from the multiplication step gives the square root of the original number. So, √36 = 6.
DOWNSIDE TO THIS METHOD; While it is easy to grasp for introduction sake, it is less efficient when working with larger numbers.
If you want you pupils to be able to find square roots of any number regardless of how large very quickly, use Long Division Method . unlike the usual long division method, this one has its own approach with very short steps that any child can memorize and use mentally.
LONG DIVISION METHOD FOR SQUARE ROOTS:
STEP 1. Set Up: Group the digits of the number into pairs from right to left. If there is an odd number of digits, the leftmost group may have only one digit.
STEP 2. Find the Largest Square: Find the largest square smaller than the first leftmost group, and write its square root as the first digit of the result.
STEP 3. Subtract & Bring Down: Subtract the square of the first digit of the result from the first group, and bring down the next group next to the remainder.
STEP 4. Double & Divide: Double the number already found as the square root (ignore any decimal for now). STEP 5. Guess the largest possible digit to put next to it so that when this new number is multiplied by the guessed digit, the product is less than or equal to the subtracted remainder with the next group brought down.
STEP 6. Repeat: Continue this process of subtracting, bringing down the next pair of digits, doubling, and guessing until all pairs of digits have been brought down.
How to Use It:
- Demonstration: Start by demonstrating the method with smaller numbers to help students understand the procedure without getting overwhelmed.
- Guided Practice: Work through several examples together as a class, slowly increasing the difficulty of the numbers.
- Worksheets and Drills: Provide plenty of practice problems to help students get accustomed to the steps and logic of the method.
Advantages:
- Applicable to Any Number: Unlike prime factorization, the long division method can be used for non-perfect squares and does not get overly cumbersome with very large numbers.
- Develops Number Sense: This method helps students develop a deeper understanding of how numbers work together, enhancing their overall number sense.
- Teaching the long division method for square roots can be a bit challenging at first, but with practice, students can become quite proficient. It’s a powerful tool for their mathematical toolkit, especially as they advance in their math education.
Hello, Coursework writing refers to assignments or projects completed as part of a course or program. Examples include essays, research papers, lab reports, presentations, case studies, and practical projects relevant to the subject being studied. These tasks often involve applying learned concepts, conducting research, and presenting findings or analyses in a structured format.
Resumes are concise, usually a page or two, summarizing work experience and skills for job applications. CVs (curriculum vitae) are more comprehensive, detailing academic background, publications, research, and work history, often used in academia or certain professions.
We are still waiting for the image, share the image of the rest of the examples and possibly the heading of the page.
Hey Sam, good evening, I’m here to help. Could you please share the picture as an attachment in a reply?
Hey there, unfortunately the primary 6 first term CCA in the NAPPS Scheme is actually for second term, so you have really been teaching second term’s work. The FCT Abuja scheme has the complete scheme and like I stated in my reply to the OP, the NAPPS scheme is a copy of it. So, download and use the Abuja scheme. You may compare it to see what I’m saying. Thanks for pointing this out, let me know if you find another problem. Here is the link to the primary 6 scheme of work from Abuja : FCT Abuja Primary 6 Scheme of Work Free Download
Hi @debbie I have reviewed your concern, sadly this is so, well for the record the NAPPS Scheme of work is basically or mostly a word for word copy of the Abuja Education Resource Centre Scheme, which is complete, I’ll suggest you download the Abuja FCT scheme for the class level you are working with from the downloads section by following this link: Download Resources
Hello @skills, you haven’t responded to the answers to your question, this question will be marked as closed if there are no further reply in 3 days. We are glad we could help you out, ask a new questions if you need anything else.
Hello Elite, yes of course we do accept guest post as long as it is relevant to our users and website, please note that every guest post will be moderated and reviewed before publishing.
Thanks you.
Welcome, from you question it may seem that this is your first time teaching 9 year-olds.
Well here are a few vital points to note; while you may be considering discipline, You’ll likely notice many behaviors in your tween that are common for their age group. That’s all part of their normal development. 9 year old’s face a variety of issues, ranging from hormonal changes and physical growth to social pressure and increased academic work
They typically exhibit the following behaviors:
- Fluctuating self-esteem
- Increasing awareness of how others perceive them
- Prefer to spend time with friends over family
- Become aware of their academic abilities
- Self-consciousness surrounding their developing bodies
Challenging behaviors can include:
- Becoming angry over seemingly small things
- Questioning and challenging authority
- Becoming argumentative and seeking out loopholes in your rules
- Misbehaving in order to fit in and impress friends
- Thinking they’re able to do everything on their own
Some recommended positive discipline strategies that effectively teach children to manage their behavior and keep them from harm while promoting healthy development includes:
- Show and tell. Teach children right from wrong with calm words and actions. Model behaviors you would like to see in your children.
- Set limits. Have clear and consistent rules your children can follow. Be sure to explain these rules in age-appropriate terms they can understand.
- Give consequences. Calmly and firmly explain the consequences if they don’t behave. For example, tell her that if she does not work with peers she will sit in the class during recess/play break and won’t join her peers in play. Be prepared to follow through right away. Don’t give in by letting her go out to play after few minutes. But remember, never take away something your child truly needs, such as a meal.
- Hear them out. Listening is important. Let your pupil finish the story before helping solve the problem. Watch for times when misbehavior has a pattern, like if your child is feeling jealous. Talk with your child about this rather than just giving consequences.
- Give them your attention. The most powerful tool for effective discipline is attention—to reinforce good behaviors and discourage others. Remember, all children want attention.
- Catch them being good. Children need to know when they do something bad–and when they do something good. Notice good behavior and point it out, praising success and good tries. Be specific (for example, “Wow, you did a good job putting that toy away!”).
- Know when not to respond. As long as your child isn’t doing something dangerous and gets plenty of attention for good behavior, ignoring bad behavior can be an effective way of stopping it. Ignoring bad behavior can also teach children natural consequences of their actions. For example, if the child keeps refusing to write, she will soon realize that her whole academics depend on it and she may fail . If he misuses the swing and damages it, he will not be able to play with it. It will not be long before he learns not misuses the swing.
- Be prepared for trouble. Plan ahead for situations when your child might have trouble behaving. Prepare them for upcoming activities and how you want them to behave.
- Redirect bad behavior. Sometimes children misbehave because they are bored or don’t know any better. Find something else for your child to do.
- Call a time-out. A time-out can be especially useful when a specific rule is broken. This discipline tool works best by warning children they will get a time out if they don’t stop, reminding them what they did wrong in as few words―and with as little emotion―as possible, and removing them from the situation for a pre-set length of time (1 minute per year of age is a good rule of thumb). With children who are at least 3 years old, you can try letting their children lead their own time-out instead of setting a timer. You can just say, “Go to time out and come back when you feel ready and in control.” This strategy, which can help the child learn and practice self-management skills, also works well for older children and teens.
Spanking and Harsh Words are Harmful and Don’t Work. Here’s Why:
The AAP policy statement, “Effective Discipline to Raise Healthy Children,” highlights why it’s important to focus on teaching good behavior rather than punishing bad behavior. Research shows that spanking, slapping and other forms of physical punishment don’t work well to correct a child’s behavior. The same holds true for yelling at or shaming a child. Beyond being ineffective, harsh physical and verbal punishments can also damage a child’s long-term physical and mental health.
- Spanking’s unhealthy cycle. The AAP advises that parents and caregivers should not spank or hit children. Instead of teaching responsibility and self-control, spanking often increases aggression and anger in children. A study of children born in 20 large U.S. cities found that families who used physical punishment got caught in a negative cycle: the more children were spanked, the more they later misbehaved, which prompted more spankings in response. Spanking’s effects may also be felt beyond the parent-child relationship. Because it teaches that causing someone pain is OK if you’re frustrated—even with those you love. Children who are spanked may be more likely to hit others when they don’t get what they want.
- Lasting marks. Physical punishment increases the risk of injury, especially in children under 18 months of age, and may leave other measurable marks on the brain and body. Children who are spanked show higher levels of hormones tied to toxic stress. Physical punishment may also affect brain development. One study found that young adults who were spanked repeatedly had less gray matter, the part of the brain involved with self-control, and performed lower on IQ tests as young adults than the control group.
- Verbal abuse: How words hurt. Yelling at children and using words to cause emotional pain or shame also has been found to be ineffective and harmful. Harsh verbal discipline, even by parents who are otherwise warm and loving, can lead to more misbehavior and mental health problems in children. Research shows that harsh verbal discipline, which becomes more common as children get older, may lead to more behavior problems and symptoms of depression in teens.
I hope this answers your questions?
Sources: Tween Discipline, What’s the best way to discipline my child
Congratulations on you career path and Job.
If you truly wish to stand out from other teachers and be unique, first you have to find out what the vision, mission or motto of the school states. Study and understand it first because every expectations you set should incline towards the vision and mission of the school, these are what is used to define the standards.
Secondly, get acquainted with the schools policies, ground rules and regulations. These are usually created to achieve the visions of the school. Once this is done consider having some friendly chat with the class, remember you are a new teacher and some of them may not open up to you instantly, so be friendly and nice and much as you can and once you feel welcomed, you may start speaking with the children and getting there help in creating the classroom rules. It’s at this point you set up rewards and consequences for following or breaking a rule.
In summary, here are 9 tips for setting expectations for your classroom:
1. Get to know your pupils. Make the effort to memorize their names within the first day or two of class. You may want to consider a seating arrangement to help you with this. Find ways to learn about their background, likes, dislikes, etc. Check in with your students on a regular basis to find out how they’re doing in and outside of class, too.
2. Feedback is important in the classroom so feel free to ask them about their expectations for the teacher! And find out how they think you’re doing and how class is going. Just be sure to make adjustments to your expectations throughout the year, as needed.
3. Let the students know what the rules and expectations are on the first day of class. It would also be wise to communicate your expectations to the school head teacher. Send home a list of the rules for parents to review, sign off on, and return to you.
4. Be sure to model your expectations for the students. Let them see what you expect of them, and provide them with opportunities to practice them.
5. Establish your credibility by showing your enthusiasm and expertise for your subject. Let your students know how excited you are for them to learn in your class. Also, get excited for them when they succeed or grasp a new concept.
6. Your student look up to you as an expert and a genius in the subject field, it would be very embarrassing for you and a let down for them to discover that there are subject problems you can’t solve or answer. So from the first day let them know you are human and fallible (very capable of mistake just as they are ) and prepare ahead of every lesson.
7. Ensure good behavior are consistently rewarded and address negative behavior are addressed. Don’t ignore actions that go against the rules. You need to enforce the rules every day for every student. Their trust and your credibility depends on it.
8. Do not be afraid to improvise, innovate or restructure. You should identify areas that requires this and draw up contingency plans for them, you may speak with the school head if needs be. Your pupils which to come to school every day and learn something new and exciting; that means you have to find new and exciting things or ways to deliver the old ones in a new and exciting way.
9. Don’t set any cap or expectations limit to how much your pupils can achieve, create time for them to practice more if the wish to and encourage self-discovery and research.
And finally remember that faithfulness is what crowns all this effort. You must take extra steps to be faithful with your expectations, keeping to your words and classroom culture.
If you can put a check on these, you and your pupils are bound to stand out.
Hello there,
This is NAPPS Pre-School Scheme of Work, it is concise and covers all the requirement for the National Curriculum. I’m attaching the link to The British Pre-School Scheme in case you want to look into it.
You can download them from the links below for free.
https://headteacher.com.ng/product/preschool-napps-scheme-of-work/
https://headteachers.com.ng/product/british-preschool-scheme-of-work/
Let me know if you need anything else.
Hello Ella, welcome.
Before I answer your question, Most schools have a policy on how much homework is given to pupils and most others are not really regulated, the major reasons why homeworks are assigned to pupils is either as continuous assessment or to enable pupils develops the habit of self-study and research skills but non the less, it should be regulated. Homeworks should not be cumbersome as most kids are already dealing with high level of stress in our modern society, imagine waking up by 5am to prepare for school and getting home by 5am, eating dinner and then straight to homework after what you fall asleep and restart the cycle the next day! Then throw in the fact that these children don’t actually get enough recess time in school to decompress. Homeworks should be succeeding classwork or class activity and should be moderated in a way to give the pupils rest, I would suggest 2 subjects three times a week and the third time is the weekend homework. Also ensure that every homework is preceded by a well taught lesson to reduce the stress of the parent supporting the child at home because most of them work round the clock and that evening or night is the only rest the may have.
Good luck with your class ????
