143 vistas

Cargado por api-279276416

- Number10 - Mrs Parore's Laundry
- 05b Practice Test Set 4 Paper 2H Mark Scheme
- Class 10 Holiday Home Work
- Education Problems in the Largest Region in Indonesia
- Systems of Linear Equation
- Jee 2014 Booklet1 Hwt Solutions Quadratic Equations & Inequations
- ED vol 4.pdf
- ma g1 bridges f02
- ted 407 lesson plan
- 00024___5766370110704be4f772d6efded09e13.pdf
- UT Dallas Syllabus for math2420.501.09f taught by Mohammad Hooshyar (ali)
- japanese lesson study conclusions
- Mathematics+Eng
- Mathematical Functions for the Representation of Chromatographic Peaks
- math lessons week 4
- Shreshtha+Write-Up_
- Calculus 2
- Mathematics-for-Elementary-Teachers-1527898116._print.pdf
- elsd cognition standards final october 2012 1
- Diploma Project Proposal

Está en la página 1de 10

Megan Lincoln

Western Governors University

A.

Drag racing division: remainder division. Students gather in small groups of 2-4. Players solve for

remainders and move that number of spaces on a board game.

Quilt block: pattern recognition using triangles that are congruent. Students design a quilt square using

16 triangles made up of two colors.

Lego graph: design, survey and result graphing. The class will decide what kind of information to

collect, collect the data, and using Lego block build a graph.

The entire class will go outside to the playground, and participate in a hands on teeter totter experiment.

I will use the bungee cords to attach the crates onto the teeter totters. We will make equations by

placing various objects (bricks, shoes, bags of marbles, textbooks, water bottles, etc) in the crates and

attempting to balance them.

1.

Drag racing division has two advantages. First, placing students in groups helps them have the support

and input of others to reinforce the learning concepts. This is especially beneficial for students who are

learning disabled. Also, this creates a fun reprieve from the normal grind of lectures and worksheets.

Therefore the students will be more engaged.

Students who are artistically inclined will find the quilt block activity particularly exciting. This will

give them an opportunity to use math while creating something beautiful. This will use the right, artistic

side of the brain in a typically left brained subject. Also, engaging the children physically in a coloring

and cutting activity will help give a tactile association to the concept of pattern recognition.

Lego graphs will provide a three dimensional manipulative to help give a strong visual and tactile

association with graphing data. This will make the lesson more memorable and relatable to different

learning styles. Also, it is a real life application for children who already play with Legos. It helps them

have a direct connection to an object they are already familiar with. This will give ELL students a

concrete visual manipulative to reinforce concepts and vocabulary.

The teeter totter experiment will allow children to catch a breath of fresh outdoor air, a welcome break

to normal classroom lessons especially for ADHD students. Sunlight will help improve attitude and

perspective for the students. Placing the objects in crates will engage the childrens gross motor skills,

and help release tension they may feel about mathematics.

2.

Drag racing could have a couple disadvantages. Students who struggle in math may not enjoy group

work. Sometimes students can condescend to others who are less academically inclined. Extreme

care must be given to this problem when a teacher is creating groups. Also, creating competition of

academic work can be stressful and embarrassing for some.

Sometimes boys and girls have stereotypical ideas about certain activities. This could be perceived

as a girl project. Some boys may not be interested in this assignment. Also, children who have a

highly active left brain may struggle with finding meaning or enjoyment with this task.

Again boys and girls may have stereotypical gender ideas about Legos. This may be perceived as a

boy lesson. Boys are probably most familiar with the toy, and girls may not have such a strong life

application association with them. Also, because of this gender identity issue girls may feel left out

of the activity if the boys dominate the Lego assembly process.

The teeter totter activity could present two problems. Weather is an issue to consider. If it is too

cold, rainy, muddy, or hot it would make the lesson less enjoyable and less effective. Another

consideration is the students allergy issues. Depending on the time of year certain children may not

be able to spend much time outdoors.

B.

1.

2.

Virtual bar chart: create a smart board bar chart during whole group instruction showing different

percentages of collected data. Label columns and click on different values.

Virtual pattern: groups of students arrange colors and shapes to create complex patterns on a desktop

computer.

Virtual puzzle: during individual exploration on a tablet children solve a puzzle comprising of the

differences of given numbers.

Virtual factor tree: children observe a podcast about factoring numbers using a tree diagram. Then they

produce their own on a tablet or PC.

There are two advantages to the smart board bar chart activity. The smart board lends itself to whole

group engagement. This can be very effective when the teacher is introducing a new concept, as

opposed to leaving the children to do an activity on their own. It also, helps create a feeling of

community and working together for a common goal, which is vital for ELL students.

Group work on a computer is a nice change of pace to individual worksheets or book work. This will

help children experience the opportunity to talk to a peer about the pattern concept and hear the input of

others, which is a valuable tool when learning a new concept particularly for special needs students.

Using technology immediately adds extra interest in the lesson.

This will enable children to work with a virtual puzzle and experiment with number subtraction on their

own terms. They will be free to make mistakes without other students in the class knowing about it.

Tablets are also a perfect way to help children engage in the lesson. Most children are familiar with

them and enjoy using them. ADHD students will benefit by keeping their hands busy.

The podcast is a great use of technology so the students can see the factor tree modeled. A great

advantage to using the electronic factor tree on a tablet or PC is they can see mistakes immediately, and

make corrections. This will enable the children to teach themselves from mistakes rather than look to

the teacher for every correct number.

One problem with the virtual bar chart is that whole group instruction is often arduous for ADHD

children to sit through. It also is an indirect manipulative that offers little interaction with the

student and the technology.

The virtual pattern activity could create a problem by causing some children in the group to be on

the periphery, not fully engaged, and perhaps even left out. Small groups such as this could also

create a problem with competition or intimidation among the students. Special needs learners could

feel especially unsettled if others are condescending.

The individualized nature of the virtual puzzle could present a problem with isolation and students

therefore feeling unsure of what to do. Another issue could be students not staying focused. When

they are left to do activities without the input of others and they are left to their own devices staying

on task could become a problem.

The pod cast could present a problem by causing the instruction to feel impersonal. Students need to

feel cared for and receive personalized instruction. Electronic instruction should be utilized

sparingly. The tablet aspect of this activity could enable children to just play with numbers and not

have a full understanding of why they miss certain questions. It is important the students understand

the patterns and principles behind a factor tree. Without another form of checking progress children

could be lost, and the teacher would not know it.

WGU Task Objective Number: DUP1 Elementary Mathematics Methods (UG 1114)

Name: Megan Lincoln

GENERAL INFORMATION

Lesson Title: Teeter totter

Subject: Math

Grade Level: 5th

Instructional Setting:

Twenty five diverse students are seated at tables or grouped desks. There are many

wall displays one of which is mathematics with examples and definitions for the

applicable concepts.

STANDARDS, GOALS AND OBJECTIVES

Common Core or State Standard:

Process Standard 1: Problem Solving 1. Use problem-solving approaches (e.g., act out

situations, represent problems with drawings and lists, use concrete, pictorial,

graphical, oral, written, and/or algebraic models, understand a problem, devise a plan,

carry out the plan, look back).

Content standard:

2. Use algebraic problem-solving techniques (e.g., use a balance to model an equation

and show how subtracting a number from one side requires subtracting the same

amount from the other side) to solve problems.

http://ok.gov/sde/sites/ok.gov.sde/files/C3%20PASS%20Int5.pdf

Lesson objective(s):

When given equations to balance students will correctly answer with 80% accuracy.

When given equations students will correctly solve for unknown variables with 80%

accuracy.

MATERIALS AND RESOURCES

Instructional Materials:

plastic crate

bungee cords

sets of varied objects for placing in the crates, and demonstrating balance

Resources:

Dictionary.com | Find the Meanings and Definitions of Words ... (n.d.). Retrieved

March 29, 2015, from http://dictionary.reference.com/

Grade 5 Integrated Curriculum. (n.d.). Retrieved March 27, 2015, from

http://ok.gov/sde/sites/ok.gov.sde/files/C3 PASS Int5.pdf

Moris, V. (n.d.). Math Warehouse. Retrieved March 29, 2015, from

http://www.mathwarehouse.com/dictionary/.../definition-of-associative-property....

IDENTIFICATION OF STUDENT PREREQUISITE KNOWLEDGE SKILLS:

ENGAGEMENT

the order of the inputs does not change the result of the operation. For example,

addition is commutative, since a + b = b + a for any two numbers a and b,

while subtraction is not commutative, since a - b ` a - b unless both a and b are

zero. (Dictionary.com)

associative property- The associative property states that you can add or

multiply regardless of how the numbers are grouped. By 'grouped' we mean

'how you use parenthesis'. In other words, if you are adding or multiplying it

does not matter where you put the parenthesis. Add some parenthesis anywhere

you like!. (Moris, V. n.d.).

properties.

balancing algebraic equations

I will use a table top balance to demonstrate equality by adding and taking away

coin stacks from side to side.

After taking x amount from one side of the equation, how do we create

equality?

If we move x amount from one side of the equation and put it on the other how

PRESENTATION PROCECURES FOR NEW INFORMATION

EXPLORATION

The entire class will go outside to the playground, and participate in a hands on

experiment. I will use the bungee cords to attach the crates onto the teeter

totters. We will make equations by placing various objects (bricks, shoes,

bags of marbles, textbooks, water bottles, etc) in the crates and attempting to

balance them.

I will help guide the students with questions and organization of student

participation as well as safety reminders. The students will put the objects in

place and demonstrate an understanding of balance by creating various

combinations.

I will use a table top balance to demonstrate equality by adding and taking away

coin stacks from side to side in order to demonstrate scaffolding and guided

practice.

EXPLANATION

ELABORATION

We will balance equations during whole group guided practice on the smart

board. We will find the value of unknown variables by deduction.

(Dictionary.com)

(Dictionary.com)

Variable- a quantity or function that may assume any given value or set of

values. (Dictionary.com)

Real life daily application: wheelbarrow, truck, and boat load balances.

E-LEARNING

The smart board will be used for whole group guided practice, and tablets will

ASSESSMENT

EVALUATION

Students will have met the objectives for this lesson when they answer at least 8

of 10 exit exam questions correct.

At the end of the lesson there will be a short summative exit exam for the

children to complete on tablets which will let me know if the students have met

the lesson objectives.

Exit exam:

What does it mean to balance an equation?

Describe what a math variable is.

Explain how to solve for variable A in this equation: A+B=C

Name one real life application for equation balancing.

Solve for A:

A+C=B

A+1=B

A+1=3

A=5+2

A+5=2

DIFFERENTIATED INSTRUCTION

Differentiation strategies to meet diverse learner needs:

Instruction will be differentiated to accommodate ELL and learning disabled

subgroups. ELLs will receive a graphic organizer with the terms and definitions for this

lesson. It will have extra marginal space for the students to take their own notes. They

will also have access to a translation book to use during instructional time. Children

with learning disabilities such as auditory processing problems will be provided extra

time to answer questions and have a partner to help reiterate instructions.

D.

1.

Active learning involves students working on their own or in groups. According to Bonwell and Eison

the general characteristics of active learning include more than simple listening. The focus is not so much on

transmitting information as it is on developing students skills. Students are engaged in activities that promote

higher-order things and explanation of their attitudes and values. Individual activities can include using objects

(e.g., marbles, play money, rods and cubes) called manipulatives in mathematics to solve a problem, writing a

journal, and teaching a lesson. Group activities, possibly involving the entire class, are also popular. (Berek, D.

2013, September 1) My teeter totter lesson involves whole group active learning. The children will use hands

on manipulatives to help promote higher-order thinking. By using everyday objects such as a teeter totter,

marbles, balls, shoes etc. the children will have a strong life application association with the manipulatives.

This will aid in making the link between the representations of numbers by other symbols such as letters when

balancing and solving equations.

2.

It is often difficult for students to grasp the concept of letters or symbols representing numbers. This lesson will

expect them to balance equations and solve equations involving algebraic concepts. It is easier for the children

to understand the mathematical ideas when they are able to see and touch objects that represent the numbers and

symbols they will work with. The teeter totter will act as a literal large scale balance, the fulcrum serves as an

equal sign, and the distributed objects are the numbers and variables. Students will be asked prompting

questions to help them understand that numbers on each side of the equation must equal each other in order to

create balance. If we give a weight value to at least one of the objects it is also possible to find the weight value

of other different objects. Thus they can solve for variables of equations and balance them.

3.

A tablet is a great virtual manipulative for this lesson. The online pan balance activity (Pan Balance Interactive

n.d.) could provide a replacement for the teeter totter on a rainy day, but better yet it would give a form of

reinforcement in addition to the teeter totter. The pan balance activity has students move objects around to

create balance. It helps make the connection for students by showing how to balance and solve equations using

a pan balance concept. The prompts on this activity provide wonderful higher order thinking questions that help

children think about abstract math concepts.

Resources:

Berek, D. (2013, September 1). Active Learning. Retrieved April 3, 2015, from

http://eds.a.ebscohost.com.wgu.idm.oclc.org/eds/detail/detail?sid=95ecb16c-1cac-47d6-8d80a7ca6ff9160a@sessionmgr4004&vid=1&hid=4102&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c

10

2l0ZQ==#db=ers&AN=89677513

Dictionary.com | Find the Meanings and Definitions of Words ... (n.d.). Retrieved March 29, 2015, from

http://dictionary.reference.com/

Grade 5 Integrated Curriculum. (n.d.). Retrieved March 27, 2015, from

http://ok.gov/sde/sites/ok.gov.sde/files/C3 PASS Int5.pdf

Moris, V. (n.d.). Math Warehouse. Retrieved March 29, 2015, from

http://www.mathwarehouse.com/dictionary/.../definition-of-associative-property....

Pan Balance Interactive. (n.d.). Retrieved April 3, 2015, from

http://seeingmath.concord.org/case_studies/raw/9d501f6bc748cd26d5218510d234ddfc/lodocs/ma003/01

b_activities/divingin/ma003_divingin.htm

- Number10 - Mrs Parore's LaundryCargado porNora
- 05b Practice Test Set 4 Paper 2H Mark SchemeCargado porharry akrill
- Class 10 Holiday Home WorkCargado porLakshya Kumar
- Education Problems in the Largest Region in IndonesiaCargado porInternational Journal of Innovative Science and Research Technology
- Systems of Linear EquationCargado porSarah Guimary Pelaris
- Jee 2014 Booklet1 Hwt Solutions Quadratic Equations & InequationsCargado porvarunkohliin
- ED vol 4.pdfCargado porAndrea Minosse
- ma g1 bridges f02Cargado porapi-376952047
- ted 407 lesson planCargado porapi-324336330
- 00024___5766370110704be4f772d6efded09e13.pdfCargado porflausen
- UT Dallas Syllabus for math2420.501.09f taught by Mohammad Hooshyar (ali)Cargado porUT Dallas Provost's Technology Group
- japanese lesson study conclusionsCargado porapi-281761290
- Mathematics+EngCargado porEpic Win
- Mathematical Functions for the Representation of Chromatographic PeaksCargado porAl-Kawthari As-Sunni
- math lessons week 4Cargado porapi-297171249
- Shreshtha+Write-Up_Cargado porravi_nyse
- Calculus 2Cargado porranaateeq
- Mathematics-for-Elementary-Teachers-1527898116._print.pdfCargado porDahlia Khumairo
- elsd cognition standards final october 2012 1Cargado porapi-329155465
- Diploma Project ProposalCargado porakshataa_vishwanath
- 6043_y07_syCargado pormstudy123456
- gr 8 math 4Cargado porapi-331581537
- mathregressionprojectCargado porapi-270106607
- Geometric Analytic h b PhillipsCargado porValiente Imperator
- Tutorial on AlgebraCargado porDr Srinivasan Nenmeli -K
- literacy lesson rozenbaumCargado porapi-449780925
- Middle School Debate Overview v.4Cargado porJohn Capello
- Week+8+Math+Project+4+AssignmentCargado porsgtschear
- complete.pdfCargado porMárcio Moscoso
- Che386_refbook_che110textbook - Chapter 32 - Unsteady-state Material and Energy BalancesCargado porEsra Çağan

- cohort commentsCargado porapi-279276416
- teacher work sample task 2Cargado porapi-279276416
- social studies methods doc 2Cargado porapi-279276416
- professional development -Cargado porapi-279276416
- philosophy of teaching -Cargado porapi-279276416
- elementary science methods 1Cargado porapi-279276416
- resume finalCargado porapi-279276416

- TC_2008_72dpi.pdfCargado porMarijaŽaper
- Parerga and ParalipomenaCargado porronwronw
- Analog and Digital IC Applications Lab ManualCargado porsubbu
- According to NASSCOMCargado porRejeesh Mathew
- Marth 2300 SuperstructureCargado porRamesh
- 1 Paper Model Construction in General.pdfCargado porJackSiedschlag
- formelnCargado porAlma Bravo
- Transference and CountertransferenceCargado porcolinwhite
- JIAN LIU: THE COMPOSITE THEOREM OF TERNARY QUADRATIC INEQUALITIES AND ITS APPLICATIONSCargado porPanagiote Ligouras
- Chapter 15 - Scheduling.docCargado porhello_khay
- Tda 7293Cargado porCidão Guimarães
- Nanotensile Study of Single Human Hair FiberCargado porSrinath Gajapathy
- Daniel KahnemanCargado porKassie Papasotiriou
- VLSI LAB Tutorials VerilogCargado porVENKI
- Chemical and Forensic Analysis of Jfk AssassinationCargado porianjpr
- Gmod 11Cargado poriammaisuri
- Atomic Molecular Optical Physics by Hertel C Schulz, Volume 2Cargado poranon_user-p
- Cognitive Stimulation Program For SeniorsCargado por4gen_7
- Goldman Sachs QuestionsCargado porladyjacket42
- Rhetorical Analysis OutlineCargado porJen Minjen
- Mist Extractor SelectionCargado porSHI
- masifCargado porRashmi Sharma
- baggage-report-2017.pdfCargado porlaan2311
- Manual Pic 18F2550Cargado porPancho Nuncio
- ass 1Cargado porAfifa Khalid
- Ob InstructionsCargado porAlex Alex
- LG PROJECT.docxCargado porSakthivel Pvs
- Microprocessor BasicsCargado porRakesh Kumar D
- E60 CCC ErrorsCargado porBenjamin Scharein
- bio lab reportCargado porapi-311332887