Real Summative Assignment

Running Head: SUMMATIVE ASSIGNMENT 1
Summative Assignment
Adam Hebert
St. Thomas University

Table of Contents
Section 1: Math Manipulative Reviews__________________________________________P._3

1. Number Lines ----------------------------------------------------------------------------------------------3
2. Base Ten Blocks -------------------------------------------------------------------------------------------4
3. Canadian Play Money -------------------------------------------------------------------------------------5
4. Geo Boards -------------------------------------------------------------------------------------------------6
5. Snap Cubes -------------------------------------------------------------------------------------------------7
Section 2: STEM Lesson_____________________________________________________P._8

1. Rubiks Cube Lesson -----------------------------------------------------------------------------------8
Section 3: Mathematics and Technology________________________________________P. 14

1. Mathland: Adding and Subtracting Instructions/Video ---------------------------------------------14
2. SmartboardCoins and Their Values ----------------------------------------------------------------16
Section 4: Areas of Interest__________________________________________________P. 19

1. Peer Teaching Lesson (Algebraic Thinking) --------------------------------------------------------19
2. Music and Math -----------------------------------------------------------------------------------------19
Resources P. 26
Section 1: Math Manipulative Reviews
1. Number Lines:
Number lines are an effective manipulative that gives students a good visual when it
comes to learning a variety of mathematical concepts. This tool can meet the needs of both visual
and kinesthetic learners as 2 or 3 dimensional lines can be created. They can take the form of
drawings, scales with counters, and even strands of ropes or clotheslines; they can come in all
shapes and sizes.
They can be used to represent whole-numbers, fractions and decimals and the
relationships these numbers have with each other. By drawing or physically moving a counter a
along the line, students can use them as a tool for adding, subtracting, finding the difference and
even multiplication. Students can have an added visual when practice mental math strategies,
estimating, skip counting (twos, fives, tens, thousands). In addition to whole numbers, number
lines can also help students with recognizing the relationships between teaching decimals and
fractions, again, giving students a solid visual as to where or 0.25 falls between one and zero
by using a pencil or counting token.
During my first practicum experience, I used number lines for demonstrations during
explore activities with calculate the difference of numbers to 10,000. Students enjoyed the
tactility of physically moving the counter along to subtract and many would draw their own
number lines on their work as a strategy to help solve a problem where they are finding the
difference. I recommend using concrete and creative number lines in all elementary math
classrooms.
2. Base Ten Blocks:
Base Ten Blocks are among the most popular manipulatives that can be found in an
elementary school, and there is no reason why it shouldnt be. If you have never seen them
before, they are a series of cubes that come in certain formations which represent numbers. There
are small cubes that represent ones, a rod of 10 cubes that represent the tens, flat squares of 100
cubes that represent 100, and big cubes made up of 1000 small cubes that represent (you guessed
it) thousands.
These physical objects give students a very concrete visual that can help students
understand the value of the units in their place, which helps with counting as well as adding,
subtracting, dividing, and multiplying. In terms of adding and subtracting, these blocks are
exceptionally useful for regrouping. Students can exchange ten ones for one rod, or ten rods for a
flat. Once students have gotten comfortable with these units they often draw their own on their
work. Moreover, Base Ten Blocks can be used when teaching about decimals and they values
beyond the decimal point as the decimal shifts so do the values of the blocks. During my
practicum I used them for teaching adding and subtracting numbers 1 to 10000 and they proved
to be extremely beneficial for those who couldnt grasp concepts quite as quickly. Base ten
blocks have been around for a long time and I believe that they will be around for a long time to
come. The possibilities are endless.
3. Canadian Play Money
Canadian fake money is a valuable manipulative in any classroom. Plastic money can be
purchased, or it can be printed an laminated. It gives students a look at money from a personal
and independent standpoint. By using fake money students will learn the coins and their values
while having physical pieces to use and manipulate for solidarity. All of a sudden questions like
If chocolate bars cost 2 dollars each, and you have $10, how many can you buy? start making
more sense to students.

4. Geoboards:
Geoboards are an excellent tool for teaching geometry in the elementary classroom. This
gives students a good visual when creating shapes using rubber bands, that will stay more
straight and concrete as opposed to drawing by band. Though I did not have the opportunity to
use these directly during my first practicum experience, through what I have observed in school
and through peer teaching these boards help students with rotating and translating shapes, finding
the area of a shape, finding the perimeter, and even teaching angles. Again, this multi purpose
tool has an almost limitless nrange of possibilities and should be in every elementary math
classroom.
5. Snap Cubes
Snap cubes are a valuable, multi-purpose classroom manipulative that can be used for
counting, adding and subtracting. Students can snap them together and use them to create tens
similar to Base Ten Blocks. In addition the variety of colours allows for students to practice and
understand patterns concretely.

Section 3: STEM Lesson
Lesson Title: Rubiks Cube Construction Subject: Science/Math

Grade Level: 3 Time Required: 2 Days, 45
Minutes each
Lesson Objectives and Purpose:
Standards:
NGSS:
NS. K-4.1 Science as Inquiry
As a result of activities in grade k-4 all students develop
o Abilities necessary to scientific inquiry
o Understanding about scientific inquiry
NCTM:
Extension Activities
ISTE NETS NT. K-12.3 Technology Productivity Tools
o Students use technology tools to enhance learning, increase productivity, and
promote learning,
NB Learning Outcomes:
Math:
GCO: Patterns and Relations (PR)
SCO:
Demonstrate an understanding of increasing patterns by: Describing, extending,
comparing, creating patterns and using manipulatives, diagrams, sounds and actions
(numbers 1 to 1000).
Demonstrate an understanding of decreasing patterns by: Describing, extending,
comparing, creating patterns and using manipulatives, diagrams, sounds and actions
(numbers 1 to 1000).
Science:
Physical Science: Materials and Structure
GCO: Proposing Solutions to Building Challenges
SCO: Students will be expected to
Identify problems to be solved while creating structures
Identify shapes that are part of natural and human-built structures, and describe ways
these shapes help provide strength, stability, or balance
GCO: Creating Solution to Structural Challenges
Students will be expected to
Estimate measurements in order to select required materials for their structure
Manipulate materials purposefully to create the structure

GCO: Evaluating the Structural Solution
SCO: Students will be expected to
Identify materials or parts of a structure that failed and suggest why
Differentiation: Have the class assessed beforehand. Place students in groups based on
ability. Give extra attention to those with lower abilities.
Materials:
- Rubiks Cube (one per group)
- Colouring utensils
- Glue sticks
- Cube patterns for each groups
- Scissors
DAY 1
Engage (5 mins): Teacher Does: Student Does:
- Show Rubiks - Participate in classroom
Cube to the class discussion. Answer the
and ask if they teachers questions.
know what it is? -
How it works?
What is the object?
Has anyone ever
solved one? Have
you ever seen
somebody solve
one?
Explore (40 mins): Teacher Does: Student Does:

- Have students - Observe deconstruction
gather in a circle - Note the information put
and take it apart. forward by the teacher.
- Explain the pieces: - Get into groups and
(edge pieces have 2 begin to create their own
colours, corner Rubiks Cube using
pieces have 3, and paper cut-out cubes.
center pieces have
1).
- Point out that there
the center pieces
are opposites and
that they never

change (white is
opposite yellow,
red is opposite
orange, and green
is opposite blue.
- Explain to students
that they will be
making their own
cubes that they will
glue together to
make their own
Rubiks Cubes.
- Get students into
groups of 3-4, give
them their model
Rubiks Cube and
have them begin.
DAY 2
Explain: Teacher Does: Student Does:
- At the start of day
2, remind
students of their
goal.
- Have students
continue their
creation of the
cube.
Elaborate: Teacher Does: Student Does:
After each group has - Listen and participate,
completed their cube, sharing examples of how
discuss the six-step they worked together and
problem-solving the steps they took
process and how each
group used this process in
creating their cube without
even
realizing it
1. Identify problem We
need to build our own
Rubiks Cube!
2. Analyze problem
What are some different
ways we can build this
cube?
3. Generate potential
solutions Should our
group assign jobs to
different
members and a timeframe
to accomplish the task?
4. Select and plan solution
How did our group
decide to go about creating
our cube?
5. Implement solution
What was our process for
building the cube?
6. Evaluate solution
How does our cube look?
Is it correct? How could it
be
better? How could we
have been more efficient?
Evaluate: While students are
working circulate and take
anecdotal notes.
Appendix A
Anecdotal Notes:
Archie Betty Veronica
Reggie Jughead Dilton
Ethel Chuck Nancy
Moose Midge TJ
Mikey Doug Gretchen
Spinelli Vince Meghan

Appendix B
Cube Pattern
Section 4: Mathematics and Technology
1. Mathland: Add and Subtract
In working with one of my good friends and colleagues we have create a fantasy themed
board game to help students work on adding and subtracting. The game is simple; the squares
you land on have colours that are associated with the different types of questions one could
be asked. There are money questions, word problems and basic adding and subtracting
problems. The full rules are posted bellow. This game is not particularly designed for
teaching, but for practicing skills that have already been taught in a fun and exciting way.
Together he have created a short video demonstration as an example for students, parents and
even other teachers this video can be found on my Weebly page or at
https://www.youtube.com/watch?v=8g5s9XVBV9I.
2. Smartboard Activity: Coins and Their Values
Earlier in the year I had designed a smartboard activity to help students learn about Canadian
Coins and their values. There are 3 activities. First, students will drag values and names and
associate it with pictures of coins. Second, students will drag the appropriate number of coins
into a shape to meet the shapes given values. Lastly, student will count the value of the money
in the piggy bank and write the appropriate value in the associated box. There are lots of visuals
and the physicality of dragging the money gives the activity an artificial tacility. Moreover,
students are always enthused when it comes to technology. Full instructions can be found under
Teachers Notes on the smartboard activity and the file is located on my Weebly page. Below are
some screen shots from the smartboard slides.

+
Section 5: Areas of Interest
1. Peer Teaching Lesson (Algebraic Thinking) :
*Algebraic thinking is posted to my Weebly ( adamhebert.weebly.com )
2. Music and Math:
*Below is a lesson plan created by myself and two colleaques concerning intregrating
music into the math classroom. A related powerpoint is on my moodle as well.
Integrating Math into Music Lesson Plans
Shaina, Adam, Ryan L
October 19, 2016
Lesson Plan 1: Teaching fractions with music
Instructor: Ryan Larsen
Grade Band: 2-4
Lesson: Pt. 1 Musical Fractions (Pizza Rondo) Pt. 2 Fractions, Volume, and Music
Date: October 19, 2016
Lesson Outcome: Students will be able to visualize and understand basic fractions
(1/8,1/4,1/2,1) and will be able to visually represent them in various forms. Students will
also be introduced to the relationship between volume and fractions.
Pt. 1
Pizza cut-out including whole, half, quarter, eighth, and sixteenth stackable versions.
Lyrics to Pizza Rondo song (to be displayed on projector)
Class Instruments for student participation during Pizza Rondo Composition.
Pt. 2
4 glass cups (per-group) with lines marked on them at the one-eighth, one-quarter, one-
half, and whole points of the glass.
Pitcher of water for filling the glasses.
Metal spoons for hitting the glasses.
Paper for students to write down their compositions.
Food colouring
Prior Knowledge: Students must have an understanding of counting and patterns from 1-
10. This lesson follows an introductory lesson to fractions. Students must also have basic
reading and writing skills in order to read the lyrics in Pt. 1 and write down their
compositions in Pt. 2.
Hook (5 min): Ask class to clap out whole, half, quarter, eighth, and sixteenth notes and
then go over the sounds that we make for each one. As we clap and say these, students
will take turns building our pizza layer by layer. After this, ask the class if they like pizza.
Follow up by asking them if they have ever had to share a pizza with their friends/family.
Ask If you had to ask your parents to cut the pizza for you, how would you decode how
many pieces to divide it up into?

Activities:
1. Musical Fractions (Pizza Rondo) (15-20 Min):
Students will sit on the ground in a large circle at the front of the class. In the middle of
the circle will be the pizza activity board. The board will be made up of a whole circle cut
out of construction paper, a whole circle cut in half, cut in quarters, cut in eighths, and cut
in sixteenths all separated into individual piles.
To begin, the teacher will build pizzas with the class by putting together each set of cut-
outs and stacking them in order on-top of the whole pizza cut out. As this is done the
teacher will briefly comment on the relationship between each pizza set. eg. Quarters are
half of halves and eighths are half of quarters etc.
Teacher will read out the lyrics to Pizza Rondo with class and class with follow along
and repeat the lyrics back to the teacher line-by-line.
The class will sing Pizza Rondo all together and as each verse is sung students will get
a chance to go to the center and place each layer of the pizza on top of the next. (halves
on whole - quarters on halves - eighths on quarters - sixteenths on eights) this is done
verse by verse.
Once students are comfortable with the song instruments may be added in.
2. Fractions, Volume, and Music (20 min)
Students will be split up into small groups (3-4), each group will be given four cups with
lines marked at the 1/8, 1/4, 1/2, 1(whole) point of the different cups. A pitcher of water
will also be placed in front of each group and each student will be given a metal spoon.
Have the students hit the spoon against each cup while the cups are empty to let them see
that they all sound the same.
After have the students fill up the cups each at a different level from 1/8 - 1 (whole),
using the pitcher of water in front of them.
Have the students comment on the differences between each glass now that the water is
in them. Have them guess what sound they think each fraction /cup will make (high or
low sound).
Have them try hitting each cup so that they can hear the sound that each fraction
makes.Get them to pair-and-share about what they heard vs. what they expected.
Give each group some time to create a musical composition with the notes that they have
just created.while they do this have them write down their composition.
Bring the class back after a couple of minutes and have them share their compositions
with the rest of the class.
Food colouring may be added to each glass for better visualization of the differences
between the notes.
Assessment (5min):
Assessment will be done through anecdotal notes in addition to an exit slip where
students have to write down two things they learned.
Lesson Plan: Sound Patterns
Date: October 19th, 2016
Teacher: Miss Peter-Paul

Class: Music
Objective: Students will be able to recognize both visual and sound patterns. Students
will also be able understand and create their own patterns.
Lesson Plan
Time Allotted
Materials Needed
Introduction:
Begin lesson by presenting multiple color patterns on chart paper. The students should be
able to recognize the patterns and be able to correctly continue the pattern. This is a great
introduction to check the students prior knowledge.
- If the students are struggling, use this time to review patterns. (How to recognize
patterns, how to continue patterns and how to create a pattern)
10 minutes
Chart paper/Bristol Board
Colored markers
Activity:
Students will be introduced to sound patterns. Start the activity by explaining the symbols
and what each symbol represents.
- The foot symbol represents the action stomp

- The open hand symbol represents the action clap.
- The closed hand symbol represents the action snap.
Present patterns that have used the symbols listed above. Ask students to highlight the
core pattern, then ask the students to add to the pattern. Presenting a few patterns allows
students to visually recognize the pattern.
When the students have added to the provided patterns, it is now time to get the students
to do the actions. Get the students to stand up from their seats and stand around in a
circle. Students will then use the actions to the patterns to hear the patterns sound.
25 minutes
Symbol patterns
Crayons, colored pencils, markers
Handouts
Conclusion:
As a group, sit in a circle on the carpet and have a mini talent show, showcasing the
students sounds patterns they had created. At the end, instruct students to go to their
desks. Hand out an exit slip to students individually, to allow them to provide feedback.
In an addition to feedback, present a simple pattern and ask students to fill in the pattern
as an assessment portion. After the students have finished, ask them to hand you in the
exit slips.
15 minutes
Exit Slip
Pens/Pencils
Lesson 2: Number Values [ >,<, = ] and Dance
Grade Band: K-2 Time: 5-10Mins
Number value identification game, involving music, dancing and dance poses.
Players get into groups around a music player. The floor is littered with big coloured
cards that are face-down with a number (from 1 to 10) on them.
Students are taught 3 ballet positions (poster visuals):
1st position: Like youre carrying something heavy.
2nd position: Like a bear hug.
3rd position: Were reaching as high as we can with our legs crossed.
Students are to dance around the pads (be careful not to slip) however they would like
when the music starts, and they are to freeze when the music ends.
When the music stops they pick up a card and meet with their partner.
With their partner they will decide whether their number is greater than, less than, or
equal to in reference to their partners cards.
Greater than will stand tall in position 5, less than will stay low in position 1, and if they
are equal they will both stand in 2nd position.

Repeat. At the end a Teacher can ask students to reflect on the activity (what they liked
and learned).
Resources
Web Address:
http://lghttp.62406.nexcesscdn.net/804EAE0/cdn_large/resources/downloads/STEM%20Lesson
%20-%20Elementary-%20Build%20a%20Cube.pdf

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Running Head: SUMMATIVE ASSIGNMENT 1

St. Thomas University

Section 1: Math Manipulative Reviews__________________________________________P._3

Section 2: STEM Lesson_____________________________________________________P._8

Section 3: Mathematics and Technology________________________________________P. 14

Section 4: Areas of Interest__________________________________________________P. 19

Section 1: Math Manipulative Reviews

shapes and sizes.

by using a pencil or counting token.

2. Base Ten Blocks:

come. The possibilities are endless.

3. Canadian Play Money

more sense to students.

understand patterns concretely.

Section 3: STEM Lesson

Lesson Title: Rubiks Cube Construction Subject: Science/Math

Manipulate materials purposefully to create the structure

Explore (40 mins): Teacher Does: Student Does:

that they never

Archie Betty Veronica

Reggie Jughead Dilton

Ethel Chuck Nancy

Mikey Doug Gretchen

Spinelli Vince Meghan

Section 4: Mathematics and Technology

1. Mathland: Add and Subtract

even other teachers this video can be found on my Weebly page or at

2. Smartboard Activity: Coins and Their Values

some screen shots from the smartboard slides.

Section 5: Areas of Interest

1. Peer Teaching Lesson (Algebraic Thinking) :

*Algebraic thinking is posted to my Weebly ( adamhebert.weebly.com )

2. Music and Math:

music into the math classroom. A related powerpoint is on my moodle as well.

Integrating Math into Music Lesson Plans

Shaina, Adam, Ryan L

October 19, 2016

Lesson Plan 1: Teaching fractions with music

Instructor: Ryan Larsen

Grade Band: 2-4

Date: October 19, 2016

also be introduced to the relationship between volume and fractions.

Lyrics to Pizza Rondo song (to be displayed on projector)

Class Instruments for student participation during Pizza Rondo Composition.

half, and whole points of the glass.

Pitcher of water for filling the glasses.

Metal spoons for hitting the glasses.

Paper for students to write down their compositions.

many pieces to divide it up into?

1. Musical Fractions (Pizza Rondo) (15-20 Min):

in sixteenths all separated into individual piles.

half of halves and eighths are half of quarters etc.

and repeat the lyrics back to the teacher line-by-line.

on whole - quarters on halves - eighths on quarters - sixteenths on eights) this is done

2. Fractions, Volume, and Music (20 min)

that they all sound the same.

using the pitcher of water in front of them.

with the rest of the class.

between the notes.

students have to write down two things they learned.

Lesson Plan: Sound Patterns

Date: October 19th, 2016

Teacher: Miss Peter-Paul