C109-Task1
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School
Western Governors University *
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Course
109
Subject
Mathematics
Date
Apr 3, 2024
Type
docx
Pages
7
Uploaded by rgordon351471
Garzon 1
Part A: Four Manipulatives
Use/Application of Manipulative 1:
The bucket balance helps students measure the weight of two objects.
Advantage of Manipulative 1:
An advantage of a bucket balance is that it allows students to have
more control on what they are measuring the weights of. Disadvantage of Manipulative 1:
The disadvantage of the balance bucket is its size. It measures out to be 16” L x 5.75” W x 5” H and they with that size, they would take up a lot of storage space.
Use/Application of Manipulative 2: Snap cubes are small cubes that can be snapped together to teach various math concepts.
Advantage of Manipulative 2: The advantage of snap cubes is that they are easily distinguishable
for the students to use and see.
Disadvantage of Manipulative 2: The disadvantage of small cubes is the price of them. For a set of 1,000 snap cubes runs close to $100. Use/Application of Manipulative 3:
XY Coordinate Pegboards are used to graph coordinates.
Advantage of Manipulative 3:
An advantage of the XY Coordinate Pegboards is that being hands
on can allow concepts stick better in the student’s memory.
Disadvantage of Manipulative 3: A disadvantage of the XY Coordinate Pegboards are their price,
for a set of 30, the cost of them is about $150.
Use/Application of Manipulative 4:
Fraction Tiles enable students to explore fractions.
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Advantage of Manipulative 4:
An advantage of Fraction Tiles allows the teacher to involve the whole class in an interactive lesson. Disadvantage of Manipulative 4:
A disadvantage of using Fraction Tiles if you were to lose a piece, the tiles would no longer be proportionate to each other.
Part B: Four Virtual Manipuatiaves
Use/Application of Virtual Manipulative 1:
The use of the virtual bucket balance is to allow students compare items of various weights.
Advantage of Virtual Manipulative 1:
The advantage of using the virtual bucket balance is that it accurately shows the difference of weight between the two buckets and when they are equally balanced. Disadvantage of Virtual Manipulative 1:
The disadvantage of the virtual bucket balance internet speed. If the internet speed is slow, the virtual buckets might take a while loading when the students are adding or removing the different weights. Use/Application of Virtual Manipulative 2:
The use of virtual centimeter cubes is to allow students to learn counting and patterns.
Advantage of Virtual Manipulative 2:
An advantage of using virtual centimeter cubes is that it is easier for students to maneuver and keep the cubes together. Disadvantage of Virtual Manipulative 2: A disadvantage of using virtual centimeter cubes that it takes away the process of the hands and mind working together.
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Use/Application of Virtual Manipulative 3:
The use of a virtual geoboard with geobands allows students study geometry and geometric shapes.
Advantage of Virtual Manipulative 3:
An advantage of using a virtual geoboard is that it is accessible at home for students to use. Disadvantage of Virtual Manipulative 3:
A disadvantage of using a virtual geoboard is that it may limit the teacher’s ability to follow along with the student and understand their thought process.
Use/Application of Virtual Manipulative 4: The use of virtual fraction tiles allows students to explore fractions and their values. Advantage of Virtual Manipulative 4:
A advantage of virtual fraction tiles is that it allows students to grasp the concept of fractions more quickly.
Disadvantage of Virtual Manipulative 4:
A disadvantage of virtual fraction tiles is that students are not really working to find the correct answer on their own. Part C: Lesson Plan Template
GENERAL INFORMATION
Lesson Title & Subject(s): Comparing Fractions
Topic or Unit of Study: Equivalent Fractions
Grade/Level: 3
rd
Grade
Instructional Setting:
The teacher teaches in a self-contained general education classroom. The classroom is consisted of a variety of students with various abilities and backgrounds:
-
28 students total (15 boys and 13 girls)
-
17 students are on grade level for mathematics -
6 students are a grade above grade level for mathematics
-
3 students are English Language Learns at the intermediate level
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Garzon 4
STANDARDS AND OBJECTIVES
Your State Core Curriculum/Student Achievement Standard(s):
CCSS.MATH.CONTENT.3.NF.A.3.B
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
Lesson Objective(s):
Provided with fraction tiles and fraction equations, students will identify simple equivalent fractions with 80% accuracy. MATERIALS AND RESOURCES
Instructional Materials:
Fraction Tiles
Work sheet
Pencils
Smart board
Resources:
http://www.corestandards.org/Math/Content/3/NF/
INSTRUCTIONAL PLAN
1.
Student Prerequisite Skills/Connections to Previous Learning:
Prior to this lesson, students will understand counting fractions on a number line.
2.
Presentation Procedures for New Information and/or Modeling:
Teacher will use virtual fraction tiles on the classroom smart board to demonstrate how fractions can be broken down into equivalent smaller fractions or brought together to form a whole number. For example, ½ = 2/4, 4/6 = 2/3, 2/2 = 1. The students will follow along with the teacher by using their own fractional tiles to solve out the examples. 3.
Guided Practice:
Students will work together in pairs to generate equivalent fractions using fraction tiles for random giving fractions posted on the smart board for the whole class to view. The pairs will also work together to defend their findings of different equivalent fractions in their math journal.
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Teacher will be freely moving around the classroom to all the different pairs using observational assessments to get an understanding of the lesson and assisting the students
as needed if they were to have any questions or concerns. 4.
Independent Student Practice:
Students will complete a worksheet that requires them to correctly identify the equivalent
fractions by using the fraction tiles as manipulatives for guidance. 5.
Culminating or Closing Procedure/Activity/Event:
Teacher will end the lesson by having the whole class participate in group review of the worksheet as well as reviewing terms and identifying connections for the upcoming lesson. Instructional Strategy (or Strategies):
Collaborative learning when the students worked in pairs during the guided practice and interactive instruction when the teacher was modeling the lesson with virtual fraction tiles
on the smart board for the whole class to view. Differentiated Instruction Accommodations:
For English Language Learners, the teacher will provide extra time for the students to complete their worksheet.
For gifted/accelerated learners, the teacher can provide the students with critical thinking questions where the students can explain the reasoning behind the equivalent fractions in their journal. Use of Technology:
The teacher will use a smart board while modeling the lesson for the students by using virtual fraction tiles.
Student Assessment/Rubrics:
Students will complete a worksheet that requires them to correctly identify the equivalent fractions by using the fraction tiles as manipulatives for guidance. I will know the learning objective has been met when provided with fraction tiles and fraction equations, students will
identify simple equivalent fractions with 80% accuracy. Part D:
During the guided practice, the students used fraction tiles to recognize and generate simple equivalent fractions. Fraction tiles enhanced learning because they enable students to explore fractions, add and subtract fractions, as well as fractional equivalences. Additionally,
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fraction tiles that are proportionally sized help students compare the fractional values. Using fractional tiles also provides a kinesthetic approach to learning and allows students to be hands on during the lesson which promotes deeper understanding of the concept of equivalent fractions.
Part E:
During the guided practice section of this lesson plan, the students were working in partners or collaboration and used critical thinking when they were asked to defend their findings
on equivalent fractions. This encourages critical thinking because it has the students build deeper
connections and how to properly identify similarities and differences in fractions. During the independent practice of this lesson plan, the students demonstrated problem solving skills when they were asked to work independently on a worksheet on equivalent fractions. This required problem solving skills because the students were able to work through and demonstrate their mastery of the concept of the lesson.
During the presentation of new information of this lesson plan, the teacher used interaction instruction by modeling equivalent fractions with virtual fraction tiles. The students used performance skills when they were asked to follow along with the examples by using their own physical fraction tiles. This required performance skills because the students were asked to pay attention to what the teacher was modeling to them while also working through the problems
at the same time to strengthen their understandings of the concepts. Part F:
During the guided practice of this lesson plan, the students worked in collaborative pairs to practice solving equivalent fractions and to defend their reasonings on why the fractions are
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Garzon 7
similar and different. Collaboration was effective in this lesson because it allows students to work together and support one another on a new concept. Additionally, collaboration enhances student learning because the students can use their various backgrounds to share their own reasonings and understandings to promote critical thinking. Collaboration also helped keep the students engaged in the lesson by allowing them to build on their social skills while also directing their energy into the current math lesson.