2020 Math Lesson Plan Template PDF

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Summary

To provide effective mathematics instruction, teachers must be able to choose effective, age-appropriate mathematical tools to meet the learning needs of a diverse student population....

Description

Elementary Mathematics Methods – C109 Part 1: Tools A. Tool 1: Place value pouches chart with Popsicle sticks Use of Tool 1: The place value pouch chart teaches place value and boosts number identification by having learners put the correct number of sticks in the equivalent number pouch. Benefit of Tool 1: Using these place value pouch charts, learners discover place value by using kinesthetic learning when combining piles of sticks to recognize the place value of the digit in their given number place. Challenge of Tool 1: A possible challenge that the pouch chart may pose, is that young learners with reduced fine motor skills may have a hard time to place the sticks into the pouches. Tool 2: Cuisenaire Rods Use of Tool 2: Cuisenaire Rods are a great use in class to aid in teaching addition. Benefit of Tool 2: They offer young learners a visual demonstration of numbers while walk through the concept of addition. Challenge of Tool 2: One difficulty that Cuisenaire rods pose is that it can be challenging to tally them by ones with the rods. This would make it tough for kindergarten aged kids to use with simple addition problems. Tool 3: Dice Use of Tool 3: Dice are useful in teaching learners about addition, subtraction, and place values. The learners can roll a single die or multiple dice and then add, subtract, or compare to other die. Benefit of Tool 3: they are widely accessible in multiple forms and are usable for varied levels of elementary mathematics. Challenge of Tool 3: They can prove to be a safety hazard for younger learners if die are small enough. Tool 4: Fake money

Use of Tool 4: Can be used to teach learners about addition, subtraction, and place values. They also can be sorted by values. Benefit of Tool 4: Easily recognizable to learners of varying levels. This allows for the learners to solidify their understanding of math to the real world. Challenge of Tool 4: Could provide a safety/ choking hazard. It can also be difficult for visually impaired learners.

A. Evaluate four virtual tools that elementary-age learners can use to explore mathematical concepts, including the following for each tool: • One use of the tool to explore mathematical concepts • One specific benefit of using the tool to explore mathematical concepts • One specific challenge of using the tool to explore mathematical concepts • A web link to the identified tool

Virtual Tool 1: Money Pieces App Use of Virtual Tool 1: This App can be used in the classroom by applying virtual money into the lesson. This can support learners learning in the value of coin and paper currency. Benefit of Virtual Tool 1: Using the App will give learners access to an assortment of coins that may not be physically available and it would also avoid the possibility of sharing germs when handling physical currency. Challenge of Virtual Tool 1: Using this App might not deliver hands on manipulatives to create a deeper association for learners with the real world. Web link of Virtual Tool 1: https://apps.mathlearningcenter.org/money-pieces/ Virtual Tool 2: Dice Roller Use of Virtual Tool 2: Virtual Dice can be used in the classroom to be used for addition, subtraction, multiplication, division, and place value. Benefit of Virtual Tool 2: While using the virtual dice learners can assign place values to the different colors and explore adding and subtracting from the dice. Challenge of Virtual Tool 2: One of the possible challenges of using this tool is that learners may veer from the task and instead play with the program, rather than explore the concepts.

Web link of Virtual Tool 2: https://www.teacherled.com/iresources/tools/dice/ Virtual Tool 3: Virtual number line Use of Virtual Tool 3: The number line can be used in the classroom to show a visual representation for addition, subtraction and number value. Benefit of Virtual Tool 3: When using the number line, learners can make connections to the math problems by seeing how the number moves places when added to or subtracted from. Challenge of Virtual Tool 3: When using this virtual tool, learners may erase their findings before making notes, which will make it harder to gauge their understanding. Web link of Virtual Tool 3: https://www.didax.com/apps/number-line/ Virtual Tool 4: Virtual base ten blocks Use of Virtual Tool 4: These blocks can be implemented in the classroom to assist in teaching place values. Benefit of Virtual Tool 4: The base ten blocks can aid learners in conceptualizing place values, by seeing them on the screen and moving them around to be interactive. Challenge of Virtual Tool 4: When using this tool to answer large addition problems, it can take a large amount of time to place all the blocks where they need to be in order to create the problem. Web link of Virtual Tool 4: https://www.didax.com/apps/base-ten-blocks/

Part Two: Lesson Plan C. Using the “WGU Direct Instruction Lesson Plan Template,” create an original elementary-level (K–6) mathematics lesson plan that incorporates a tool from either part A or part B and that includes the following: • One state or national mathematics standard, including the source of the standard, the alphanumeric indicator code, and the written standard • One measurable learning objective that aligns to the standard

Direct Instruction Lesson Plan Template

General Information

Lesson Title: Understanding place value Subject(s): Math

Grade/Level/Setting: 1st Grade.

The classroom is a self-contained Gen. Ed. classroom consisting of twenty-six learners. Out of these 26, 11 are male and 15 are female. 19 learners are at grade level in math (with 2 of these learners being identified as gifted exceptionalities), and 2 learners are ELLs at an intermediate level. 1 learner with a visual impairment. The classroom is set with the desks in 5 rows with 6 desks in each of those rows. The learners be pointed towards the front of the class in order to have a clear view of the Smart Board and white board.

Prerequisite Skills/Prior Knowledge: Learners have some knowledge of two-digit numbers. They have previously

learned that two-digit number represent amounts of tens and ones. They have learned that 10 can be thought of as a bundle of ten ones — called a "ten". They have understanding that numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones and the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones) . Learners understand how to write on the Smart Board.

Standards and Objectives

State/National Academic Standard(s): CCSS.MATH.CONTENT.1.NBT.B.3

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and...