Thorn_FinalExam
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University of West Alabama *
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335
Subject
Mathematics
Date
Apr 3, 2024
Type
docx
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2
Uploaded by SargentIron11700
Name Allie Thorn
SEC 322 Methods of Teaching Math Final Exam
Examine your math game (the file in BB under your name). Complete the following information using the 2019
Alabama Math Course of study.
In this template, answer each question IN DETAIL. Do not assume I know what you are thinking. Be specific and give examples when needed. Although there is not an estimated word count, write as much as you need to thoroughly answer the questions.
You are allowed to use your textbook, materials, and ACOS for this reflection, but you should not work with others.
If you have questions, please email Dr. Pendergrass. **Note: Do not wait until the last minute. It is in your best interest to read over this well before the due date and ask all questions that you have. No late work will be accepted.**
1.
Math Game Name Find 10 (Tricky Rules) 2.
ACOS Grade Level(s) for each grade level that is appropriate:
Kindergarten
First Grade
Second Grade
3.
Alabama Content Area for each grade level noted above in #2:
The Alabama Content Area for each grade level noted above in #2 is Operations of Algebraic Thinking.
4.
Cluster for each grade level noted above in #2:
Kindergarten:
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
First Grade:
Add and subtract within 20.
Second Grade:
Add and subtract within 20.
5.
Content Standard(s) for each grade level noted above in #2 (include standard number):
Kindergarten:
o
M.K.11: For any number from 0 to 10, find the number that makes 10 when added to the given number, by using concrete objects or drawings, and record the answer with a drawing or equation.
First Grade:
o
M.1.6: Add and subtract within 20.
a. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.
b. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten.
Second Grade:
o
M.2.2: Fluently add and subtract within 20 using mental strategies such as counting on, making ten, decomposing a number leading to ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums.
6.
List all Student Mathematical Practices (SMP) that would be appropriate for this game. For each SMP that you identify, give an in-depth example of how the game meets that particular one.
Make sense of problems and persevere in solving them:
As the children play the game, they know they are solving a missing addend problem. They must find a number that, when added to the first given number, will give them a sum of 10. The students know they must evaluate each card to determine if it can be used to make a ten. Students proficient in mathematics may solve the problem differently by subtracting the given number from 10 to know what card they must draw to make 10.
Reason abstractly and quantitatively:
While playing the game, the students reason quantitatively as they
understand that the card they draw represents an addition problem. For example, they know that they need to make a 10, so their sum every time needs to be 10. They look at the given card, for example, an 8, and know that this represents one of the addends. They can mentally set up an addition sentence: 8 +
? = 10. They can then search their cards for one correctly completing the number sentence.
Use appropriate tools strategically:
The students use playing cards to construct addition problems and make tens.
7.
Suppose you need to differentiate this game to meet the needs of learners who need remediation. How could you do it? Give a specific example of how you could differentiate the game (materials, instructions, etc.). Note: this should not be a modification where the activity is changed completely.
An excellent way to differentiate this game to meet the needs of learners who need remediation would be to provide them with dry-erase boards where they can write out the addition problem each time a card is laid down. Some students have trouble reasoning abstractly and may need to see the problem written out to find the missing addend. The students could also be provided with counters to work out the problem using manipulatives. This would help them better understand how making tens works and provide a more concrete example.
8.
Suppose you need to differentiate this game to meet the needs of advanced learners. How could you do it? Give a specific example of how you could differentiate the game (materials, instructions, etc.). Note: this should not be a modification where the activity is changed completely.
This game can be differentiated to meet the needs of more advanced learners by adding in face cards. The face cards would be equal to 10 (If not using a standard deck of playing cards, use cards with the number 10 on them). This would require the students to subtract in order to make a ten. The game could also be modified by requiring the students to use three cards to make a ten. By increasing the difficulty, the students are challenged to stretch their mathematical thinking.
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