C109-2 - TASK2 PDF

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TASK2...

Description

Math Methods Performance Assessment A. Evaluate four hands-on tools that elementary-age students can use to explore mathematical concepts, including the following for each tool:

Tool 1: Base ten blocks Use/Application of Hands-on Tool 1: Base ten blocks can be used to compose and decompose numbers. Benefit of Hands-on Tool 1: Base ten blocks help students to visualize the concept of place value. Challenge of Hands-on Tool 1: Base ten blocks only go up to thousands. Tool 2: Pattern blocks Use/Application of Hands-on Tool 2: Pattern blocks teach students fractions. Benefit of Hands-on Tool 2: Pattern blocks help students visualize how many parts make a whole. Challenge of Hands-on Tool 2: Pattern blocks can only be used to teach so many certain fraction parts. Tool 3: Counting bears Use/Application of Hands-on Tool 3: Counting bears can be used to teach basic math skills to lower elementary level students. Benefit of Hands-on Tool 3: The counting bears provide a fun way for young students to practice counting and grouping concepts, which is good for concrete thinkers. Challenge of Hands-on Tool 3: A challenge of the counting bears is that students tend to look at them as toys rather than tools to use and they become distracted easily. Tool 4: Unifix cubes Use/Application of Hands-on Tool 4: Unifix cubes can be used to teach students counting, addition, and subtraction. Benefit of Hands-on Tool 4: Unifix cubes can be used for multiple concepts. Challenge of Hands-on Tool 4: Kids play with Unifix cubes instead of using them correctly and become dependent on them.

B. Evaluate four virtual tools that elementary-age students can use to explore mathematical concepts, including the following for each tool:

Virtual Tool 1: Virtual money pieces Weblink to Virtual Tool 1: https://www.roomrecess.com/Tools/OnlineCoins/use.html Use/Application of Virtual Tool 1: You can use the Virtual money pieces to teach the value of coins and bills.

Benefit of Virtual Tool 1: The benefit of using Virtual money pieces is you don’t have to use real money and its clean. Challenge of Virtual Tool 1: The challenge is Virtual money pieces may not be as impactful for kinesthetic learners because they don’t touch or handle it. Virtual Tool 2: Virtual Geo board Weblink to Virtual Tool 2: https://apps.mathlearningcenter.org/geoboard/ Use/Application of Virtual Tool 2: Virtual Geo bards are used to teach area, perimeter, and basic concept of geometric shapes. Benefit of Virtual Tool 2: The benefit is its less distractive than the hands-on version. Challenge of Virtual Tool 2: The challenge is Virtual Geo boards may be hard for students to maneuver. Virtual Tool 3: Virtual pattern shapes Weblink to Virtual Tool 3: https://apps.mathlearningcenter.org/pattern-shapes/ Use/Application of Virtual Tool 3: You can use Virtual pattern shapes to teach about geometric shapes and patterns. Benefit of Virtual Tool 3: The benefit of Virtual pattern shapes is students have access to a larger variety of abilities. Challenge of Virtual Tool 3: The challenge of virtual pattern shapes is students may get distracted and misuse. Virtual Tool 4: Virtual fraction pieces Weblink to Virtual Tool 4: https://fractionpieces.com Use/Application of Virtual Tool 4: You can use virtual fraction pieces to help students understand how parts can make up a whole for learning fractions. Benefit of Virtual Tool 4: The benefit of virtual fraction pieces is students have access to more complex concepts of fractions. Challenge of Virtual Tool 4: The challenge with virtual fraction pieces is the limit the teacher’s ability to follow the students through the process and understanding of the concept.

Part Two: Lesson Plan

Direct Instruction Lesson Plan Template

General Information

Lesson Title: Counting Coins to $1.00

Subject(s): Mathematics

Grade/Level/Setting: This lesson will be taught in a general education 2nd grade classroom. This class consists of 20 students in total. Of those students, 13 are on-grade level readers, 2 are two grades above reading level, 3 are below grade level reading with 2 being ELL students and 1 having a physical disability that affects fine motor skills. Student’s desks are placed in groups of 4 throughout the classroom. A large area rug is on the floor in the front of the room for students to gather. There is a Smartboard at the front of the room that each student can see from their seat.

Prerequisite Skills/Prior Knowledge: 

Students are able to add numbers up to 100.

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Students can identify each coin and its assigned value.

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Students are able to count by ones, fives, tens and twenty-fives.

Standards and Objectives

State/National Academic Standard(s): 2.5.A - (5) Number and operations. The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions. The student is expected to: (A) determine the value of a collection of coins up to one dollar http://www.teksresourcesystem.net/module/standards/180989/standard.ashx

Learning Objective(s): Given a worksheet with 5 different sets of coins, students will be able to count each collection of coins and identify the total value of each collection with 80% accuracy.

Materials

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SMARTboard

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Present Math Counting Coins worksheet

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Counting Coins worksheet

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Coins Chart

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Pencil

Technology

SAMR Level: Augmentation The teacher will use the Interactive Coin Counter to engage the students in discussion and to demonstrate different collections of coins and what their value are.

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Chromebooks

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Interactive Coin Counter

Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function(s): Students will be able to identify and determine the value of a collection of coins up to a dollar.

Vocabulary: determine, collection, identify, value, coins, quarter, dime, nickel, penny, dollar

Discourse and/or Syntax: The teacher will ask students how they know the name and value of each coin based on it’s characteristics.

Planned Language Supports: There will be a coin chart on the SMARTboard at the beginning of the discussion when reviewing the different coins and their values. The students will have this same chart given to them to reference throughout the lesson.

Instructional Strategies and Learning Tasks

Anticipatory Set:

Activity Description/Teacher

The teacher will begin by engaging in a whole group

Student Actions

The students will engage with each other and the teacher in a

discussion by asking the students why it is important to know the value of different coins.

whole group discussion about coins and why it is important to know the difference and value of different coins.

Presentation Procedures for New Information and/or Modeling:

Activity Description/Teacher

Student Actions

The teacher will display on the SMARTboard a coin chart with a quarter, dime, nickel and penny, which will also be provided to the students to reference.

Students will observe the teacher and use their coin charts to refer to while reviewing the coin values.

The teacher will then ask the students to name each coin and its value. The teacher will use the Interactive Coin Counter to show a combination of coins and how to count their value by ones, tens, fives and twenty-fives.

The teacher will then call on students for alternative combinations of coins to count using the Interactive Coin Counter.

The students will participate in coming up with different combinations of coins that they will watch the teacher count using the Interactive Coin Counter.

Guided Practice:

Activity Description/Teacher

The teacher will then write 61 cents on the board and use the Interactive Coin Counter on the SMARTboard to show them there is more than one combination of coins that will add up to that amount.

The teacher will then have the students partner up in groups of 4 with the Interactive Coin Counter on their Chromebooks. The teacher will give each group of students a different amount and instruct them to work together to come up with at least 3 different ways to make that amount with different coins. The teacher will support the students by walking around to different groups asking questions and offering feedback.

Student Actions

Students will work in small groups using the Interactive Coin Counter to come up with at least 2 different ways to use the coins to show the amount on the board. Students from each group will hold up their Chromebooks to show the coin collections they came up with for the teacher to see and check.

Independent Student Practice:

Activity Description/Teacher

The teacher will give each student a teacher made “Shopping Math” worksheet that has 4 items with an amount on each of them with a group of assorted coins next to each item.

Student Actions

The students will work independently on the “Shopping Math” worksheet where they will circle the coins needed to equal the amount on the present box.

The teacher will instruct the students to circle the coins next to the item that will add up to the amount listed on the item. The teacher will then observe as each student practices independently on the “Shopping Math” worksheet by walking around the classroom and assisting students as needed.

Culminating or Closing Procedure/Activity:

Activity Description/Teacher

The teacher will give the students a teacher made “Counting Coins” that has 5 different collections of coins with a blank next to each of them.

The teacher will instruct the class to count each collection of coins and write the total amount of the collection in the blank next to it.

The teacher will then engage students in a class discussion about what they learned.

Student Actions

The students will complete the teacher made “Counting Coins” worksheet where they will count the coins in each collection and write the correct amount of money in the space. The students will share in a discussion with the teacher about what they learned and will answer questions to check for understanding.

The teacher will ask questions such as:     

What did you learn about money today? How much is a quarter worth? How much is a dime worth? How much is a nickel worth? How much is a penny worth?

Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.

Gifted and Talented: Students will draw a different collection of coins under each collection on the worksheet that will equal the same amount.

ELL: Students will be able to use their coin charts to reference while completing their “Counting Coins” worksheet.

Students with Other Special Needs: Students will be given additional time and be able to use the Interactive Coin Counter to check their work.

Assessment

Formative There will be whole group discussion at the beginning of the lesson. Also, the teacher will walk around and observe the students in groups and while working on the independent practice worksheet to ensure they are understanding the lesson.

Summative

Given the “Counting Coins” worksheet, students will be able to demonstrate their understanding of how to count coins by counting each collection of coins with at least 80% accuracy.

Part Three: Reflection D. Throughout the lesson, the Interactive Coin Counter was used during the presentation by the teacher as well as during guided and independent practice by the students. This tool gave them a way to visualize the coins while counting them. By having that visual aid the students enhanced their learning of coins and values and how to count them because they were able to see the difference in each coin as they counted them which made it more tangible to them.

E. 1. Conceptual Understanding During the guided practice portion of the lesson conceptual understanding is incorporated by

giving the students the opportunity to show what they learned. Students are coming up with different collections of coins that will add up to the amount given by the teacher. It allows them to use their prior knowledge when talking in their groups to compare ideas to come up with different answers. 2. Problem Solving During guided practice and independent practice, the students use problem solving skills. The students work together in groups during the guided practice and use problem solving skills with the

interactive coin counter to come up with 3 different collections of coins that equal the amount given by the teacher. While working on their worksheets during independent practice the students must use problem solving skills to determine which coins to circle that will add up to the amount on the present box. 3. Procedural Fluency The students demonstrate procedural fluency during the closing procedure when they are given the “Counting Coins” worksheet. Students show their overall understanding of the concept they learned

by being able to use the skills they practiced during the lesson to count the coins on the worksheet to determine the correct amount in each collection.

F.

The modeling part of this lesson plan supports the learning outcomes for the students by engaging them directly and demonstrating to them the process used to perform the task. During the modeling the teacher is modeling how to use the virtual manipulatives to count the coins, which will support the students when they start to use the virtual manipulatives on their own. Also, the teacher is modeling the thought process so that the students get a better understanding of the concept being taught and it supports them when they start to work together in groups as well as individually.

References

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TEKS Resource System. (2021). Texas Resource System. h t t p s : / / www. t e k s r e s o u r c e s y s t e m. n e t / mo d u l e / s t a nd a r d s / To o l s / Br o ws e ? s t a nd a r d I d =1 8 0 9 8 9

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Primary Scholars. (2020). Counting Coins Reference Sheet- Study Guide/ Poster [Reference Sheet]. Teacher Pay Teacher. https://www.teacherspayteachers.com/Product/Counting-CoinsReference-Sheet-Study-Guide-Poster-2448580

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Online Coins for the Classroom | Free Money Tool. (2021). Online Coins for the Classroom | Free Money Tool. https://www.roomrecess.com/Tools/OnlineCoins/use.html...