C109 Task -Tools and Kindergarten Mathematics Lesson Plan- Creating Shapes PDF

Preview

Summary

Description and explanation of several mathematical hands-on tools. Kindergarten level lesson plan for creating simple shapes. Includes activities....

Description

N Asanovic #001359885 C109 Task July 11, 2021 Part One: Tools A. Base Ten Blocks are useful for teaching and learning place value. One benefit is that, when adding and subtracting, a student can use the blocks for regrouping. A challenge could be, considering current events such as the Covid pandemic, that they might be difficult to keep clean and sanitized because there are so many small pieces. This same characteristic could be challenging for children who have not, yet, developed good organizational skills. They might spend more time moving pieces than working with the math content. Clear Chips are useful for counting. One, specific, use is skip counting, such as counting by 5’s. This can be fun, but if a student has difficulty with abstract thinking, this might not be the best way for the student to skip count. The student would have to be able to remember that one chip is worth 5 and this could be confusing for someone who has not developed sufficient abstract thinking skills. Geoboards allow students to create and explore shapes. One use could be to use the board to figure out the answers to geometry questions, which would allow to student to visualize why the answer is true. A disadvantage, which was mentioned by the instructor in the WGU video materials is that they are small and only a few shapes can be made at any time. (WGU, 2021) Play Money can be used to learn how to count and use money. It can give students an opportunity to practice a real life, day to day skill that they will need for their entire lives. A drawback to play money is that it often not a realistic copy of real cash, lacking the size, look, and weight of real money, so they can be confusing for the students and may be frustrating for some to use.

B. Virtual Base Ten Blocks can be used for teaching place value, without having to store all of the small pieces that are necessary for the hands-on manipulative. They can be advantageous for students since the virtual model will eliminate the extra stimuli created by managing so many small pieces. For those students who need more concrete materials, this this can create a disadvantage and they might find true, three dimensional manipulatives more effective and engaging. https://www.coolmath4kids.com/manipulatives/base-ten-blocks Two Color Counters can be used for counting, regrouping, and skip counting. An advantage is that they encourage representational thinking. A disadvantage is that they do not provide the benefit of play as well as the physical counters. https://www.didax.com/apps/two-colorcounters/ Virtual Geoboards can be used to learn about geometry and shapes. An advantage is that students who have not developed sufficient small motor skills may find a virtual geoboard easier to use. In contrast, the virtual geoboard may not support small motor development as well as the hands-on geoboard. https://toytheater.com/geoboard/

Virtual Money can be a tool for learning to count money. One advantage over play money is that it can be made to look realistic, so transitioning to real bills and coinage is easier for the student. It is a disadvantage that the money is not handled by the students, which would give them a kinesthetic input when learning about money. https://apps.mathlearningcenter.org/money-pieces/

Direct Instruction Lesson Plan Template

General Information Lesson Title: Creating Shapes Subject(s): Mathematics, Geometry Grade/Level/Setting: Kindergarten Prerequisite Skills/Prior Knowledge: Students will need to be able to identify basic shapes: square, circle, rectangle, triangle, and octagon.

Standards and Objectives State/National Academic Standard(s): CCSS.MATH.CONTENT.K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Learning Objective(s): Given manipulatives and modeling materials, students will be able to identify shapes in their surroundings and recreate them with the materials given 5/5 times.

Materials

Technology

Crayons

To review shapes and to help understand the lesson, the video, The Shapes Song will be viewed.

Paper Clipboards Geoboards

https://www.youtube.com/watch?v=zUfqgRtvaYQ

Clay Handout with shapes picture

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 analyze their environment and find common shapes that they can recreate with learning materials.

Vocabulary: Square, circle, rectangle, triangle, pyramid, cube, globe, model, record, representation

Discourse and/or Syntax: Students will discuss their findings while sharing their models with classmates.

Planned Language Supports: To provide scaffolding, the teacher will mount large posters with shapes, with their criteria, in the class for students to reference.

Instructional Strategies and Learning Tasks

Anticipatory Set: Activity Description/Teacher

Student Actions

Teacher will show The Shapes Song video

Students will attend to the video

Teacher will review shapes and introduce/review three dimensional shapes, explaining and demonstrating how simple shapes may be found in those. Ex-a cube has a square on one side

Student will ask questions and provide feedback to the teacher when prompted

Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher Teacher will demonstrate finding shapes in the classroom, such as a rectangular door or a square window Teacher will find objects and ask students

Student Actions Students will ask questions Students will respond to prompts from the teacher

during group discussion to identify the shape of the objects

Students will find one object for each shape and share their findings in a group discussion

Teacher will instruct students to find several objects in the classroom that contain the objective shapes and share them in group discussion Guided Practice: Activity Description/Teacher

Student Actions

Teacher will provide paper, clipboards, and pencils

Students will examine the environment and look for shapes

Teacher will review and model what respectful and cooperative interactions look like with a brief roll play

Students will record the shapes they found on their paper

Teacher will escort students outside and break them into small groups

Students will communicate with their group with respect and courtesy

Teacher will explain that they will find objects with shapes and record their findings on their paper

Independent Student Practice: Activity Description/Teacher

Student Actions

Teacher will have materials ready for students at their tables

Students will calmly go to their seats and wait for instructions

Teacher will remind students to calmly enter the class and wait patiently for instructions at their tables

Students will listen attentively to instructions and ask for clarification, if needed

Teacher will direct students to recreate the shapes they found with the learning materials of their choice: crayons with paper, popsicle sticks, geoboards, or clay Teacher will model the activity

Students will choose which materials they would like to work with and they will recreate the shapes they recorded from the outside environment. They may use geoboards, crayons and paper, or clay. Students will tidy up their work area when their work is complete

Culminating or Closing Procedure/Activity: Activity Description/Teacher Teacher will lead a group discussion, while

Student Actions Students will actively participate by being

students stay at their tables Teacher will call on students to share their shapes and prompt them the describe what they found in the environment Teacher will ask questions, provide feedback, and provide encouragement

attentive to the group and by being polite when the speaker is speaking Students will present their work by standing and speaking to the class in an appropriate voice Students may ask questions and will provide positive feedback to classmates

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: Gifted students many build thee dimensional shapes, such as pyramids, cubes, and globes EL: The teacher will provide instructional cues for the EL students in their language of origin Teacher will pair the student with a bilingual speaker, if possible Teacher will make sure to check with the student to see if they need additional instruction or support Teacher will provide additional support, as needed, while students make their presentation by guiding the students and modeling language. Ex- “I see that you have a square. Did you see a square in the playground sign?”

Students with Other Special Needs: Students with special needs that impact their motor skills may use a virtual Geoboard to create their shapes. https://toytheater.com/geoboard/

Assessment Formative Teacher will, in a group activity, play an I Spy game where student look for shapes in the classroom. After the teacher leads the group, students may take turns being the leader

Summative Students will be given a handout with various shapes and drawing space. The teacher will ask the students to draw each shape by prompting one at a time. Example- “Please draw a square with a blue crayon.” Students may refer to the handout for reference. Students will recreate the prompted shapes 5/5 times.

Part Three: Reflection D. The virtual Geoboard will enhance student learning be providing some special needs students with a resource that allows them to complete the activity along with the rest of the class and giving them an opportunity to demonstrate their abilities with the use of technology. E. Explain how your lesson plan incorporates each of the following components: 1. conceptual understanding-This lesson plan promotes conceptual understanding through the video, teacher modeling, repeating the objectives in several tasks, and encouraging group discussions. 2. problem solving-Students have to use learning materials to create shapes that they saw in their outdoor space. They have to use logical thought to build the shapes from materials that may be different from the material the shapes were originally in. 3. procedural fluency-The lesson plan leads the student through procedural fluency, allowing the students to go from one step to the next without confusion or frustration. F. This lesson plan uses discovery learning to support student learning. The students are actively engaged in their school’s outdoor environment to find geometric shapes. This gives students an opportunity to link the classroom lesson with real world experience. Sources WGU. (2021). Tools and Manipulatives [Video]. Panopto. https://wgu.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=9ce220bd-25b5-4f2d-9621ac20013be84b Base Ten Blocks. (2019). Cool Math for Kids. Retrieved August 15, 2021 from https://www.coolmath4kids.com/manipulatives/base-ten-blocks Color Counters. (2020). Didax. Retrieved August 15, 2021 from https://www.didax.com/apps/twocolor-counters/ Geoboards. (2001-2021). Toy Theater. Retrieved August 16, 2021. https://toytheater.com/geoboard/ Money Counter. (2005-2021). The Math Learning Center. Retrieved August 16, 2021 from https://apps.mathlearningcenter.org/money-pieces/ Kindergarten, Geometry, Analyze, Compare, create, and compose shapes. (2021). Common Core State Standards Initiative. Retrieved August 14, 2021 from http://www.corestandards.org/Math/Content/K/G/B/5/

Toddler World TV. (2013, July 17). The Shapes Song [Video]. You Tube. https://www.youtube.com/watch?v=zUfqgRtvaYQ...