C109 task 1 - Elementary Math Methods Task 1 PDF

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Elementary Math Methods Task 1...

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Amy Gray Student # 000905604 Application of Elementary Mathematics Methods C109-Task 1

Part One: Manipulatives

Section A.

Manipulative 1: Rekenrek Rack Use/Application of Manipulative 1: Helps students visualize and understand the concept of addition and subtraction, by simply moving the beads back and forth on the different levels of the rack. Advantage of Manipulative 1: A great advantage to the rekenrek rack is that it has two colors of beads on each level; 5 red beads, and 5 white beads, this color format on the rack helps students more easily see and understand groups of 5. Disadvantage of Manipulative 1: The biggest disadvantage to the rekenrek rack is that the rack can be large and bulky and hard to store when not in use.

Manipulative 2: Snap Cubes Use/Application of Manipulative 2: Snap cubes are great for teaching students simple counting and grouping, among many other great applications. Advantage of Manipulative 2: Snap cubes can be used for many grade levels, from creating and visualizing fractions in the 2nd grade, down to the introduction of patterns in pre-k. Disadvantage of Manipulative 2: A disadvantage I have personally experienced with snap cubes in the classroom is that sometimes the snap cubes do not stay “snapped” together well and easily break apart when students are working with them.

Manipulative 3: 2 Colored Counters Use/Application of Manipulative 3: 2 sided/colored counters are a great manipulative to be used for teaching and working with integers.

Advantage of Manipulative 3: One of the biggest advantages to 2-sided counter is the fact that there is so many ways to use them in a math setting, students can use them to aid in addition, subtraction, integers, and etc. Disadvantage of Manipulative 3: They are smaller and often end up on the floor or become lost.

Manipulative 4: Dice Use/Application of Manipulative 4: Dice can be used for countless math applications, including: addition, subtraction, multiplication, division, integers, probability, etc. Advantage of Manipulative 4: An advantage of dice is that they can be used for so many different math applications and games in the classroom. Disadvantage of Manipulative 4: Traditional dice are hard and can create a lot of noise when rolled, causing distractions.

Section B.

Virtual Manipulative 1: The first virtual manipulative I would like to share, is the virtual Spinner. Use/Application of Manipulative 1: The virtual spinner can be used with math games, as an alternative to dice, and lessons in probability. Advantage of Manipulative 1: One advantage of virtual spinners is that there are several different types of spinners for different math applications. Disadvantage of Manipulative 1: Using a virtual spinner on a computer or tablet takes up more room on student desks vs. a non-virtual spinner.

Virtual Manipulative 2: The second virtual manipulative is virtual geoboards. Use/Application of Manipulative 2: Virtual geoboards can be used for creating different types of geometric shapes and learning about perimeter of those shapes. Advantage of Manipulative 2: An advantage to virtual geoboards is that it is a great pre-math skill developer. Disadvantage of Manipulative 2: The biggest disadvantage to using a virtual geoboard, is that younger students do not get the opportunity to work on fine motor skills, that they would normally use with a physical geoboard and rubber bands. Virtual Manipulative 3: The 3rd virtual manipulative I have chosen is, virtual base 10 blocks.

Use/Application of Manipulative 3: Virtual base 10 blocks can be used to help students better understand place value. Advantage of Manipulative 3: The biggest advantage of virtual base 10 blocks is that students are not limited by how many blocks are available in the classroom and can work with as large of numbers as they need and want to. Disadvantage of Manipulative 3: One disadvantage to using virtual base 10 blocks is that every student would need their own tablet or computer to work with, which can become costly.

Virtual Manipulative 4: The last virtual manipulative I would like to share is the bucket balance. Use/Application of Manipulative 4: The virtual bucket balance is a great way to teach students about less, equal, and greater in weights. Advantage of Manipulative 4: The biggest advantage with using virtual bucket balance is that every student can work with their own on the computer, vs. having to share one or a couple with the whole class. Disadvantage of Manipulative 4: One disadvantage to using a virtual bucket balance, is that students no longer get the opportunity to choose different items around the classroom to compare to the weight on the other side.

Part Two:

Section C: LESSON PLAN TEMPLATE – 2015 GENERAL INFORMATION Lesson Title & Subject(s): Snap Cube Measurements Topic or Unit of Study: Mathematics Grade/Level: First Grade Instructional Setting: This math lesson will take place in the classroom. This class has a total of 22 students, which consists of 10 boys and 12 girls. Within the classroom population there is 2 Hispanic ELL, 1 student that is on the Autism Spectrum and 1 student that has been identified with ADHD. The classroom is set up with groups of student desks being grouped together in 3 groups of 6 and 1 group of 4. The classroom also has a reading corner, a meeting area where the students sit on a rug for different lessons and activities, as well as a kidney shaped table for group work.

STANDARDS AND OBJECTIVES Your State Core Curriculum/Student Achievement Standard(s): Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Lesson Objective(s): Provided with snap cubes and a list of different items, students will put snap cubes together to measure different items and record their answers with 90% accuracy.

MATERIALS AND RESOURCES Instructional Materials: Snap Cubes Virtual Snap Cubes Paper Pencils Smart Board Document Viewer Glue Stick

Resources: .

http://www.corestandards.org/Math/Content/1/MD/

INSTRUCTIONAL PLAN Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Student Prerequisite Skills/Connections to Previous Learning: Students need to have the ability to work with other students and count by 1’s and 10’s.

2. Presentation Procedures for New Information and/or Modeling: Presentation Procedures for New Information: Using the smart board in the classroom, the teacher will present students with virtual snap cubes showing students how grouping same colors of snap cubes together in units of 10’s can help them have visual discernment when counting the cubes by 10’s. The teacher and students will put together several groups of 10 snap cubes and then counting by 10’s count all the groups together. Next, the teacher will present the class with a common classroom item and state that they want to determine how long the item is, but do not have a ruler or other formal measuring tool. The teacher will then present the students with some items and ask if they see something, he/she could use instead. The teacher will give a few minutes for students to think-pair-share with their table group to come up with some ideas. Next, the teacher will then call on students while asking leading questions until students conclude that snapping snap cubes together can be an effective way to measure items. Modeling: The main purpose of this lesson is to introduce students to units of measurement, using snap cubes as a measuring device. The teacher will model what student pairs are needed to do to perform their tasks, by showing an item on the smart board and putting together virtual snap cubes until they equal the height or width of the particular item, and then as a class the snap cubes will be counted to determine how many cubes were used to achieve the height or width of the item.

3. Guided Practice: For the guided practice, each student will be asked to get a glue stick out of their pencil box. Once students have retrieved their glue stick they will each be given a minimum of 10 snap cubes, and asked to put as many cubes together as the item is long and count by 1’s to determine how many snap cubes it took to achieve the same length. This number should be the same for all students as they all have the same size of glue stick. The teacher will do the same activity as the students while projecting it using a document viewer to the screen in the front of the room. The students and teacher will then count the snap cubes together to determine how many units (snap cubes) the glue stick is.

4. Independent Student Practice:

After the guided practice, students will be paired up with another student. Each student will be given a worksheet that lists 5 items that need to be measured with snap cubes throughout the classroom and a space provided for their answer of how many units each item is. During the independent practice time, the teacher will walk around the classroom, observing students and being available for questions and engaging students in a higher order of thinking.

5. Culminating or Closing Procedure/Activity/Event: For the end of the lesson, the teacher will ask the students to evaluate and come up with a solution on how they could possibly measure a large item in the classroom using the snap cubes, and how could they group the snap cubes together, in order to make it easier to count with larger units? If needed the teacher will ask leading questions to help guide the students to make the connection from the presentation portion of the lesson to help students determine that they could in fact put the cubes together in color groups of 10. The teacher will ask students why this would be a good solution and ask for their justification behind their reasoning. The teacher will then ask each table group, to group like colors in groups of 10’s. After each table group has completed grouping the snap cubes, the teacher will then suggest measuring the length of the classroom white board by putting the groups of 10 together from each desk grouping. When the train of snap cubes is long enough and spans the length of the whiteboard, the class will count the groups of 10 to determine how many units of 10 the white board is. After this activity is complete the teacher will ask students to turn in their worksheets for review and grading.

Instructional Strategy (or Strategies): One of the instructional strategies used for this lesson was hands-on instruction. Having students work with snap cubes, snapping them together to equal the length or width or an object incorporated a handson approach to the lesson. Additionally, cooperative learning was used as another type of instructional strategy. The students were asked to work together in pairs and later as a group, this gave students the opportunity to work cooperatively together on the tasks in this lesson.

Differentiated Instruction Accommodations: The teacher will accommodate the ELL students by solidifying numbers by counting in both English and Spanish during the introduction and guided practice. The ELL students will also be provided with worksheets that have an illustration included as well as the English words for each item. As for the students with Autism and ADHD the teacher will allow extra time and guidance if needed and will also make sure both students are paired with another student they work well with.

Use of Technology: Technology will be incorporated into the lesson with the use of the smart board and utilizing the virtual snap cubes, as well as utilizing the document viewer during guided practice.

Student Assessment/Rubrics: Each student will be given a worksheet that lists 5 items that need to be measured with snap cubes throughout the classroom and a space provided to record their answer of how many units each item is with the correct number of units. Provided with snap cubes and a list of different items, students will put snap cubes together to measure different items and record their answers with 90% accuracy.

Part Three: Reflection

D: During the guided practice, independent practice, and the closing activity, students used snap cubes as a unit of measurement. Snap Cubes enhanced learning because, they provide a great hands-on approach to measuring different items in the classroom. Snap cubes also provide a great way for students to see and understand units of measure as well. Lastly, utilizing snap cubes to measure will also help reduce errors and increases awareness of units of measure and better prepare students for using more formal types of measuring tools in the future.

E: During the closing procedure section of this lesson students were asked to engage in critical thinking when asked about how they could measure a larger item using larger units. Critical thinking was encouraged when the teacher asked students to evaluate how they could measure a larger item, still using snap cubes. Later in the discussion the teacher continues to encourage critical thinking, by asking students to justify why their idea could be a solution.

During the presentation section of the lesson when students were asked to problem solve how an item could be measured without having a formal measuring tool. Students were encouraged to use problem solving skills, while students collaborated with their table group to come up with ideas of how they could possibly measure something without using a ruler, etc. The teacher further encouraged problem solving as the teacher asked leading questions to come to a suitable conclusion together.

Performance skills were used and encouraged in several areas of this lesson. During the independent practice portion of the lesson, students engaged in cooperative learning, by pairing up with another student to complete their worksheet. This encouraged performance skills, by not

only having students work together and to use and share tools together, but also encouraged students to engage with each other to determine measurements.

F: During the independent practice portion of this lesson, the research-based instructional strategy that was used is cooperative learning. During the independent practice, students were asked to work together in pairs while working on a hands-on activity, utilizing the snap cubes to determine a unit of measure for different objects. Using cooperative learning during this lesson is effective, as it gives students the opportunity to work together on larger scale items to measure as well as giving the opportunity to collaborate on different measurements. Cooperative learning also reinforces healthy peer interactions and social skills....