Math Methods Task PDF

Preview

Summary

This is my math methods task for WGU 2020....

Description

Pa r tOne : A.I de nt i f yf o urhands o nma t he ma t i c a lma ni pul at i v e sa ppr o pr i a t ef o re l e me nt ar y a g e s t ude nt s . 1 .Ba s eTe nBl o c ks 2 .Ge a r e dCl o c k s 3 .T woCo l o rCou n t e r s 4 .Cu i s e n a i r eRo ds 1 .De s c r i beo nec l a s s r o o m us ef o re a c ho ft hef o urha nds o nma ni pul a t i v e s . a .Ba s eTe nBl o c ksc a nb eu s e di nt hec l a s s r o o mt oh e l pt e a c hma t hc o n c e p t ss u c ha s p l a c ev a l u e , a d d i t i o n ,s u b t r a c t i o n ,n umb e rs e n s ea ndc ou n t i n g . b .Ge a r e dCl o c k sc a nb eu s e di nt hec l a s s r o o mt oh e l pt e a c ht h ec o n c e p to ft i meb y u s i n ga na n a l o gc l o c k. St u d e n t sc a nl e a r nt owr i t ea n dt e l lt i meb yu nd e r s t a n d i n g t h er e l a t i o n s h i pb e t we e nmi n ut e sa n dho u r s . c .T woCo l o rCo un t e r sc a nb eu s e di nt h ec l a s s r o o mt oc o n c e p t ss u c ha sa d d i t i o n s u b t r a c t i o n , s o r t i n g , c o u n t i n g , a n dpr o b a b i l i t ya c t i v i t i e s . d .Cu i s e n a i r eRo d sc a nb eu s e di nt h ec l a s s r o omt oh e l pt e a c hma t hc o n c e p t ss u c ha s a d d i t i o n , s u b t r a c t i o n , g e o me t r y ,me a s u r e me n t , mul t i p l i c a t i on , a ndd i v i s i o n . 2 .Di s c us so nea dv ant a g eo fe a c ho ft hef o u rha nds o nma ni pul a t i v e s . a .Ana d v a n t a g et ob a s et e nb l o c ksi st h e yh e l ps t u d e n t st ou c ha n dma n i p u l a t ema t h c o n c e p t sf r oma b s t r a c tp r o b l e msonp a p e rt oph y s i c a lb l o c k so nt h e i rde s k s . b .Ana d v a n t a g et og e a r e dc l o c k si st h e yh e l ps t u d e n t st e l la n dwr i t et i meb ybe i n g a b l et oe a s i l yr e a dt h eh o u rh a nd , wh i c hi sr e da n dt h emi n u t eh a n dwh i c hi sbl u e . Th e ya r eag r e a tv i s u a la i d ewi t hmi n u t e swr i t t e ni n b e t we e nt h eh ou r s . c .Ana d v a n t a g et ou s i n gt wo c ol o rc o u nt e r si nt h ec l a s s r o omi st h e ya r eaf a i r l y c h e a pme t h o db e c a u s ey o uc a nma k ep r i n to u tv e r s i o nso ru s ed i ffe r e n tc o l o r e d b e a n s .Th e ya r ea l s og r e a tma ni p ul a t i v e sf o ra d d i n ga n ds u bt r a c t i n g . d .Ana d v a n t a g eo fCu i s e n a i r eRo d si nt h ec l a s s r o o mi st h e yc a nb eu s e da tma n y d i ffe r e n tl e v e l so fc o mp l e x i t ys u c ha sa d d i t i o nf o rs t a r t e r sa n dt h e nt od i v i s i o nf o r mo r ea d v a n c e d . 3 .Di s c us so nedi s adv a nt a g eo fe ac ho ft hef o u rha nds o nma ni pul a t i v e s . a .On ed i s a d v a n t a g et ou s i n gb a s et e nb l o c k si st h e ydo n ’ ta c t u a l l yh a v en u mb e r s wr i t t e no nt h e ms os o mes t ud e n t sma ymi s st h ec o n c e pto ft h i sma n i p ul a t i v e . b .On ed i s a d v a n t a g et ou s i n gg e a r e dc l o c k si st h e ya r eal i t t l ee x p e n s i v et og e te n o u g h f o re a c hs t ud e nti nt hec l a s s r o o m. c .Ad i s a d v a n t a g et ou s i n gt woc ol o rc o u n t e r sc a nb ec o n f u s i n gf o rs t u d e n t s r e me mb e r i n gwh i c hc o l o rr e pr e s e n t sa d d i t i o nors ub t r a c t i o n , s ot h et e a c h e rwo u l d h a v et oh a v ec o n s t a n tr e mi n de r so rha v ei twr i t t e no nt h ebo a r d . d .Ad i s a d v a n t a g et oCu i s e n a i r eRod si si ti sn ota se a s yt oc o u n tb yo n e sa si ti swi t h c o u n t e r so rb a s et e nb l o c ks .

B.I de nt i f yf o urv i r t ua lma t he ma t i c a lma ni pul a t i v e sa ppr o pr i at ef o re l e me nt a r y ag e l e a r ne r s . 1 .Mo n e yPi e c e s 2 .Nu mb e rLi ne 3 .Nu mb e rFr a me s 4 .Ge o bo a r d 1 .De s c r i beo nec l a s s r o om us ef o re a c ho ft hef ou rvi r t ua lma ni pul a t i v e s . a .Th ea p pMo n e yPi e c e sc a nb eu s e di nt h ec l a s s r o o mt oh e l ps t u d e n t su n d e r s t a n d mo n e yv a l u e sa n dr e l a t i o ns h i p swi t hU. S. c u r r e n c yvi r t u a l l y . b .Th ea p pNu mb e rLi n ec a nb eus e di nt h ec l a s s r o o mf ors t r a t e g i e sl e a r ni n gh o wt o c o u n t , c o mp a r e ,a d d , s u b t r a c t ,mu l t i p l y ,a n dd i v i d e . c .Th ea p pNu mb e rFr a me sc a nb eu s e di nt h ec l a s s r oo mt oh e l ps t u d e n t su s et h e f r a me st oc o u nt , r e pr e s e n t , c omp a r e , a ndc o mp u t ewi t hn u mbe r si nap a r t i c ul a r r a n g e . d .Th ea p pGe o b o a r dc a nb eu s e di nt h ec l a s s r o omt oh e l ps t ud e n t se x p l o r eav a r i e t y o fma t ht o p i c sb yc r e a t i n gp o l y g o n sa n df o r mi n gl i nes e g me nt sa n dt h e n d i s c o v e r i n gt hep e r i me t e r , a r e a , a n g l e sa n df r a c t i on s . 2 .Di s c us so n ea dv a nt ag eofe a c ho ft hef o u rvi r t ualma ni pul a t i v e s . a .On ea d v a n t a g eo fMo n e yPi e c e si sha v i n gdi g i t a lmo ne yt h a tl oo k sr e a l b u tn ot a c t u a l l ywo r r yi n ga b ou tr e a lmo ne yo rh a v i n gi tg e ts t o l e n . b .On ea d v a n t a g eo fNu mb e rLi n ei ss t u d e n t sa nc r e a t et h e i ro wnp r o b l e mb ys e t t i n g c u s t o mt i c kma r ksa ndv a l u e so nt heb l a n kn u mb e rl i n e sa n dmo v ef o r wa r do r b a c kwa r d s . St u d e n t sc a na l s ou s et h ea n n o t a t i o nt o olt os h o wt he i rwo r ka n d u nd e r s t a n d i n g . c .On ea d v a n t a g eo fNu mb e rFr a me si si t ’ sau s e f u lt o olf o rd e v e l o pi n gn u mb e rs e n s e wi t h i nt h ec o n c e p to f1 0 . Th ef r a me sh e l ps t u d e n t sd e v e l o pv i s ua li ma g e sa n d s t u d e n t sc a npl a c ev i r t ua lc o u n t e r si nd i ffe r e n twa y so nt h ef r a me sa ndc r e a t e a d d i t i o na n ds u b t r a c t i o np r ob l e ms . d .On ea d v a n t a g eo fGe o b a o r di ss t ud e n t sc a nc r e a t et h e i ro wns h a p e sa n dt h e n e x p l o r eb a s i cc o n c e p t si nt h ep l a n eo fg e o me t r ya n dp r a c t i c efin d i n gt h ep e r i me t e r , a r e ao rc h a r a c t e r i s t i c sofp o l y g o n s . 3 .Di s c us so n edi s a dv a nt a g eo fe a c ho ft hef o u rvi r t ua lma ni pul a t i v e s . a .On ed i s a d v a n t a g eofMo n e yPi e c e si sn oth a vi n gt h et a n g i b l emon e yt oh o l da n d ma ni p u l a t ewh i c hmi g h tb eal ote a s i e rf ors omes t u d e n t st op h y s i c a l l yh a v e . b .On ed i s a d v a n t a g eofNu mbe rLi n ei ss o mes t u d e n t smi gh ts e et h i sa saf u ng a me t oj us tme s sa r o u n do na n dno ta c t u a l l yd ot h ema t ht h a ty o uc a nd oonan u mb e r l i n e .

c .On ed i s a d v a n t a g eofNu mbe rFr a me si si fy o ud o n ’ tt h o r o u g h l ye x p l a i nt oy o u r s t u d e n t swh a ti ti st h eNu mb e rFr a me sc a nl o okc o n f us i n gwi t hd o t ss c a t t e r e di n b o x e s . d .On ed i s a d v a n t a g eofGe o b o a r di si tc a na l s obes e e na sapl a yt o o lwh e r es t u d e nt s c a ns t r e t c hv i r t u a lr u bb e rb a n d st oma k es ha p e ss os t u d e n t swi l ln e e dt ob e r e mi nd e do ft h eg o a lo ft h i sa p p .

Part Two: LESSON PLAN GENERAL INFORMATION

Lesson Title & Subject(s): Math Topic or Unit of Study: Three Digit Numbers Grade/Level: 2nd Grade Instructional Setting: Lesson will be taught to a classroom of 20 students who will sit in their individual desks in rows during modeling and then during guided practice students will form groups of two by moving their desks into pairs for the group activity. During independent practice students will put their desks back in rows and work individually. There are 2 English language learners, 2 gifted students and the rest are general education.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s): 

CCSS.MATH.CONTENT.2.NBT.A.1

Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Lesson Objective(s): Given an exit ticket, students will be able to write and understand place value of threedigit numbers representing what numbers go in the hundreds, tens, and ones place with 100% accuracy. MATERIALS AND RESOURCES

Instructional Materials:  Place value mats for three digit numbers  Vocabulary cards worksheets (listed at the end)

        

Copies of “I Have, Can You?” worksheets (listed at the end) Base-ten blocks for each student Scrap paper Whiteboards and markers Smartboard Pencils Whiteboard markers Sets of notecards of three digit numbers Math glossary for ELL students (listed at the end)

Resources:  Br o wn , A. ( 2 4, Fe b r u a r y2 0 1 9) . Ba s e Te nBl o c ks . Ed uc a t i o n. c o m.Re t r i e v e df r o m ht t p s : / / www. e du c a t i o n . c o m/ d o wn l o a d / l e s s o n p l a n / e l s u p p or t l e s s o n b a s e t e n b l oc k s / e l s u p p or t l e s s o nb a s e t e n b l o c ks . p d f  Co mmo nCo r eSt a nd a r d sI n i t i a t i v e( 2 0 2 0 )Nu mb e ra n dOp e r a t i on si nBa s eT e n . Re t r i e v e d f r om h t t p : / / www. c o r e s t a n d a r d s . o r g / Ma t h / Co nt e n t / 2/ NBT/

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Student Prerequisite Skills/Connections to Previous Learning: Prior to engaging in this lesson students should be proficient at knowing the place value of two-digit numbers that represent tens and ones and be able to write them correctly. Students should be familiar with what the hundredth place is before they start this activity. They need to possess these skills because students will be using base-ten blocks to form three digit numbers. .

2. Presentation Procedures for New Information and/or Modeling: Presentation Procedures for New Information:

The teacher will write 357 on the smartboard for students to see and then the teacher will pass out whiteboards and markers for each student. The teacher will then ask students to write 657 on their whiteboards and how they might think to do that. The teacher will explain the answer does not have to be correct and they can turn to their neighbor for help. The teacher will call on students to show their whiteboard and explain how they got their answer. The teacher will then explain that three-digit numbers are numbers with a value in the ones place, the tens place and the hundreds place.

Modeling:

Teacher will project the place value mat of three digits numbers on the smartboard. The teacher will write the number 357 on the place value map. The teacher will think aloud as she writes 3 in the hundreds place, 5 in the tens place, and 7 in the ones place. The teacher will then get base-ten blocks and place three squares in the hundreds place, 5 sticks in the tens place, and 7 cubes in the ones place. The teacher will then display the I Have, Can You? worksheet on the smartboard and ask a student to volunteer to be her partner. Teacher will have the student be partner A and the teacher will be partner B. The teacher will have partner A draw a card with three digit numbers on them and then have partner A write that on the two blank lines of “I have the number _____. Can you help me build the number ____ with base ten blocks?” Partner B will then write the numbers in the hundreds, tens, and ones place. Partners A and B will use base-ten blocks to represent that number on the desk. Finally, partners A and B will draw the baseten blocks they formed on their desk to sketch in the picture box on the worksheet. 3. Guided Practice: The teacher will then pair each student up in groups of two and pass out vocabulary cards for referencing, I Have, Can You worksheet (one per group), base-ten blocks, and place value mats to place the base-ten blocks on. Students will decide who is partner A and B and then be given 6 three-digit numbers. The teacher will walk around the room and observe students to make sure they are on the right track and assist any groups as needed. After the groups are finished students will turn in their worksheets to the teacher as their formative assessment to assess their understanding of the content. Students will then return to their individual desks. 4. Independent Student Practice: The teacher will then pass out any extra sets of base-ten blocks for the summative assessment and a scrap piece of paper for an exit ticket for each student. Students will write their name at the top and the teacher will write the number 832 on the smartboard and explain to students they will use any strategy they previously used during the group activity to place the correct numbers in the correct place value order. Teacher will walk around and observe as they solve the problem. When they are finished students will turn in their exit ticket. 5. Culminating or Closing Procedure/Activity/Event: Students will then be invited up to the smartboard to explain what strategy they used to find the place value of 832. The teacher can put sentence stems up on the board for extra support like “I used ____ to show the value of each number. There are ___hundreds, ____tens, and ____ ones.” The teacher will then ask students how this activity helped you better understand three-digit numbers and

the places values each number has. Are you still wondering anything about three-digit numbers? Instructional Strategy (or Strategies): Direct Instruction – Teacher modeled how to use the place value mats with base-ten blocks and modeled with a partner how to properly fill out the I Have, Can You? worksheet. Differentiated Instruction Accommodations: English Language Learners: The teacher will have a print out of a math glossary specific to this lesson and it will also have pictures displayed on it. There are two ELL students and they will work together to speak in their home language. Gifted/Accelerated Learners: There are two gifted students who will be paired together and after they finish the I Do, Can You worksheet, they can create their own numbers and represent them using base-ten blocks. At the closing activity, encourage them to not use the sentence stems and answer the questions orally. Use of Technology: Teacher uses a SmartBoard to display at the front of the class the place value mats and base-ten blocks. Student Assessment/Rubrics: The learning objective will be met when given an exit ticket, students will be able to write and understand place value of three-digit numbers representing what numbers go in the hundreds, tens, and ones place with 100% accuracy.

(Brown, 2019)

Pa r tThr e e :Re fle c t i o n D. Th eu s eo fba s e t e nb l o c k si nt hi sl e s s o nwi l l e n h a n c es t u d e n t ’ sma t hl e a r ni n gs ki l l sb e c a u s e h a v i n gah a n d sonma n i p u l a t i v ema k e sab e t t e rme n t a lc o n n e c t i o nt h a nj us ts e e i n gt h e p r ob l e mv i s u a l l y . I tt a k e sa na b s t r a c tc o n c e p tb yu s i n gp h y s i c a lb l o c k st h a ts t u d e n t sc a n a r r a n g ea n du n de r s t a nd . I nmyl e s s o np l a n ,Ih a ds t u d e n t su s eap l a c ev a l u ema ta n dt h e ywe r e g i v e nan u mb e r .Tofindt h r e ep l a c ev a l u en umb e r so fh u n d r e d s , t e n sa n do n e s , s t u d e n t swe r e a b l et ou s eb a s e t e nb l oc kst oh e l pt he ml e a r nt h r e edi g i tn umb e r s . E. I nmyi n s t r u c t i o n a lp l a nIp r o v i d e ds t r a t e g i e sf ors t u d e n t st ou s ec r i t i c a lt h i n ki n ga n dp r ob l e m s o l v i n gs t r a t e gi e sb ypu t t i n gs t u d e nt si n t op a i r sa n dt h e ywe r egi v e nawor k s h e e tc a l l e dI Ha v e , Ca nYo u .Imo de l e dt h i swi t has t u d e n ta tt hef r o n tofc l o u dwi t hat h i n ka l o u dme t ho d t op r o v o k ec r i t i c a l t h i n ki n g . Th i swo r k s h e e tp r o v i d e ds t ud e n t swi t hs e n t e n c es t e mst ofil li n n u mb e r st h e yp i c k e df r o mn o t e c a r d s , a n dt h e ywe r et ou s eb a s e t e nb l o c kst or e p r e s e n t n u mb e r si nt h ehu n d r e ds , t e n sa n do ne spl a c e . Ea c hs t u d e n tp l a y e dar o l eb e i n gp a r t ne rAa n d B. St u d e n t su s e db a s e t e nb l o c k sa n dt h ep l a c ev a l uema tt oh e l pt he mp r o b l e ms ol v ef o rt h i s a c t i v i t y . F . I nmyi n s t r u c t i o n a ls t r a t e g yIc h o s ec o l l a b o r a t i v el e a r n i n gwh e r et wos t u d e n t sp a i r e du pt od o t h eIHa v e , Ca nYo uwo r ks h e e t . Th es t u d e n t se a c hpl a y e dar ol eb e i n gpa r t n e rAo rBa n d t h e ywo r k e dt o g e t he rt os o l v et h ep r o b l e mo f6t h r e e d i g i tn u mb e r . Th e ywe r ea b l et op r o b l e m s o l v ea n dc o mp l e t et h et a s kt o g e t h e r . Ic h o s et hi sa p p r o a c hb e c a u s et hes t u d e n t sc a nwo r k t o g e t h e rt ob o u n c eo ffe a c ho t h e r ’ si d e a sa n dt h e yc a ns ha r et h e i rs ki l l s ....