Math Summative Assignment

Rebecca Richard

Science for Elementary Children

EDUC: 5473

Shaunda Wood

March 3, 2017
1. Annotated Bibliography:

Shatzer, J. (May 01, 2008). Picture Book Power: Connecting Children's

Literature and
Mathematics. The Reading Teacher, 61, 8, 649-653.

This article is about how a teacher introduced a book to the class about

a wolf who is trying to fatten up a chicken for his stew. He feeds the

chicken one hundred donuts, a hundred pancakes, and a hundred-

pound cake. Throughout the book, the teacher is asking her students

to make predictions about what they believe will happen to the chicken

and wolf. She asked the class if they could take a vote on the classs

favourite food from the wolfs stew and then the class constructed a

graph showing their votes. The teacher also baked a hundred cookies

with her class and had her students help with the measurement of the

ingredients. The teacher also includes many other examples of books

where she made mathematical connections to further her students

understanding of math concepts. The author argues that by having her

students participate in these activities, it allows her students to enjoy

the reading, the illustrations, the activities, and then she revisits the

activities to connect them back to mathematical concepts. It gives the

students a real-life context they can relate the content to, like in this

case measuring for a recipe, or eating for fractions, or creating graphs

from the information provided in the text. Students will learn to make

these mathematical connections in their reading when they read

independently.
Burns, M. (May 01, 2010). As Easy as Pi: Picture Books Are Perfect for
Teaching Math. School
Library Journal, 56, 5, 32-41.

The article talks about how picture books spark imagination in

students. For students who usually like to read but feel like they are

not good at math, they might take enjoyment in reading about math

and giving math a newer and more interesting context. For math

students who might not like reading, it might do the same for them and

give them a new context for enjoying what they love. The author talks

about how they used a book to practice counting with her students. As

she read the book, she went over the math with her students and

asked them to make predictions. She went through the book again,

wrote the numbers on the board, and asked the students for help

writing the equations on the board. She comes up with multiple math

activities that relate back to the book that assesses their

understanding of the concepts and involves them coming up with the

equations on their own. Finally, she provides the readers with multiple

other picture books she has used to introduce math concepts and gives

a write up about how to use the books in the classroom.

Brozo, W. G. (November 01, 2013). From Manga to Math. Educational
Leadership, 71, 3, 58-
61.

The author discusses how he noticed students withdrawing from

lectures in school because they were bored of the typical lecture and

textbook learning. He noticed that other teachers were using graphic

novels to interest students in subjects like social studies, science and

math. Students find the typical textbooks difficult to comprehend

because they are filled with non-familiar terms they cannot relate to.

Walter, a middle school math teacher, recognizes the need to introduce

interesting material to his students to get them engaged in the subject.

He introduced the class to a manga book that served as an

introduction to calculus. The novel is about a journalist who uses

calculus to improve the stories they write and in one example, writes a

story about how a rock stars decline in popularity was directly related

to their weight gain. The graphic novel provides students with an

example of a person who used calculus in their everyday life and made

it interesting for the readers. Walter, the teacher, guides his students

through a close reading of the text and encourages the students to

work with partners to talk about what they recognize in the book and

what could help them with what they are having difficulty with in math.

Using the graphic novel in his class helped his students become

engaged, interested, build their knowledge, and give them a real-life

context to help guide their learning. It helped the students realize that
 they will use math outside of the classroom in their jobs, their future

education, and their everyday life.

Von, D. L. (January 01, 2006). Teaching with Children's Books: The "Wow"
Factor. Teaching
Pre K-8, 36, 4, 62-63.

This article discusses how a teacher should go about finding a book

that incorporates math and is beneficial to the students learning. The

teacher should consider the criteria in the curriculum and ensure the

picture book would help explain and clarify their understanding instead

of confusing them. Are the concepts being taught or discussed in the

book accurate? Are the illustrations helping the students by giving

them accurate visuals and keeping them engaged? The students

should be able to make connections to their own life, while being

introduced to new creative and exciting ways to enjoy math. The

author provides a resource for teachers to use; a book that gives

teachers resources and activities related to the picture books provided

in the book. This is a short article but it perfectly highlights why picture

books can open the minds of students to the possibilities of math by

teaching through stories and visuals. It also provides many great

examples of picture books that involve important math concepts.

Bosse, M. J., & Faulconer, J. (January 01, 2008). Learning and Assessing
Mathematics through
Reading and Writing. School Science and Mathematics, 108, 1, 8-19.
The article states that many educators have asked to have more

reading and writing in mathematic curriculum because students learn

the specifics of math more effectively when their reading and writing

focuses on the math concepts being taught. Students not only learn

the math concepts more profoundly, but they learn how to put the

math in context and how to communicate mathematically. The article

goes in-depth about the theoretical reasons why reading and writing in

mathematics is so beneficial for the students, how their learning

occurs, and the techniques to improve student learning. Math can be

expressed through more than just word problems, but the practice with

the reading and writing would help improve their success with math

problems because they become more comfortable with the language

and visualizing the math concepts. Research referenced in the article

discusses how students do too much learning with mathematic

textbooks and listening to teachers lecture about learning and

practicing math concepts. Learning math through reading reinforce

different strategies for students because they are not only strictly

reading from left to right, but they are jumping around the page

putting the pieces together and analyzing the text. This article makes a

fair argument why teachers should incorporate different types of

reading and writing when teaching math, and why this practice builds

students learning in a multitude of ways.

Ayebo, A., Wiest, L. R., & Sherard, H. (March 01, 2010). quick reads: another
good idea:
Poematics: Exploring Math through Poetry. Mathematics Teaching in
the Middle
School, 15, 7, 378-381.

The idea of this article is that because an important curriculum

standard is that students develop a language for expressing

mathematical ideas; teaching and encouraging students to write

poems about math concepts allows them to think outside the box while

they learn to communicate. The article discusses how to introduce

mathematical poetry to the classroom by asking students to create

their own haiku or a limerick. Students built up to writing their poem by

trying to make sense of their math concept they would write about,

focus on key terms integral to understanding the concept, and then

focusing on the writing component. The students became very

engaged in the lesson and it was a much more exciting approach to

learning math than the typical lecture and textbook approach. The

students became creative and looked outside the box to further their

understanding. They became more confident when using the

mathematical language and they were less intimidated about studying

the material.
2. STEM Lesson Counting Concepts:

Counting Concepts

SUBJECT TEACHER GRADE DATE

Mathematics: Rebecca Richard Grade 2
Whole numbers,
place value, whole
number
computations

OVERVIEW
By using the manipulatives prepared, students will be learning to count in
groups, instead of one-by-one. They will learn how to count faster by
understanding the groups which exist in double digit numbers. After
understanding how to group and find groups in numbers, we will go over how
this will help them with learning addition and subtraction, and how to use
manipulatives to perfect these skills. Students will understand that there are
several ways to group numbers to make double digit numbers (ex: there are
6 groups of 5 in 30, but there are also 3 groups of 10). After this
discussion/lesson, we will discuss how we can use this knowledge to make
approximate estimations.

STANDARDS
NCTM Standards: Number and Operations
Number:
- count with understanding and recognize "how many" in sets of
objects;
- use multiple models to develop initial understandings of place value
and the base-ten number system;
- develop understanding of the relative position and magnitude of
whole numbers and of ordinal and cardinal numbers and their
connections;
- develop a sense of whole numbers and represent and use them in
flexible ways, including relating, composing, and decomposing
numbers;
Operation:
- understand various meanings of addition and subtraction of whole
numbers and the relationship between the two operations;
- understand the effects of adding and subtracting whole numbers;
- understand situations that entail multiplication and division, such as
equal groupings of objects and sharing equally.

Computation:
- develop and use strategies for whole-number computations, with a
focus on addition and subtraction;
- develop fluency with basic number combinations for addition and
subtraction;
NB Curriculum Standards:
General Curriculum Outcome: Number (N): Develop Number Sense
Specific Curriculum Outcome: SCO: N1:
Say the number sequence, 0 to 100, by:
- 2s, 5s and 10s, forward and backward, using starting points that are
multiples of 2, 5 and 10 respectively.
- 10s using starting points from 1 to 9.
- 2s starting from 1.

Teacher Guide Student Guide

Objectives - Administer the - Students will need

materials and
manipulatives
- Ask students what they
remember from the year
before, and if they count by
1s because they
understand what number
comes before and after
each, or if they actually
understand the placement
of each number and the
base-ten values
- Watch students who
are struggling, and use the
manipulatives to explain
the concepts further, do
into greater detail or find
to understand how to
count not just one-by-
one but by grouping
and making
connections what base-
ten means and why the
order of numbers
makes a difference
- Students should be
able to make
connection that 4
groups of 25 colored
tiles would equal to 100
- Students should be
able to use
manipulatives to
understand subtraction
 Teacher Guide Student Guide

new examples for them and addition then move

watch students who
remember and can exercise
what they learned the year
before and those who are
behind and will need more
help to understand these
new concepts.
- Explain in great detail
how students should
visualize what they are
learning with the
manipulatives to help them
when they are doing the
math mentally and how
visualizing groups can
make
equations/addition/subtracti
on easier
to using the strategies
they learn from the
manipulatives to being
able to do the mental
math
- Students should be
able to using the
grouping methods to
help them with their
mental math skills and
make sense of making
groups

Informatio - Making connection to - Students should be

n the New Brunswick Grade 1 making connections to
curriculum: Students should what they learned in
know how to count to 100 Grade 1, and learning
and begin and end at any new concepts from this
given number. They should lesson which are
be able to look at a group included in the Grade 2
of manipulatives and group curriculum.
1 to 10 easily and estimate
quantities to 20. Students
should be able to describe
and use math strategies
like counting in doubles and
making 10. They should be
able to recognize and
repeat patterns with
manipulatives. This lesson
would be more geared to a
Grade 2 lesson because it
involves grouping numbers
to 100 in 2s, 5s, and 10s.
Students should be able to
 Teacher Guide Student Guide

demonstrate if the number

is even or odd. They should
understand the place value
for numerals to 100. This is
tied into students
understanding the base-ten
values and understand the
5 in 53 means 5 groups of
10. They should also
understand
addition/subtraction with
numbers up to 100.

Materials - 53 colored tiles for No materials needed for

each student
- Cards which exemplify
groups of 1, 2, 5, and 10
Activity 1st activity: Using the
colored tiles, students will
use them to group the
candy, learn how to count
by using grouping
techniques. After they
understand how to group
and count the tiles they will
use these strategies to
understand how to use
groups to add and subtract
as well. Also, after going
over the grouping
strategies, ask students if
by quickly looking at the
groups it would be easier to
estimate how many there
are.
2nd activity: Include their
activity cards in their
baggies full of colored tiles.
Ask the students how they
would use the groups to
equal a number. For
students
- Students will count
the tiles group
(probably using their
one-by-one method)
- Group the colored
tiles into groups of 2
how many are left
over?
- Group them into 5
how many are left
over?
- Group them into 10
how many are left
over?
- Are they easier to
count in tens? Do they
understand the
connection between
what the first number
in a double digit
means, and what the
second number
means? They should
understand that in 53,
 Teacher Guide Student Guide
there are 5 groups of
example, the number 53. 10 and 3
They would use the cards to single/individual.
say how many groups of
- Using the cards,
10s there would be, how
students will further
many 2s, how many 5s,
their
and how many singles. Ask
knowledge/understan
how they would use this to
ding of how to
subtract? To add numbers?
add/subtract groups
Discuss how to take the
and understand how
groups apart, and combine
many groups of each
the numbers.
would be in other
numbers (example:
break up 33, 47, 61,
etc.)

NOTES

List of students: (mark their progress, difficulty, success, etc.)

Mark: Karen:
 Kathleen: Justin:

Tyler: Chad:

Zoe: Corey:

Kate: Mia:

3. Reflection of 5 Math Manipulatives:

WEB SOURCES:
1. http://www.kindergarten-lessons.com/math_manipulatives/
2. https://www.learningresources.com/category/subject/math/manipulativ
es.do?c=121885.121894.121897&sortby=ourPicksAscend&pp=100
3. http://www.pearsoncanadaschool.com/index.cfm?
locator=PS1zOt&PMDBSOLUTIONID=25862&PMDBSITEID=2621&PMDB
CATEGORYID=25876&PMDBSUBSOLUTIONID=&PMDBSUBJECTAREAID=
&PMDBSUBCATEGORYID=26214&PMDbProgramID=57861

1. Base Ten Blocks:

Online resource:
http://nlvm.usu.edu/en/nav/category_g_2_t_1.html
- This website allows students to play with these blocks virtually (they
can use this at home to practice using blocks)

Base Ten blocks allow students to visualize math concepts and use the

manipulatives to display the math problems. Using these blocks help

students with addition, subtraction, number sense, place value, and

counting. They are a classic in the classroom and help students understand

place value. By visualizing the difference between one unit, ten units, one

hundred units, and a thousand units, they can see and use the manipulatives

to concretely see the meaning of place value. They can see that there are

ten units in one rod and there are ten rods in one flat.

Students can use these blocks to practice addition and subtraction

because they

have the units in front of them and can move and play with them to solve

their math questions. For primary students learning how to count to fifty,

they could count the units and put them together to make rods. This would

show them there are groups that exist in numbers, and there are five groups

of ten in fifty. If they wanted to subtract from fifty, they would only need to

remove units and count what is left. Because these manipulatives go up to

one thousand and have a variety of shapes that show how many units are in

each, base ten blocks are great for teaching number sense because students
can practice their one-by-one counting. They would use the manipulatives to

visually represent their math problems and solve them by moving the cubes

and putting them together to create new numbers and for regrouping.

2. Dominoes:

Dominoes are fun, classic, math manipulatives that several students

might have in their own home to use for math practice at home. Dominoes

would be a great manipulative to help students with addition, subtraction,

regrouping, and multiplication. For addition, the teacher could pair students

up with a set of dominoes and they need to each pull out a domino and

count what their domino equals and if added with their partners, how many

dots there are in total. By being able to see the dots and being able to count

them and feel them, it would be easier for younger students to count and

understand the addition process.

They would enjoy a game where they need to count the dots as quickly

as possible or need to duel one another with whoever has the most dots on

their domino. Students could also do the same with subtraction and it would

be like a flashcard quiz for them. If a student pulled out a domino with four

dots on one side and two on the other, they could try to determine quickly

what four subtracting two might be. If they guess the answer before their
partner they would get the point. Older students could play the same game

with multiplication. One side of the domino, multiplied by the other. These

would be great games to practice their mental math, or with addition, being

able to touch the dots to count would be very beneficial for many students.

Students would be able to use this manipulative at home with their parents

to play a game of dominoes and practice their addition and knowing if a

number is equal or equal, or less or more. The dots are all there, so students

would be able to easily tell if a number is bigger or smaller than another

number.

3. Colour Cubes:

Colour cubes are amazing math manipulatives that can be used

throughout all elementary grades for a variety of math concepts. These can

be used for a sorting/counting activity. If the teacher gave each student a

pile of these cubes, they could sort them by colour, count how many there

are of each, and make a graph displaying the number of cubes there are in

each colour. They would be able to connect the cubes together with their

colors and make a 3D graph. The cubes would also be a wonderful

manipulative to practice subtraction, multiplication, and division. The teacher

could give them a certain amount of cubes and make an activity where some
are taken away and the students need to find out how many cubes remain.

They would just be moving the cubes and counting them as they move.

If the students were practicing multiplication, they would be able to

see visualize the answers by adding more blocks. If they wanted to

understand 3x3, they would take the blocks, group them into threes, make

three groups of threes, and count how many blocks there are. The teacher

could do the same when practicing division. The teacher could give them an

even number of blocks, like twenty, and ask students to find groups within

the number. They would find they could divide twenty in two groups of ten,

four groups of five, etc. They would be able to move the cubes around to

make the math problems and solve them on their own.

Younger students could use the blocks to practice their one by one

counting. They could use a dice to roll a number and they would have to

build a tower with that number of cubes. Younger students would also be

able to use this tower exercise to practice their less/more than exercises.

They would see that a tower of thirteen is three blocks larger than a tower of

ten. The coloured blocks would be a great way to practice making coloured

patterns too, and practicing regrouping. Regrouping is huge in schools, and

they are focusing on working with ten frames. Cubes are a good alternative

to ten frames because of the variety of colours. Students can use these

colours to make groups within other numbers and finding new ways to make

numbers. For instance, five blue cubes and five green cubes is like 5+5 and

they equal ten total cubes. These colour cubes have endless possibilities for
teaching math concepts and the ability to put them together and take them

apart just makes them even more helpful.

4. Pattern Blocks:

Pattern blocks are a fun way to get students excited about geometry,

fractions, and sorting. Students can use these manipulatives to build other

shapes and understand the shapes that can fit and exist in other shapes. For

younger students who are just being introduced to shapes and geometry,

having these manipulatives make it fun and interactive. Students who need

to touch and visualize their work, can touch the sides of these shapes and

truly understand how these shapes look by touching and studying the

shapes. Students can use these basic shapes to create new shapes and

understand that everything has shape. They can explore and experiment to

create new shapes out of the shapes they are given.

Another great way to use pattern blocks to enhance students learning

is by using them to explain fractions. For instance, how many triangles are in

a polygon, an octagon, a square? Could they remove a triangle and write it

as a fraction? They would be able to remove and add shapes to further their
understanding of adding parts of a fraction. Many students learn from

touching and visualizing and tangrams are an excellent way to interest

students in geometry by creating and exploring shapes.

5. Two-Colour Counters:

Two-colour counters are a staple in the elementary school classroom.

These counters can be used to teach addition, subtraction, division,

multiplication, place-value, regrouping, etc. Many teachers have these

counters as magnets and use them for number talks with their class. With

twenty counters on a board, the teacher can take away these counters of

flip them to show subtraction and visualize the math problem. The teacher

can add and flip counters of another colour to show addition to the class.

Many classrooms use ten-frames to teach students place-value and

regrouping skills. Students put their counters in ten-frames which means five

on top, and five on the bottom. If there are 3 ten frames, students

automatically know that where are 3 groups of ten totalling at 30. If the

teacher turns ten counters to another colour, or take them away, the

students know it is the same as 30-10. Because these counters are two

different colours, yellow and red, students see that even though the colours
change the numbers do not. They can move them around, change the

colours, remove and add, but still can visualize the math problem and count

the manipulatives to further their understanding. These counters are also

great to practice less/greater than activities. When students are younger

they might have trouble understanding the groups that exist within numbers.

For instance, if they are given ten counters, they should understand that no

matter how many times they turn the counters over (if there are 3 red and 7

yellow, or 1 red and 9 yellow) the total does not change. They learn to

understand number sense and number operation which is a key skill.

Allowing students to learn with these counters is also a great gateway to

them showing what they know on paper without manipulatives because they

can draw the two-coloured counters when they are showing their

understanding on paper.

4. Math Technology

1st Example: Smartboard activity Practicing grouping numbers/counting in

groups:

This activity is an interactive activity where students come to the board and

move the icons/drawings/photos to practice grouping numbers. Students

practice with a hundred chart, they practice their knowledge of place value,

and grouping numbers in ten-frames. These activities teach students how to

get away from one-by-one counting, and how to count in groups to be more

efficient. This skill also helps students with estimation. The teacher could
easily adapt these smartboard activities to practice addition/subtraction with

groups.

2nd Example: Audiobook Reading of Noahs Ark Big Book

This audiobook would be great for the classroom because students would be

able to listen to this at home without the help of their parents. They would be

practicing listening, they could write down the math equations they hear in

the book, and practice the equations at home. Students could also use this

audiobook to create their own pictures to go along with the words/equations

they hear.

3rd Example: Interactive Reading PowerPoint The Cookie Fiasco

This is a great activity because students can read the book when they are

alone and do not need help. Being able to see the pictures and have the

audio reading along with it, students can think about the math and have the

visual component. Having this book on a PowerPoint means the students can

read the book as many times as they want to, without a parent or teacher

guiding them, and they can review the concepts, practice writing the

fractions as they hear them, and predict the outcome of the story.

5. Other Areas of Interest:

1. Interview with a Student:

Grade Four Immersion student

Interview:

1. What are you learning in Math right now?

Multiplication and division. Division is a little difficult.

2. Why is it difficult?
Well its easy when its small numbers but now Im doing 3 digit
numbers. Division is hard because its like multiplication but its the
opposite so sometimes I get mixed up.

3. How do you like that? How does your teacher teach that?
Its pretty easy. Sometimes I use tricks my dad taught me.

4. Do you know what manipulatives are?

No I never heard that word before.

5. Have you ever used objects like blocks, beads, or cubes to learn/show
your work when you are learning math?
No. When I practice my math I use a pencil and a paper like
sometimes I can write out the problem and that will help me.
Sometimes I use a calculator.

6. Do you think math would be easier/more interesting if your teacher let

you use blocks/tools to help you understand division?
No like I like multiplication I wish she did more multiplication.
Division is too hard sometimes.

7. Is there something she does when she teaches Math that you dont
like? Something you do like?
I like when we do multiplication quizzes. She puts the quizzes on a
sheet of paper and there are numbers everywhere and you must
find the answers. I dont like when we do division quizzes, because
its sometimes more difficult. Sometimes we do mental math 3
minutes.
8. What is your favorite thing to learn in Math so far? Why?
I like playing math games. (What kind of games?) We have a chart
and you have to find a multiplication question and we play with
cards practicing multiplication I like flashcards. There is also a
game we do where we practice coding. All games have to do with
school.

9. Are there things you wish you could do in Math class?

Not really

10. Are there things you wish you didnt have to do in Math class?
I wish I didnt have to do as much division because I hate division.

11. Do you find you get bored in Math class sometimes? Why? Could
she make it more fun?
Sometimes, its too boring and I try thinking but its too hard. She
could do multiplication more often and do those games I like.

12. Are there some friends in the class that get behind in Math and
the teacher needs to spend more time helping them? Does that bug
you? What happens in class when kids finish early?
Sometimes a kid in my class doesnt know what to do and just
stares at the ceiling. The teacher spends a lot of time taking
students in the hall when they behave badly. If they finish their work
early they have to finish something they havent finished and if they
finish EVERYTHING sometimes we can play scratch (computer
coding game).

13. Do you like Math? Why or why not? Do you find it hard? Or easy?
Yes, because sometimes there are things I really like and when I like
it I get to it right away. Sometimes kids think its easy but really
they cant do it!
 14. What do you mean?
Like sometimes there are kids that tell everyone they think math is
easy and they are so good at it but really they cant do it and they
dont do their work because they dont actually understand.

15. Is there something in Math that you dont like?

Division because its more complicated.

16. Do your parents do a lot of work with you at home?

They do a lot of work with me on the weekends. My parents print off
sheets and I do them and I have to read a lot.

Discussion with parents following the interview: (Reflection)

I spoke with parents about my conversation with Kate and they were

very concerned and very upset. They expressed to me their frustration with

the education system and her teachers methods. Her father went back to

speak with her and put beads in front of her and asked if she ever used

something like blocks/cubes/beads to learn how to do multiplication and

division or anything in math. She told them that she had not and they

became very upset. They said that her teacher sends home homework and

they end up teaching her the wrong methods and make her even more

confused. They said they wished her teacher would send home resources to

help the parents help their kids. When they reach out to the teacher on how

to help Kate, the teacher sends back teacher jargon they do not understand.

They ask for more information and help with what methods to teach her at
home to avoid confusing her and the teacher never gets back to them. They

were extremely upset to hear that Kate had no idea what a manipulative was

and had clearly never used them in her classroom.

Another concern they had for Kate and her math was that because she

was in the immersion program, they felt it was delaying her math skills. They

said that because students are learning French for the first time in grade 3,

they notice that the teachers need to spend a lot of time translating and

teaching the terms in French/English. They feel that this extra focus on

vocabulary and translating slows down their math skills. They were very

passionate and upset about this and they felt like Kate was being dragged

down a lot in her math class. I told them a little about flexible groupings in

math class and to convey their concerns to her teacher.

As a teacher candidate, I thought this was an incredibly eye-opening

and important conversation to experience with parents. It gave me a little

insight into how it must feel to be a parent and they brought up issues I

never would have thought of had they not discussed it with me. I included

this summary in my interview notes because I found it shocking there was no

use of manipulatives in the classroom and I was shocked to hear how

frustrated they were with the teacher and the education system. I learned so

much from this quick conversation with Kate. I was able to see how

important it is to give students something concrete to work with like

manipulatives. If Kate had learned division by using manipulatives, would she

hate it as much? Would she understand division differently and not just
recognize it as the opposite of multiplication? This interview was beneficial

to my growth as a teacher because I was able to see through the eyes of a

student and the parents. The discussion with the parents was much more in

depth than I expected. I would work hard as a teacher to make sure the

parents of my students would not be as frustrated or discouraged with my

methods as Kates parents were.

2. Math Lesson from Fractions Unit:

Lesson Plan: Numerator and Denominator

Subject: Mathematics Grade: 3 Length: Date: March 3, 2016

1hour

Step 1: Lesson Title: Numerator & Denominator

Pre- Lesson Preparation Rationale/Outcome: Students will be able to understand the meaning of
the numerator and denominator and how to represent fractions with shapes.
They should be able to connect manipulative representation to written
representation.

New Brunswick Curricular Objectives:

GCO: Number Sense Develop Number Sense

SCO: N13: Explaining that a fraction represents a part of a whole.

NCTM Pre-K Expectations:

Develop understanding of fractions as parts of unit wholes, as parts

of a collection, as locations on number lines, and as divisions of
whole numbers

Use models, benchmarks, and equivalent forms to judge the size of

fractions; Recognize and generate equivalent forms of commonly
 used fractions, decimals, and percent

Student Friendly Language

I can tell what numerators and denominators are

I can show fractions with shapes

I can show a fraction with writing and items

Resource:

https://www.youtube.com/watch?v=P0o_HLMZk8k

Step 2: Materials YouTube video clip

Math Journal

Paper

Pencil

Pattern blocks

Exit slip blank piece of paper

***Location of items will be found in back closet***

Step 3: Set Each student should have their Math journal at their desk
Up/Instructions.
Each student should have pattern blocks that represent halves and
fourths

Step 4: Lesson Plan, Introduction/Hook (10min)

Implementation, Script.
Play YouTube video for the class Ask them to repeat the rules to their
 elbow partners write the rules in their Math journals

Activity (40min)

Students should have their pattern blocks on their table

Ask student to represent with their triangle blocks (put the four triangles
that make a square) what do the students notice? Ask them to represent
this in their written Math Journal. They should write the correct numerator
and denominator according to their pattern blocks.

Ask students to represent with the triangles (two out of four triangles)
they should represent this in their Math Journal and understand where the 2
should go and where the 4 should go see if they can make the connection
that 2/4 is also a half.

Ask students to represent with their triangles (3 triangles with one

missing) they should also represent this in their Math Journal matching
the manipulative representation with the numerator and denominator they
write in their journal

Finally, ask students to add another triangle and the square is full How
would they represent that? Do they recognize this is a whole number now?
Write this in their journal.

Next, tell students to use the trapezoids these are representations of

halves. Ask students to show one half how is this different than the last
representation of 2/4 (1/2)

Add the other trapezoid to make it a whole how would they represent this
in their written journal? how is this whole number different than the
whole number with the triangles? Write this in their Math Journal
include drawings if they would like.

Closing (10min)

Ask students to choose four different fractions they learned during the
lesson. They should draw it and then write it. They should match the
numerator and denominator with the drawing they made. This is their exit
slip.

Differentiation To differentiated for students, possibilities could include;

General

group work

explicit instructions -

one on one instruction/explanations

Teacher led centers

Fine Motor Difficulties

pre-cut fractions

larger pieces/ manipulatives

partners

Attention Difficulties

Step by step instruction that include breaks (example, work for 5,

break for 2)

Choices/options

Teachers material assistant

Enrichment

Choices/Multiple Options

Modified activities that are at their level

Enrichment Math learning Center

Step 5 - Post Lesson Evaluate and Revise

Teacher will evaluate the exit slips did they put the numbers in the right
place? Did their drawings match their written fraction? yes or no if they
did the activity right or if more time needs to be spent on this concept.

Teacher will go through the Math Journal and rate them on: got it, almost
got it, not there yet. Did they represent the fractions correctly? Did they
understand the placement of the numerator/denominator?

Comments/Thoughts/For Next Time:

3. Integrating Science and Math:

 The photos above include an example of what we did in our Science

Methods course. As a class, we followed the weather patterns in Fredericton

around campus for fifteen days. We found pieces of garbage, examples of

plants/flowers, animals we saw around the campus, and insects we observed.

We gathered information about these living things and categorized them,

drew them, and described them. The journal was cross-curricular to Science

and Math because at the end of the fifteen days, we made graphs

exemplifying weather patterns and the garbage collected.

Observation journals are a great way for students to experience a

project that extends over several days or weeks depending on the age/level

of the students. The students would gather data throughout this time and try

to think about how it all connects to the subject (such as science and math).

The teacher can do a multitude of activities throughout this project and

produce several other assignments to tie into the curriculum and related

topics. By going outside and collecting weather data, collecting garbage, or

counting the types of items you logged in your journal, students can create

graphs, discuss math concepts and strategies, etc.