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Brittany Everett
March 2, 2017
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Math Manipulatives
1.Rainbow fraction tiles
2.Double- sided counters
3.Snap Cubes
4.Geoboards
5.Number line
6.Dice
of a certain fraction and lets the students compare them to other fractions
to understand where their fraction fits in regards to the size. Teachers can
ask students whether is larger than 1/12, students can use the fraction
The fraction set shows students how one whole is broken down. Each
fraction size is color coded, making it easier for students to connect the
specific tiles and fractions. Students can use this fraction set to add
Counters
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classroom. The two sided (red and yellow) counters shown in this
picture have many uses that help students learn to count, subtract.
they are so light, students can grab them individually when they need
Snap Cubes
of the most exciting indoor recess activities. Snap cubes are a great
they can pull apart, add and also divide by colors. The most common
use for snap cubes is for creating patterns. Students can easily create
their own pattern cores by using the different colors snap cubes, and
Because the cubes come apart, they are a great tool to help a child
learn to add. Teachers can give students a word problem and students
when taking away from an original amount. Snap cubes can also be
to measure how many snap cubes the length or width of the specific
object is.
Geoboards
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Geoboards are one of the most fun math manipulatives for students
out there! Geoboards are not a new concept, however they prove to be
understand area as the pegs on the board can act as a way of measuring
instead of the typical paper and pencil routine. Many activities can be
bin was brought out there were continuous smiles on the faces of
Number Line
kindergarten to grade five. There are many uses for number lines. Firstly,
grades, you can use a number line to show the negative numbers by
the right.
Unlike many other math manipulatives, the number line is a tool that
create your own number line if you are setting up your classroom on a
the number line posted on the walls of your class to give students a
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reference to look at. Number lines come in handy for students who find
DICE
personally like to think that math needs to be created into games to gain
the classroom, it may also bring the anxiety of students down because
creating fun math games around addition and subtraction for lower grade
dice doubles game on smart board which was a very popular game for
Russo, J. (2016). Using Picture Story Books to Discover and Explore the
Concept of
Summary:
This article revolves around the belief that students in todays society
happens when you find that answer. The author also argues that students do
article aims to bring forward innovative ideas to the classroom that connect
involved the popular story The Three Little Pigs and following up with the
book Who Sank The Boat? To engage students towards understanding fully
The author has taken main characters from the famous book The Three
Little Pigs and has created a fun interactive game where the player with the
largest sum wins. One player is the pig and the other is the wolf. Students
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would need a few 6 sided dice; each player would take a turn rolling all die at
the same time. Then, the student will add up the sum. Then the second
player roles the dice and adds the sum. Whoever gets the highest score wins
Personal Reflection:
equivalence through game and childrens read aloud. The author has taken
main characters from the famous book The Three Little Pigs and has created
a fun interactive game where the player with the largest sum wins. I found
this article a great read. Before reading this article I did not realize just how
is important that students are given the chance to see the meaning behind
Pierpont, Katherine. (2006). Greg Tang: Making Math Count. Teaching Pre K-8.
36(4). 46-
48.
Summary:
Greg Tan is a man who devotes his time to finding ways of making
math fun, interesting, and most importantly relevant for children of all ages.
Tang has written numerous books, which are written with the idea of helping
children recognize the value in what they are learning and not focus on the
stale and often difficult aspects of the math. Tangs introduction to writing
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these books and games for kids all began when he picked up a domino in his
childs classroom that had pencil marks on each one of the dots. Tang
realized then that students were counting the dots individually, not in
groups, which he states is the key to math. From that moment on Tang began
kids. By having students interested and enjoy the work at large, students are
more likely to take initiative to explore concepts with this higher level of self
confidence.
Personal Reflection:
exciting and creative ways of introducing math to students as does Greg Tan.
I have had the chance to read a few of Tans math books during my
internship and I can say they are very useful for beginning a math lesson on
doubles, and fantastic for the introduction of subtraction. Tan has a knack of
students. I agree completely with Tan when he mentions that the best way to
humor into the lessons. As an adult, the best way grab my attention is
through humor, therefore for young children when they hear a relevant joke
Lewis, T. (August 01, 2005). Facts + Fun = Fluency. Teaching Children Mathematics, 12, 1, 8.
Summary:
Tom Lewis teaches elementary mathematics and has found the key to
students activities that are engaging and exciting while helping them
mentions three different math games that are created with the intended
daily are contig, the 24 game and number jumbler. The materials needed for
each game are relatively minimal, with the exception of many dice. Contig
for instance requires each game have a total of 3 six-sided dice. All three of
grade. Two of the three games are also offered as an online game version
letting children with an interest for technology take part in math in a way
that is still fun and interesting for them. Many of these games give students
the ability to find many different variations of solutions. This helps create a
Lewis has had students from past years contact him to share the different
methods they have used and the many solutions. By letting students find
their own solution, students are finally grasping the full understanding of
Personal Reflection:
Just as Lewis mentions, I also am a strong adherent to the idea that the
the idea of creating a game time in a math class every day would be a very
games that are adaptable in your class is a fantastic idea as many children
are at different level of comprehension within a class. Some games are best
played in groups and some are best for individual use. Creating a game to
assigning the dreadful paper and pencil work. As Lewis states, he has former
students come up to him all the time to show their latest findings of the
problems they have solved and the creative solutions used to get that final
product.
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Summary:
Linda Griffin is also a firm believer in finding ways to make learning fun
and exciting for kids. Griffin creates activities that are interesting for her
portion of a two mile racetrack. The teacher gets each student to post their
note around the track. Students imagine a one-mile interval on the racetrack
and divides each part into ten equal parts. The teacher uses a figure as a
figurative runner on the racetrack. She can ask questions such as how
many miles has our runner completed at this point on the track? Campos
competitive game. The penny pushing game does not require much
Personal Reflection:
class. I would personally expand this idea and form a large racetrack around
calculate the distance with time. I believe that creating a hands on replica of
a toy that many would have played with as kids would keep the childrens
interest and motivate them to use their thinking skills and develop a more in
blocks on the track. The students would drive their cars around the track
until the buzzer on the timer went off. Once the timer went off, the card
would have to come to an abrupt halt. Whatever number the two cars landed
elementary students.
Ramani, G. B., & Eason, S. H. (2015). It All Adds Up: Learning Early Math
through Play and
Summary:
College Park. Ramani and her doctoral candidate Sarah Eason conducted an
experiment to see how beneficial incorporating play into the math classroom
was. Generally, studies show that play and games can give young children
the opportunities to learn and develop foundational math skills while having
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benefited from playing a number board game or not. Children either played a
board which was identical, but with no numbers. Children worked one-on-
verbal counting skills. After nine weeks of not playing the board game,
children who had the game with the numbers improvement stayed the
same. Students who did not have the mathematical numbers placed on the
board did not have similar improvements. This shows proof that
students engage and take away more. Researchers suggest that by teacher
including games into their lessons, these games could be a way for teachers
to scaffold and assist their students learning about math concepts. Ramani
and Eason suggest teachers should begin to incorporate more games into
their lessons. Within the article, examples of creative math games are given.
Suggestions are made for teaches to think creatively to come up with their
own math games for students around the specific unit addressed, but also to
Personal Reflection:
specific math concept. Children in early elementary school are still young
and look forward to playing in their free time. Why not incorporate play into
anxiety even for the youngest learner. By incorporating math games and
activities into the classroom instead of a typical pencil and paper lesson
recess station whiting the classroom. From a teachers position, I see this as
a clever way to have students practice their math concepts but also it is a
great way for students to understand that these math games are meant to
be fun!
Boote, S. K. (April 01, 2016). Choosing the Right Tool. Teaching Children Mathematics,
22, 8.)
Summary:
Stacy Boote is a former elementary teacher and is now a professor at the University of
North Florida. Boote discusses the significance of using the proper manipulatives for specific
mathematic units. Boote also recommends using affordable materials that are easily accessible
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such as craft sticks, straws and marbles to teach division and build conceptual understanding.
The article illustrates how important building students base-ten grounding is before moving on
to division. The author uses craft sticks as a manipulative available for students to learn base ten.
Boote divides the craft sticks in three different ways; baggies, bundle and sticks. Stick is an
individual craft stick, bundle is 10 sticks with an elastic around them and a baggie is 10 bundles
on the baggie.
Personal Reflection:
I agree completely with Boote when she says that students need to be familiar with base
ten before even considering moving on to division. Manipulatives that are everyday objects such
as craft sticks are sometimes better to use a manipulative because students can have an everyday
connection. I thought the idea of dividing the craft sticks up into individual sticks, bundles and
baggies is a fantastic idea to show not only place value concepts but also introduction to
fractions. I would like to use this in my classroom for a base-ten, subtraction and fraction unit.
One last thing that Boote mentioned that I found to be absolutely brilliant is to first introduce the
students to the new craft stick bundles before using them as a manipulative in a lesson. By doing
this, students will get their curiosities out of the way and be able to sit and use the manipulatives
among them
NGSS:
3-5- ETSI-2- Generate and compare multiple possible solutions to a problem based on how well
each is likely to meet the criteria and constraints of the problem.
K-2- ETSI-2- Develop a simple sketch, drawing, or physical model to illustrate how the shape of
an object helps it function as needed to solve a given problem.
K-2-ETSI-1-Ask questions, make observations, and gather information about a situation peole
want to change to define a simple problem that can be solved through the development of a new
or improved object or tool.
ISTE:
Innovative Designer: Students use a variety of technologies within a design process to identify
and solve problems by creating new, useful or imaginative solutions.
Global Collaborator: Students use digital tools to broaden their perspectives and enrich their
learning by collaborating with others and working effectively in teams locally and globally.
Learning Objectives
Student will be able to identify what shapes they are using to build a 3D
Materials:
Pre-photocopied sheets of 3D cut out shapes
Liquid glue
Glue sticks
Hot glue gun
Cardstock paper
Recycled cardboard
Toilet paper rolls
Scissors
Large Fan (the bigger and stronger the better!)
Worksheets photocopied
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Pencils
A box top for each group
The goal of this lesson is for students to create a city scape filled with many
different building heights and widths by using 3 dimensional shapes.
Students will work in pairs to first design their city using physical graph
paper or computerized design paper on lucidchart.com. Each student will call
themselves engineers because they are taking part in engineering work.
Their design must be approved by the senior engineer (the teacher) before
building commences. Once they have been approved by the senior
engineer, the students may take one box top and use this as their base to
build their city. They must use the paper provided to create 3D shapes and
build their city. They will be given minimal material forcing them to use their
imaginations to experiment how to keep their city together during
environmental testing. Once completed, students will put their city through a
fan test which will act as high winds. Students will reflect on their work on a
worksheet and change anything that they believe should be altered from the
ind test. After this, students will put their city to the test for the second time.
Planning:
Explain
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name jar and have the student city with them and they will
and their partner bring their place the city in front of the
Shape City up to be tested fan. The fan will be turned on
firstly by the fan, then the and they can make
shake test (teacher shakes the observations on what they
table underneath the base of need to change to make it
the city). sturdier.
After testing the city out, the
students will go back to their
work space and fill out the
second part on the reflection
and hypothesis sheet.
What do you think will happen to your city when the wind hits?
What do you think will happen to your city during the second wind test?
Anecdotal Notes
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Kenneth
Rebecca
Jenna
Oliver
Marc
Melanie
Jake
Nicole
Jason
Kirk
Sarah
Maicie
Riley
Destiny
Anna
Mathematics Grade: 2
Length: 1 hour
Rationale/ Outcome:
The outcome of this lesson is to build on the knowledge of the
properties of geometric shapes. This lesson also aims to explore how shapes
fit together to form larger shapes and how the classification and sorting can
occur with two or more attributes. Students will be required to sort shapes
based on the different attributes asked, as well as create their own division
of shapes based again, on their attributes. Students will also be asked to use
their spatial sense of shape and space and rotate shapes in order to fit all
shapes together forming a full shape. Ancedotal records will be kept through
the entire lesson by the teacher.
o SCO:
o SS6: Sort 2-D shapes and 3-D objects using two attributes, and
explain the sorting rule. [C, CN, R, V]
NCTM
Pre-K2 Expectations: In pre-K through grade 2 each and every
student should
recognize, name, build, draw, compare, and sort two- and three dimensional
shapes;
describe attributes and parts of two- and three-dimensional shapes;
investigate and predict the results of putting together and
taking apart two- and three-dimensional shapes.
MATERIALS
General
o Bristol Boars
o Velcro
o Labels
Centre 1
o Bag of mixed cut out shapes with different attributes.
o Pre-determined questions to ask students on how to divide their
shapes
Centre 2
o Ziplock bags filled with shape names and attributes
o Play dough, different colours
Centre 3
o Ziplock bags with tangram puzzles. Each Ziplock bags should have the
childs name written on it.
o Scissors
o Glue
As you pull out words of shapes, ask the class If they can point to
something in the room that is a square.
Explanation of centers
This lesson is meant as a review, therefore the class will have some
background knowledge. The class will be divided into three Centers. Each
center will have something different for the students to do. Each center will
last 10-12 minutes.
EVALUATION
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Teachers Resources
Articles: Fonstad, C., & McGarvey, L. (October 01, 2010). Quick images
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References
Van de Walle, K., Folk, S., Karp, K., Bay-Williams, J., & McGarvey, L. M. (2015).
(4thCanadian ed.). Elementary and middle school mathematics: Teaching
developmentally. Toronto, ON: Pearson