SUMMATIVEMATHPROJECT

SbastienBernier
February25th,2015
AnnotatedBibliography

NTCMArticlereviews

ReviewofMathematicManipulatives
DoublesidedCounters
BasedTenBlocks
RainbowFractionTiles
Rekenrek
UnifixCubes/SnapCubes

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MathematicalTechnologies
SmartBoardResource(TickTackToe)
MathEBook
SMARTBoardResource(TableauInter.100)

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Interviewwithastudent

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MathActivityJournal

ShapeGraphingUsingItemAroundTheClassroom
LegoNumberLineGames

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AnnotatedBibliography
A.Plourde,L.,&McAllister,B.(2008).ENRICHMENTCURRICULUM:ESSENTIAL
FORMATHEMATICALLYGIFTEDSTUDENTS.Vol.129(Issue1),P4049.
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=2d2c096b347f4858a589
4ea39a66b419%40sessionmgr4005&vid=7&hid=4206
Inthisarticleitstatesthatgiftedstudentswillmorethenlikelylearndifferentlyfrom
theirpeers.Giftedstudentsneedchallengesandspecificcurriculumtokeepthem
motivatedtolearn.Brainresearchsuggeststhatthebrainwillnotmaintainitslevelof
developmentifstudentsarenotchallenged(Stepanek,1999).Theauthorsinthisarticle
affirmthatwhengiftedstudentsaregiventasksthataretooeasy,theymaynotbecome
engagedintheactivityandconsequentlythelessonoverall.Giftedstudentsoftenhavea
tendencytofinishtasksearlyandarereadytodomorechallengingtasks.Oneofthe
problemsmentionedinthisarticleisthattherearenopenaltiesforschoolsthatarenot
abletoreachthegoalstochallengegiftedstudents.However,therearepenaltiesfor
schoolthatdonotrespectmathstandards.Asaresult,fundingandresourcesthathad
beenallocatedtowardgiftedprogramsarebeingreallocatedtowardreadinginitiativesto
helpstrugglingstudentsgainproficiency(Golden,2003).Bydoingthistheyare
sacrificingtheeducationofthemathematicallygiftedstudentswhohavethepotentialof
becomingthefuturebiomedical,astrophysics,oraerospaceresearchers.Thesegifted
studentsneedthesupporttobeabletoexcelintheirstudiesandtobechallengedona
regularbasis.Bynotchallenginggiftedstudentsandtellingthemtheyaresmartwhen
theyaccomplishsimpletaskstheremaybearisk,thatwhentheyeventuallyaregiven
morechallengingworktheywillbegintoquestiontheirintelligence.TheEntitytheoryis
whenanindividualseetheirintelligenceasfixedandunchangeable.However,
incrementaltheoryofintelligenceiswhenhardworkandeffortisbelievedtofacilitate
intelligence.Giftedstudentsneedtounderstandthattheyhavetoworktobesuccessful
eveniftheyaremoreintelligent,ifnottheywillbechallengedinhighergradeleveland
maybecameunderachievers.
M.Smart,A.(2011).Designingandteachinganelementaryschoolenrichmentprogram:
WhatthestudentsweretaughtandwhatIlearned.Vol.8(Issue1/2),P227244.
http://www.math.umt.edu/TMME/vol8no1and2/11_Smart_TMME2011_article11_pp.227
_244.pdf
Thisarticleisareflectionfromateacherwhohasexperienceinteachinggifted
studentsmathematicsandwhatshehaslearnedthroughouttheprocess.Shetookthat

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opportunitytoprovidemathematicallygiftedstudentstheopportunitytoexperience
mathematicsthatgoesbeyondtheregularcurriculum.TheMathematicsEnrichment
Program(MEP)tookplaceatRoslynElementarySchool,apublicelementaryschool
locatednearthecenterofMontreal.TheMEPconsistedofstudentsworkingatalevel
twogradeshigherinmathematics,thatthestudentsshowedinterestandtalentin
mathematics,andthepermissionfromthestudentsparents.Intheprogram,the25
studentswheredividedintogroupsdependingontheirgradelevels.

Animportantpartoftheprocesswasthatduringthelessonsheaskedthegifted
studentstowritewhattheyhavelearnedintheirmathjournalandreflectionofwhatthey
likedordislikedduringthelesson.Somegiftedstudentsneedtheemotionalsupportfrom
teachers.Sheworkedinawaythattheatmospherewasveryinclusiveandalsopositive.
Shealsoaskedthestudentshowtheyfeltabouttheworktheyweredoingandiftheyfelt
comfortableaboutthesubjectmatter.Duringherlessonsshedidnothavetorepeat
instructionstothegiftedstudentsandmostofthemwereveryconfidentindoing
mathematics.Theywerecomfortableenoughtocorrectsomeoftheteachersmistakes.
Theguideondevelopingprogramsforgiftedstudentsstatesthatanenrichedmathematics
programshouldattemptsuchactivitiesasusingopenendedquestions,avoidrepeating
theregularcurriculum,donotgrade,andensuringtopicsaremathematicallysignificant
(Freeman,2003).
Asateacheritisveryimportanttobefamiliarwiththematerialyouareteaching,
notalllessonswillworkbutateacherneedstobeflexibleandabletoadaptina
classroom,specificallyforgiftedstudents.AprogramlikeMEPcanbeverygoodfora
schoolandshestatedthatittookaminimaleffortfortheschooltorun.Withouthaving
thisprograminaschool,ateachercanintroducesomeoftheprogramsconceptsintotheir
classroomstoassistwiththedevelopmentoftheirgiftedstudents.
MullerWilkins,M.,L.M.Wilkins,J.,&Oliver,T.(2006).DifferentiatingtheCurriculum
forElementaryGiftedMathematicsStudents.Vol.13(Issue1),P613.
http://www.jstor.org/stable/41198835?seq=1#page_scan_tab_contents
Giftedstudentscanbeachallengeforteachersandoftenwhentheyredonetheirwork,
theyareaskedtoworkindividuallyonsomethingelseorasktohelpotherstudentsinthe
classroom.Unfortunately,giftedstudentareoftenaskedtositquietlyattheirseatandto
waitforotherstobedone.Thegoalofthisarticleistomakeiteasierforteachersto
providechallengingactivitiesforgiftedstudentsworkingabovetheirgradelevelin
mathematic.Thegoaloftheconceptistoprovideenrichingactivitiesthatwillfittheunit
thatthewholeclassisworkingon.StudentsareaskedtoworkindependentlyonMIC
activitiesandtheroleoftheteacherwillbetoassistandsupportthegiftedstudents.
TeachershavetomakesurethatthestudentsareworkingontheMICactivitiesduringthe
mathperiodandnotatanyothertimesotheywillnotfeelliketheyaredoingextrawork.
Usually,theteacherwillgivethestudentstheopportunitytochoosewhichofthe9

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activitieshewantstodo.AllnineactivitiesoftheMICprogramarerelatedtoatheme
thatanelementaryteachermightbecoveringinalesson.Fouractivitiesintendedto
stretchmathematicstowardsthecurriculum,fouractivitiesareonlogicalthinkingand
problemsolving,andthelastactivityisadataproject.Mostoftheactivitieshavemore
thenonesolutionsoitgivesanopportunityforstudentstogofurtherintheiranswersand
equation.Thesestudentsneedactivitiesthatmovebeyondacomprehensionlevel.They
needanopportunityforcreativityandindependence.Inshort,giftedstudentsdonotneed
moreworksofthesametypethatisofferedinmanytraditionalcurricula;insteadthey
needdifferenttypesofactivities(Galbraith2001).
S.Stamps,L.(2004).TheEffectivenessofCurriculumCompactinginFirstGrade
Classrooms.Vol.27(Issue1),P3141.
http://web.a.ebscohost.com/ehost/detail/detail?sid=2d2c096b347f4858a589
4ea39a66b419%40sessionmgr4005&vid=32&hid=4206&bdata=JnNpdGU9ZWhvc3Qtb
Gl2ZSZzY29wZT1zaXRl#db=aph&AN=15691489
Thisarticleprovidesnewinformationabouthowcurriculumcompactingcanbeeffective
inaclassroomwithfirstgradegiftedstudents.Thiskindofcurriculumwasdesignedto
eliminatealreadymasteredcontentandtoprovideenrichmentactivitiesinthetimesaved
forthestudents.Therearemanydifferentstrategiesthatteacherscanusetowelleducate
thegiftedstudentsinaclassroom.Theauthordeclaredthatcurriculumcompactingand
theabilitytomodifythecurriculumtofilltheneedsofeachstudentisveryimportant.
Anacademicallychallengingatmospherethatisspecifictothestudentsstrengthsand
interestsiswhatcompactingcurriculumhelpsprovide.Thisisapracticethatissupported
byexpertsinthefieldofgiftededucation.
Aresearchdoneinthisarticleshowshowmuchbasicskillscontentcanbe
eliminatedinaclassroomwiththecompactingcurriculumforgiftedstudents.Byusing
thisstrategyteacherscanofferachallengingenvironmentforthehighskilledlearners
andkeepthemmotivatedaswell.Thesestudentswillhavemoretimetodeveloptheir
skillsduringtheschooldayinsteadoflosingtheirtimeontopicstheyhavealready
mastered.Anotherimportantpointisthatthestudentswillnotbecomeboredandwill
keeptheirloveforlearning.Forateacheritisveryimportanttobeabletokeepyour
studentsmotivatedandtomakesuretheyarehappytowakeupinthemorningandcome
toyourclassroomtolearnnewmaterials.

B.Rogers,K.(2007).LessonsLearnedAboutEducatingtheGiftedandTalented:A
SynthesisoftheResearchonEducationalPractice.Vol.51(Issue4),382396.
http://gcq.sagepub.com/content/51/4/382.full.pdf+html
Thisarticleisaboutfourdifferentlessonsthathelpteachersonhowtoteachgifted
learnersintheirclassroom.ThefirstlessonisGiftedandTalentedLearnersNeedDaily

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ChallengeinTheirSpecificAreasofTalent.Asthestudentsprogressinthislearning,itis
importantthattheyareabletoreflectontheirprogressanddevelopnewbenchmarksfor
progress.Itsaysthatwhenastudentcannotmoveforwarditcanbeunmotivatingand
verystressfulfortheindividual.Also,someresearchsuggestedthatgiftedstudentsneed
topersistindependentlyandthechildsgreaterdevelopmentwilloccurwithaconsistent
effortathomeandatschool.Theauthorstatedthatthefirstlessonneedssomeregrouping
forsuchinstructionwhetheritwillbeforthewholeclassofhightalentstudents,alike
performingclustergroup,oralikepeerdyadorlikeabilitycooperativegroup,forwhich
thestudentsareprovidedwithcooperativechallengestobecompletedwiththeirpeers.
Inthearticleitsaysthatifthisregroupingisnotpossiblethengiftedstudentwillneed
giftedresourceteachers,mediaspecialist,ortalentareamentoreitherwithinoroutsideof
theschoolssothestudentcanmoveforward.ThesecondlessonisOpportunitiesShould
BeProvidedonaRegularBasisforGiftedLearnerstoBeUniqueandtoWork
IndependentlyinTheirAreasofPassionandTalent.Basically,KarenRogersstatedthat,
giftedstudentsneedtoworkindependentlyduringprojectsasawaytomoveforwardand
besuccessful.Someresearchshowedthatagiftedlearnerwhoworkedindependentlyon
acertainprojectwouldperformbetterthenagiftedstudentwhoworksonaprojectwith
peers.AsSternberg(1986)encouraged,wemustgiveintellectuallygiftedandtalented
youngstersthechancetofeeltheyaremakingprogressintheirlearning.Allkindsof
problemsbegintooccurwhentheymustsityearafteryearrepeatingwhattheyhave
previouslymastered.ThethirdlessoninthisarticleistoProvideVariousFormsof
SubjectBasedandGradeBasedAccelerationtoGiftedLearnersasTheirEducational
NeedsRequire.InthispartofthearticleRogerssaysthatitcanbeapositiveexperience
foragiftedstudenttoskipgradesdisputingallthemythsaboutit.Finally,thelastlesson
istoprovideopportunitiesforgiftedlearnerstosocializeandtolearnwithlikeability
peers.Alotofresearchmadeitclearthatregroupinggiftedstudentsisverypositiveand
teachershoulddoitasmuchastheycan.

NTCMArticlesReviews

Patternstodevelopalgebraicreasoning
InthisarticletheydiscussthefourmajorthemesforgradesPreK12andthe
importanceofdevelopingalgebraicreasoninginelementaryschool.Therearemany
differentopinionsonthissubjectandwhatalgebraicreasoningmeansatthatlevel.Inthe
article,wearepresentedwithtwodifferentcoreaspects,whicharegeneralizationsand
syntacticallyguidedactiononsymbols.TherehasbeenarecommendationbySmith
(2003)tointegratealgebra,patterns,andfunctionsthroughouttheK12curriculumunder
theStatusandChange.Following,itsaysthatalgebracanbeusefulwhenitis

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meaningfulbecausetoooftenalgebraisviewedassenseless.Therewasa
recommendationfromTheMajorTopicsofSchoolAlgebratoincludesymbolsand
expression,linearequations,quadraticequations,functions,algebraofpolynomials,and
combinatoryandprobability.
Also,wecanreadabouttheteachersalgebraicreasoningandthatevenifmost
teachershavealotofexperiencewiththestructuralaspectsofmathematics,theydonot
haveenoughexperiencewiththemathematicsofchange,inparticularwith
generalization.Therewereacoupleexplorationsandexperiencesdonetohelpteachers
enhancetheirvisionofalgebraandinthesamewaywillencouragethemtoprovidethe
sameexperiencestotheirownstudents.Teacherswereengagedinproblemsolvingand
theyhadtofollowthreephases,whichwereexploration,discussion,andreflection.
First,theyworkedingroupstosolveaproblemandtheteacherscanhelpeach
othertofindnewideasorsolutionstotheproblem.Secondly,thereisawholeclass
discussioninwhichteacherssharetheirsolutionsandtheystarttoappreciatethevalueof
seeingdifferentwaysofthinkinginregardstothesameproblem.Finallyeachteacher
writesabouttheirproblemsolvingprocessesoftheirmathematicalsolution.Thiscanbea
veryinterestingwaytobringproblemsolvingintoaclassroomandhelpstudents
understandthattherearedifferentwaysofreasoningwhentryingtosolveaproblem.
Following,someteachershavenoinsightonhowtoteachpatternstostudentsand
thatpatternsaremissingfromtheirschoolcurriculaortextbooks.Wefoundfroman
explorationthatsometeachersknowledgeorideaswereunderdevelopedandthatthey
needdiscussionaboutthenotionofgeneralization.Explorationwithpatternswillhelp
teacherstogaininsightintomathematicsandhowtoteachmathematics.
Fromateacherspointofview,Ibelievethatdevelopingalgebraicreasoninginthe
elementaryschoolwillhelpstudenttobuildthefoundationthattheywillneedtocarryon
duringtheirschoolcareer.Teacherscanfacealotofchallengeswhenteaching
mathematicstostudents.Mathematicscanbehardandstressfulforsomeofthem.Itis
importantforateachertobeabletocreateopportunitiesthatwillallowstudentstoenjoy
doingmath.Ibelievethatpatternsshouldbetaughtattheelementaryleveltogiveinsight
andinterestintoproblemsolvingandalgebraicreasoning.Agoodwaytoimprovethe
imbalanceinalgebra,wouldbetobetterteachandinformteachersabouttheimportance
ofpatternsinthealgebraicreasoning.
Stump,S.L.(March01,2011).Patternstodevelopalgebraicreasoning.Teaching
ChildrenMathematics,17,7,410418.

Technologytodevelopalgebraicreasoning
Technologyisapartofoursurroundingsandchildrenaregrowinguplearning
howtousethesetoolsintheirlife.Inthisarticle,itsaysthattechnologyallowsstudents
tohaveabetterunderstandingofdifferentmathematicalconceptsandtohavehigher

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thinkingskills.TherewasalsoarecommendationfromPrinciplesandStandards
(NTCM2000)aboutthisconcern.InthearticletheytalkaboutusingaSmartboard
activitytodoalgebraicreasoning.Thestudentsareusingapanbalancewherestudents
canaddandremoveshapesandinwhichthebalancebecomeslevelwhenbothsidehave
thesamevalue.Theywillbeabletomovetrianglesorsquaresintoabalance,whichwill
representandhelptheirunderstanding.Theycandeterminethevalueofeachshapeand
thenbeabletowriteanequationabouttheirobservations.TheSmartboardactivityis
usedasarepresentationforalgebraicreasoning.
HavingamathactivityonaSmartboardcanmakethingsinterestingforstudents.
Theuseoftechnologywillhelpteachersimprovestudentsinterest.Theylovetogetup
andgoinfrontoftheclassroomtousetheSmartboard.
Asafutureeducator,Ibelievethatusingtechnologyinamathclassroomisa
greatidea.Smartboardactivities,forexample,canbeagoodtooltoengagestudentsinto
aconceptoralesson.Ontheotherhand,Ithinkthattechnologyisagoodsourcebut
shouldnotbetheonlysourceusedinaclassroom.Manipulativesandtextbooksarealsoa
greatwaytolearnandifusedinagoodway,canmakelessonsmoreinterestingforthe
students.Iagreewiththefactthattechnologyhasthepotentialtoimprovestudents
learninginmathematics.Technologyshouldbeusedasatooltosupportstudents
exploringandcommunicatingdifficulttasks.
Polly,D.(April01,2011).Technologytodevelopalgebraicreasoning.Teaching
childrenmathematic,17,8,472478.

Experienceswithpatterning

FerriniMundy,J.,andLappan,G.(February01,1997).Experienceswithpatterning.
TeachingChildrenMathematics,3,6,282288.
Retrieved:http://www.jstor.org.proxy.hil.unb.ca/stable/41196740?
seq=1#page_scan_tab_contents
Itstatesatthebeginningofthearticlethatweasteachersmakeadifferenceina
waythatstudentswilldevelopmathematicalinsightandinventionsfromthechoicesthat
wemake.Anexample,ishowalgebraicreasoningmightbeextendedovergradeK6.It
suggestsinthearticlethatthestudyofpatternsisaproductivewayofdeveloping
algebraicreasoningintheelementarygrade.Theauthorsofferageometricsettingon
howthemathematicalideascanbedevelopedthroughthestudyofproblemsandhow
algebraemergesthroughgeneralizationandrepresentthoseideas.Alotofdifferentideas
arepresentedforteachersonhowitwillbegoodtoteachstudentsatalldifferentlevels.
Theuseofaproblemwithblueandwhitetilestorepresentapoolhasbeenuseinall
differentgradesbutinavarietyofdifferentways.Theimportanceisthatthestudentsare
challengedtoobservepatternsandtobuildconnections.Inthisarticletheyusegeometric
representationtogeneralizeandrepresentmathematicalideas.Thereisalotofdifferent

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waystoreachthatgoal.Thearticlealsoprovidesalotofdifferentquestionstoengage
studentstodeveloptheiralgebraicreasoning.Ibelievethatthequestionsusedinthe
classroomandthediscussionsbetweentheteacherandthestudentswillhelpthem
understandtherelationshipofthepatternswhiletheymoveontoanothergradelevel.

MathManipulatives
Doublesidedcounters

Toassiststudentsindemonstratinganunderstandingofnumbersandquantitiesbycountingand
comparingsetobjects,Iwillusedoublesidedcounters.Iwillusedoublesidedcounterstohelp
studentdemonstrateanunderstandingofnumbersandquantitiesbycountingandcomparingset
objects.Studentwillbeabletousethemanipulativetoshowanunderstandingofbasicoperations.
Also,doublesidedcountersareperfectforhandsonmathpracticeatalearningcenterandfor
demonstratingmathconceptstotheentireclass.IchosethismanipulativebecauseIwouldbeableto
useittointroducethetenframeandotherinteractivegamesforstudentstoplaywhenlearning
addition.Thesecountersareexcellentforsorting,countingandprobabilityactivities.

BaseTenBlocks

Theutilizationofthebasetenblockscanbefoundinalmosteveryelementaryclassroom.Itisusedto
exploretheones,tens,andhundredthsplace.Thismanipulativeisanexcellenthandsonactivityandit
isalsoidealforvisualrepresentationstoassiststudents.Inyoungerelementaryclasses,teacherscan
usethebasetenblockstohelpstudentswiththenumbersense.Asateacher,Iwillusethebaseten
blockstoteachtheplacevalues,decimals,andfractions.

RainbowFractionTiles

Fractionsareoftensomethingthatstudentswillstrugglewith.Itisveryimportanttohavea
manipulativetohelpthemunderstandtheconceptsoffractions.Fractiontilesareagreatvisual
representationforthefractionconcept.Itisagreatwaytoteachfractions,decimals,percentages,and
relationships.Studentscanmanipulatepartsofawholetoseehowtheyrelatetoeachother.Iwilluse
fractiontilestohelpstudentsmakefractionalconnections.Forexample,whentheyseethatredalways
equalone,yellowequalandsoon.Itwillalsobeasupportforthestudentsinmyclassroomand
willhelpthemsolvedifferentproblemswithvisualrepresentation.

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Rekenrek

Therekenrekhelpstosupportthenaturalmathematicaldevelopmentofchildrenandhelpsthem
generateavarietyofadditionandsubtractionstrategies.Thisincludesdoublesplusorminus1,
making10s,andcompensation.Studentscanusetherekenrektodevelopcomputationskillsorsolve
contextualproblems.Thetwovariationsofcolorsontherekenrekallowsstudentstomakemental
imagesofnumbers.Liketenframes,thistoolhelpsstudentsseethequantityoffiveasawholeand
developsstrategiestosolveequationslike5+2,5+3.Iwillusetherekenrektohelpsupport
students.Theywillbeabletousethebeadstorepresentaddition,subtractionsortorepresenta
number.
UnifixCubes/SnapCubes

Unifixcubescanbeusetolearnmultipledifferenttopicsincludingaddition,subtraction,
multiplication,division,andpatterns.Snapcubesisahandsontoolthatcanalsohelpasavisual
representative.Unifixcubeswillbeusedinmyclassroomtointroducenewconcepttostudents.Iwill
usetheunifixcubestoworkonstudentsunderstandingofsquarenumbers,counting,pattern
recognition,andvolume.Theywillusethemtobuildlargerandlargersquareprismsandstackthem
toformatower,whichwillassistthemiscreatingandrecognizingpatterns.Theycanalsopredictthe
numbersofcubesneededtoproducelargersquaresandtowers.

MathematicalTechnologies

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SmartBoardResource(TickTackToe)

ThisSMARTBoardactivityisamathematicalversionoftheclassicTickTackToegame.
Thegamebeginsbysplittingtheclassroomintotwoseperategroups,onerepresents"Xs"andone
represents"Os".Tobegin,onestudentfromeachgroupcomesuptotheSMARTboard.Thesetwo
studentswillplayRockPaperScissorstoseewhichteamwillstartthegame.Oncethisisdecided,the
startingteamwillchooseasquareandremovethebluecovertorevealthesubtractionoraddition
equation.Theywillthenbegiventimetosolvetheequation.Forsupporttheywillbegivenbaseten
blocksforassistance.Iftheygettheanswerrightinonetrytheywinthesquare.Iftheygetitwrong
theotherteamcomesuptothefrontandisgiven30secondstosolvetheequation.Thewinningteam
istheteamthatcompletestheTickTackToepatternfirst.Icreatedthisactivitytoassiststhestudents
comprehensionwithadditionandsubtractionequations.Thisgamecanbeusedasawarmuporatthe
endofalessontoassesstheirunderstanding.Itwillalsohelpthestudentsbecomemoreactiveintheir
mathlearningandincorporateafunactivityintotheirmathlesson.Thisactivitywillalsohelps
studentspracticetheirmentalmathskills,whileprovidingthatassistanceifneeded.

MathEBook

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ProvidinganEBooktothestudentswillassistintheircomprehensionlevelsinregardsto
previouslytaughtmaterials.Thisbookhasacompleteoverviewofcountingintens,patterns,
fractions,andoddandevennumbers.Thebookasksmultiplequestionsinregardstoeachcategoryto
touchonallaspectsofthatlesson.Itisavailableinbothenglishandfrench,whichwouldbeusefulfor
bothenglishandfrenchimmersionclassrooms.BeinganEBooksthestudentswillhaveaccesstothis
resourcebothintheclassroomandathome.Thisbookwascreatedtoreviewmathskillsin
preparationfortheGrade3levelmath.Thiscouldbeusefulasanintroductiontoolatthebeginning
oftheschoolyearinrefreshingstudent'smemoryonwhattheyhaveaccomplshedintheprevious
year.Thiswillalllowstudentstobuildupontheirpreviousknowledgeandmoveforwardintheir
successwithlearningmath.

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SMARTBoardResource(TableauInter.100)

ThisSMARTBoardresourcecanbeveryusefullinanelementaryclasdsroom.Teacherscan
useitasasupportorvisualtooltohelpstudentswithskipcounting,addition,substraction,
multiplication,andtolearnthenumbersto100.TableauInter.100isveryeasytouse,byonly
clickingonanumbertocasewillturnredandthestudentwillunderstandthatitchoosethatnumber.
Theycanusethisresourcetodisplaymultiplicationofarandomnumberbyclickingontheresults.
Thewillbeabletovisualisethepatternandtheresults.

InterviewWithaStudent
Thefollowingismyinterviewwithan9yearoldstudentaboutmath.Interviews
suchasthisonecanhelpteachersundestandwhattheirstudentsthinkaboutmath,whatthey
havetroubleswith,andwhattheylikeanddislikeabouttheirmathlessons.Thisinterview
willhelpmebecomeabetterteacherbecauseithasenlightenedmetohowmystudentsmay
feelaboutthewayIteachthematerial.Itwillalsohelpmewithmyteachingphilosophy,
practices,andhowIinteractwithmystudents.Mathisoftenadifficultsubjectandmaycause
abitoffrustrationanddiscouragementforsomestudents.Ifteachersinteractandtalktotheir
studentsaboutwhattheylike,dislike,whattheystrugglewithandwhattheyexcelatinmath;
thentheycanbetterfocusontheareasthatcantroubletoincreasetheirstudentssuccess.

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Q)Doyoulikemath?Whyorwhynot?
A)Yesilikemath,becauseIlikeworkingonproblemsolving.
Q)Doyouhaveagoodmarkinmath?
A)Yes,myteacherisveryniceandveryhelpful.
Q)Whatisyourfavoritepartaboutmathclass?
A)IreallylikeproblemsolvingandusingtheSMARTBoardasanactivity.
Q)Wouldyoulikemathmoreifyouplayedalotofgames?
A)Yes
Q)Ofallthetopicsyouhavelearnedsofar,whathasbeenthehardestforyou?
A)Ihaveahardtimewithstatisticsandprobability.
Q)Doyouliketodomathwithafriendoralone?Why?
A)Alone,becauseIamabletoworkfasterwhenIworkbymyself.
Q)Ifyouhadtroublewithyourmathhomework,doyouthinkyoucouldgethelpat
home?
A)Yes,mymotherhelpsmewithmymathhomework.
Q)Whatkindofhomeworkdoesyourteachergiveyou?
A)Myteachergivesusworksheettocompleteathome.

MathActivityJournal
ShapeGraphingUsingItemAroundTheClassroom

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ThisisaactivityIfoundonpinterestthatIwoulduseinagrade1classroom.Thematerialneeded
todothisactivityismaskingtape,classroomitemsshapedlikeatriangle,arectangle,asquareanda
circle,paper,andmarkers.Iwouldbuildthegraphontheclassroomfloorandmakesurethereis
enoughroomforthestudentstocirculateintheclassroom.Iwouldaskastudenttogofindanobject
intheclassroomandtoplaceitunderthecorrectshapeofthegraph.Youcanalsosendmorestudents
atthesametimewhichwilldecreasethewaitingtimeforotherstudent.Attheendyoucanaskthe
studentswhichcolomnhasthemostobjectsandwhichonehastheleast.Thisactivitywillhelpthe
studentscountwithunderstanding,makecomparisonofquantities,usecomparitivewardsanditisa
funandeasywaytointroducegraphing.

LegoNumberLineGames

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Thisactivitycanbeusedwhenlearningtocount,learningtoaddorsubtract,andworking

onnegativeandpositivenumbers.Insteadofworkingonaworksheetwhynotmakeit
funanddoahandsonactivity.ForthisactivityyouwillneedLEGOandalsoLEGO
figures.Thisgamecanbeplayedinanearlyelementaryclassroombetweengrade1and
grade3.

1. AddingandSubtracting.Calloutequationstoyourstudents(ortotheLEGOminifigure)and
havethemmovetheLEGOfigurealongthenumberline.(Whats3+4,LEGOMan?)
2. WorkingwithFactFamilies.HowmanywayscanLEGOManget10?(5+5,6+4,8+2and
soon).
3. Workingwithnegativenumbers.Drawyournumberlinetoincludenegativeandpositive
numbers.Giveyourstudentsnumberstoaddandsubtractthatmovesthemalongboththe
negativeandpositivepartsofthenumberline.

Fortheseactivitiesyoucanaskyourstudentstoworkindividuallyoringroups.Eachstudentisgiven
LEGOsandafigure.Theycanbuildtheirhomenumberlinewithmarkersonaconstructionpaperor
useawhiteboardporovidedbytheteacher.StudentsloveplayingwithLEGOandthissimpleactivity
willmakethelearningfun.