Effective Math Tools for Teaching Place Value Concepts

Part A: Tool 1: The first tool that can be used in math is a graphing calculator. A graphing calculator can be used for many things in a math problem like exploring slope for a line. An advantage for using a graphing calculator is that it will display a numeric and visual graph of a slope. is that the students can get t. A disadvantage is that if students rely on a graphing calculator for every problem, they will not be able to do anything in their mind out in the real world. Tool 2: My second math tool are base ten blocks. Students can use these for figuring out less than, greater than or equal too, and place values. An advantage about base ten blocks are that it is hands on so students can learn place value, less than, greater than and/or equal too. Hands on activity is a great way to keep students engaged. A disadvantage is that they can get sidetracked with the base ten blocks and not focus on the problem. Tool 3: My second tool is the Rekenrek 20-Bead Wood. This tool helps students build number sense in students. An advantage for using this tool is that they are easy to slide and the students can carry them anywhere they need to be because they are very lightweight. A disadvantage is that even though they are lightweight they can be bumped, and the beads can move and mess up the problem. Tool 4: My last tool would be coins and dollar bills. When students use coins and dollars, they are most likely using them to add money or subtract money. An advantage for having coins and dollar bills is that they can see the size differences in coins. A disadvantage is that the coins and money could get lost or misplaced. Virtual Tool 1: First math tool is the two-color counters. You can use these two-color counters for counting, adding, and multiplying. An advantage of working with virtual color counters is that there is an unlimited amount of materials. Each student will have as many counters as they need for the lessons that they are working on. A disadvantage for using the virtual two-color counters is that a student could accidentally clear the screen and they would have to start all over. https://www.didax.com/apps/two-color-counters/ Virtual Tool 2: Another virtual manipulative that would be useable a Math class would be pattern blocks. Pattern blocks can be used to for solving and understanding fractions. An advantage of working with virtual pattern blocks is that is an unlimited amount of all different shapes. Students will not face the challenge of not having enough of the different shapes. A disadvantage about using virtual pattern blocks is that students can get frustrated if the shapes are not lining up correctly. https://www.coolmath4kids.com/manipulatives/pattern-blocks

Virtual Tool 3: A virtual spinner is a tool that can be used for probability. An advantage for using this virtual spinner is that you can change the number and change how many slots there are. So, the students can customize the spinner how they want. A disadvantage for using the spinner is that it only has one speed for when it spins. So, it might not be accurate every time. https://www.didax.com/apps/spinners/ Virtual Tool 4: My last virtual tool would be virtual dice. Students can use a virtual dice when learning to add, subtract, multiply and divide. An advantage for dice is that you can color coordinate the dice. Also, students can choose between numbers or dots (like a regular dice). A disadvantage is that the students could get bored when the computer is just rolling the dice for them. https://www.didax.com/apps/dice/ General Information Lesson Title: Place value, less than, greater than and equal to Subject(s): Math Grade/Level/Setting 1 st grade classroom Prerequisite Skills/Prior Knowledge- already know what digits are and what place value is. Standards and Objectives

State/National Academic Standard(s): 1.NS.4 Use place value understanding to compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. https://www.doe.in.gov/sites/default/files/standards/grade-1-math-standards-updated-march- 2020.pdf Learning Objective(s): Given base ten blocks and 12 problems, students will successfully be able to state if the problem is greater than, less than, or equal to. Mastery of this objective would be a score of 10 out of 12. Materials Technology

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-Base ten blocks -Smart board -Dry Erase Markers -White board - Less than, greater than, and equal to worksheet -ELL translated worksheet - Larger font worksheet The Greater Than Less Than Song | Inequalities Song for Kids | Silly School Songs Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s): Students will explain the difference between less than, greater than, and equal to

Vocabulary: Compare, place value, less than, greater than, equal to, and digits. Discourse and/or Syntax: I will have a whole class discussion about how they can use the word compare in the real word. For example, I will explain that you will have to compare teams when you play kickball for recess. Planned Language Supports: I will use the video and a word wall. The video will explain what less than, greater than and equal to are. The word wall will allow them to look back at the word if they are struggling. Instructional Strategies and Learning Tasks Anticipatory Set: Activity Description/Teacher Student Actions Teacher will: To get the students excited or engaged in what they are going to be learning I will be presenting a video called The Greater Than Less Than Song | Inequalities Song for Kids | Silly School Songs. Students Will: Watch and observe the video. https://www.youtube.com/watch?v=ka9zbPcqXBI

Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher Student Actions Teacher Will: I will introduce the base ten blocks to the students, explain each set. Then I will explain the less than, greater than and equal to signs. I will explain that they can picture the less than and greater than signs are alligator mouths. So, I will say that the alligator eats the bigger number. Lastly the equal sign means the numbers are the same. Students Will: Write down the less than, greater than and equal to sign. And draw an alligator mouth on the less than and greater than sign and label them. Guided Practice: Activity Description/Teacher Student Actions

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Teacher Will: Hand out dry erase markers and white board to each student. While students use the white board and marker, I will be writing the smart board to give them their questions. I will write down two numbers on the smart board with some space in between. Example- 56 and 77 Underneath the numbers I will use the base ten numbers to make the same amount of numbers. Example to make 77 I need 7 tens and 7 ones then for 56 I need 5 tens and 6 ones. Then they will take one ten base cube from each number until one of the numbers does not have anymore. Will ask them how many base ten blocks are left after the 56 runs out. Student Will: Write down the two numbers I wrote on the board. Then they will grab their base ten blocks and use those to make the same number. The numbers they will write down on their boards will be 56 and 77. After they write the numbers down, they will split up the ten base blocks and to make the numbers. For example, they will have 5 tens and 6 ones and for 56 it will be 7 tens and 7 ones for number 77 Next after they have the ten base blocks laid out to match the number, next they will start taking away from each other. For example, they will take away 1 ten cubes from the 56 and 1 away from the 77 and keep doing that until one has 0 cubes left. Lastly, they will figure out if 56 is less than, greater than or equal to 77

Independent Student Practice: Activity Description/Teacher Student Actions I will hand out the greater than, less than and equal to worksheet so they can work independently on their own. I will walk around, and they can ask me questions if they need help. Will work on the 12-problem worksheet that I handed out and use the base ten blocks to work through each problem. Culminating or Closing Procedure/Activity: Activity Description/Teacher Student Actions I will ask them in a whole class discussion what they learned and if there is anything that they are confused about. Also give a brief recap on what we went over today. Figure out if they are confused about this process and also will have them brainstorm how they can use the word compare in the real world.

Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs. Gifted and Talented: These students will do 3-digit numbers instead of 2-digits and then use the ten base cubes to help them. Having them do 3 digits will challenge their minds to figure out if the numbers are greater than, less than or equal to. ELL: For my Ell students I will be providing a translated work sheet. With this worksheet it will guide the ELL students through to complete the worksheet successfully Students with Other Special Needs: Visually impaired students in this classroom with bigger fonts and seated closer to the board. Having the font bigger will allow them to see the directions and problem better. Also having them sit closer to the board will help them see what information I am writing down. Assessment

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Formative I will be observing them during the guided practice. I will be asking them questions on why they think the number 77 is greater than 56. Also I will be observing them while they are working on their worksheet. Summative Given base ten blocks and 12 problems, students will successfully be able to state if the problem is greater than, less than, or equal to. Mastery of this objective would be a score of 10 out of 12. Part Three: Reflection D. Explain how the tool from part C will enhance student learning during the lesson. The tool I choose in part C was ten base blocks. Using ten base blocks will enhance students learning by having them be able to identify place value. When understanding place value, it can help students compare and understand what numbers are greater than, less than or equal to. Also, it will help because they are using and working with these ten base blocks hands on. E. Explain how your lesson plan incorporates each of the following components: 1. conceptual understanding:

Conceptual understanding is shown in the modeling section of the lesson plan. The teacher will explain the less than, greater than and equal to signs. The teacher will explain that they can picture the less than and greater than signs are alligator mouths. This builds conceptual understanding because it provides a visual concept of less than and greater than. 2. problem solving The students are problem solving in the guided practice portion of the lesson. The teacher is guiding them through the math problem of 56 and 77. In this problem, the students are using the base ten blocks to solve if the numbers are equal, or if one is less than or greater than. 3. procedural fluency The students are building procedural fluency through the independent practice while doing the 12-question worksheet. This builds fluency because the practice will allow them to become quicker and more accurate with this skill. F. Explain how one instructional strategy in your lesson plan (e.g., collaborative learning, modeling, discovery learning) supports learning outcomes. Modeling supports learning outcomes because when a teacher shows a problem and walks through it and explains how it works it will help students understand it. When a teacher models the new information instead of just giving students the information it will show the students what they are going to be learning. Modeling the information and then doing a guided practice together will make sure the students are understanding the new information.

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