Task 1
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Western Governors University *
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Course
C109
Subject
Mathematics
Date
Jan 9, 2024
Type
docx
Pages
7
Uploaded by JudgeStarling3457
A. Tool 1: Graphing Mat
Use: Graphing mat can accompany lessons about learning to display information in a graph form. It can also
help students compare quantities.
Benefit: A graphing mat is an excellent visual and hands-on aid; this is beneficial for students who are kinesthetic and/or visual learners.
Challenge: A potential challenge is that students may not know how to use this new tool and may become distracted by using makers. Tool 2: Base Ten Blocks
Use: Helps students learn place values and can also be used with lessons regarding solving mathematical equations.
Benefit: Excellent visual and hands-on aid and helps supports children that are kinesthetic and visual learners.
Challenge: Students with disabilities and fine motor challenges may struggle to manipulate. Tool 3: Counting Bears
Use: Students to learn adding and subtracting.
Benefit: Visual representations of word problems can aid in students understanding and representing a word
problem with a model.
Challenge: Students may become distracted by the manipulation and may want to play with it differently. Tool 4: Rulers
Use: Rulers aid in the teaching and understanding of various measurements. Specifically lessons regarding height, length, and width.
Benefit: Gather precise measurements and begin the conversation of units (inches, feet, etc).
Challenge: Students may use the ruler in another way to demonstrate frustration, followed by students may not align the ruler to the object resulting in an inaccurate measurement. B. Tool 1: Online Geoboard
Use: Show students how to make different geometric shapes: triangles, squares, rectangles, etc
Benefit: Create and visualize various geometric shapes and can compare shares properties
Challenge: Students may not have a copy of their work later to reference. Tool 1: Virtual Pattern Blocks
Use: Supplement teaching and learning about symmetry, patterns, fractions, and angles
Benefit: Great hands-on manipulative to supplement learning about parts of a whole
Challenge: it only supports the understanding of simple fractions understanding the basics, and more complicated fractions may need a different manipulative. Tool 1: Virtual Money
Use: supplement when teaching about currency, place value, and the value of money
Benefit: students do not have to track the money (bills, coins, etc)
Challenge: students won't have the opportunity to engage with currency and understand that money (paper and coins) have varying value in a hands-on approach
Tool 1: Virtual Clock
Use: teach students how to tell time
Benefit: a game can be made to demonstrate time and help them understand how to tell 6:30 AM in a clock
Challenge: students cannot physically engage with the manipulative, making it difficult for hands-on/ visual learners. Further, they won’t be able to have a hands-on experience with the hands of the clock to be able to
tell time in increments of 5 min. C. Direct Instruction Lesson Plan Template
General Information Lesson Title: Our Favorite Sports
Subject(s): Math Grade/Level/Setting: 2
nd
grade Prerequisite Skills/Prior Knowledge:
What do your students already know or what do they need to know about the selected topic to successfully participate in the lesson?
Students have prior knowledge and understanding of picture graphs and bar graphs, followed by knowledge of adding and subtracting numbers. Standards and Objectives State/National Academic Standard(s): 2.MD.D.10
Draw a picture graph and a bar graph (with a single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Learning Objective(s): Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State Standards and needs to be measurable (condition, behavior, and criterion).
The students are to generate a representation of a picture graph and a bar graph and answer questions. The students will be assessed on completing their graphs and responses to the questions. They need to have at least an 80% mastery (16/20). Materials Technology
What materials will the teacher and the students need in order to complete the lesson?
Teacher/Classroom Whiteboard and projector
Student math journals
Classroom computers or tablets
Pencils and erasers
Anchor chart on graphs
Graphing Mat
How will you use technology to enhance teaching and learning? (Optional: Use the SAMR model
to explain the technology integration strategies you plan to use.)
The educator will introduce the subject of our favorite sports by showing the video: Favorite Sport!
The video will stimulate students’ prior knowledge and engagement. We will generate a
list of what our favorite sports are take a survey.
Then we will show the video Data!
The video will showcase how to represent data in multiple ways. 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):
The content and language focus of the learning task represented by the active verbs within the learning outcomes. Common language functions include identifying main ideas and details; analyzing and interpreting characters or events; arguing a position or point of view; or predicting, recording, and evaluating data. Common language functions in math include predicting from models and data, recording multiple ways to solve problems, justifying
conclusions, evaluating data and explaining how or why certain strategies work.
By comparing picture graphs and bar graphs, we will begin to understand the purpose of each and begin to explain which method is appropriate for which outcomes. Vocabulary:
Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.
Put-together, take-apart, Addition, Subtraction, Digits, Ones, Tens, Compare Discourse and/or Syntax:
Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables).
Through number talk and oral language to communicate, the students will discuss the process of representing their favorite sports using a picture graph and a bar graph using the put-together, take-apart, and compare strategies. Further, they will compare strategies to showcase and understand which is appropriate for a given situation. Planned Language Supports:
The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand and use the concepts of language they need to learn within disciplines.
Word wall with vocabulary words and notes – translated vocabulary words and definitions
Step-by-step instructions on the process of building a picture graph and a bar graph
Worksheets explaining the components of a picture graph and a bar graph
Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher
Student Actions
The teacher will begin the whole group discussion by showing the video of Favorite Sport. This will activate students’ thinking.
Students will share their favorite sports, and the educator will make notes.
The students participate in the video activities and will share their knowledge through think-
pair-share activities.
By interacting with the teacher and the class in the whole group discussion of the video, the students will activate their prior knowledge.
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The educator will then show the video Data! This video will introduce how to display data. The educator will stop and highlight the words and components of each.
Together, the class will vote on their favorite sports from the list they generate. The educator will model how to create a picture and bar graphs from their votes. There will be a class discussion on which are the top 4 -5 sports. Then the class will vote again.
Throughout these activities, the educator will use the Graphing Mat
to model how to display information in a bar graph. Each student will receive a graphing mat of their own – hands-on activity. Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher
Student Actions
The teacher will review the covered material and introduce new vocabulary terms. As the discussion progresses, the educator will build on the word wall and add notes/pictures of what it represents.
The teacher will generate the concepts and vocabulary needed by centering on the put-together, take-apart, and compare the language. We will review the video Data! We will begin to create our own anchor chart.
For example,
The students will share their current knowledge of what is being discussed and will help generate which pictures/models align with the description being generated. They are creating a worksheet explaining the components of each. Guided Practice:
Activity Description/Teacher
Student Actions
The educator will guide the class in a
The students will participate in a guided
discussion on the break-apart, put-
together, and how to compare.
As aforementioned, the educator will discuss with the model the graphs with the original votes of the class and narrow down to the top 4 or 5 favorite sports in the
class. The educator will use the whiteboard/projector to demonstrate these components and will highlight keywords and answer student questions.
The educator will ask questions like; what are the top 5 sports from the votes? How do you know? How does a graph help us?
practice exercise with the class. They will also engage in think-pair-share activities. As we learn new vocabulary and generate new knowledge, students will take notes on their journals and make notes of their questions/wondering. Independent Student Practice:
Activity Description/Teacher
Student Actions
The educator will ask students to vote again from the top 5 sports they agreed on. Then students will be asked to represent their votes in a picture and bar graph individually. This will serve as their summative assessment.
The students will get to generate a picture and bar graph. They will answer questions like:
o
Which is sport having the most votes? The least? o
How many more people voted for ____ than for ______? o
If we had 100 people’s votes which graph, would you use? Why? Culminating or Closing Procedure/Activity:
Activity Description/Teacher
Student Actions
The educator will collect the students' work
and recap the day’s lesson.
The educator will review how a picture and
bar graphs are useful by asking probing questions.
The educator will ask if any questions remain.
The educator will then send an exit slip and ask if they would like to change/add anything to their individual work and why?
The students will turn in their work and actively participate in the discussion.
They students can ask any remaining questions.
After reviewing, an exit slip will be sent, and they will get to reflect if they’d like to change, add, etc to their work and why. 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:
Students could enhance their learning and understanding by participating in additional activities where they think about other ways to represent the information gathered. They can also be asked to calculate the mode,
mean and medium and explain this. EL:
Students will be provided with language supports such as vocabulary notecards with English and alternate
language(s) notes, followed by accompanying pictures representing the concept. Students with Other Special Needs:
Students will receive specialized notecards and modified assignments that align with their education needs and plan accommodations.
IEP/504S/special needs are to be provided with additional teacher assistance
ADD/ADHD will be accommodated by receiving preferred seating and/or manipulative
Dyslexia students will receive text-to-speech and speech-to-text on the classroom computer and additional time as needed and indicated in their individualized plan. Assessment
Formative
Describe how you will monitor, support, and extend student thinking.
Students will be assessed through classroom discussions to gather input on their understanding and general
comprehension, from which to adjust appropriately.
Students are to be actively monitored throughout their note-taking time.
Summative
(Quizzes, Tests, products)
The students are to generate a representation of a picture graph and a bar graph and answer questions. The students will be assessed on completing their graphs and responses to the questions. They need to have at least an 80% mastery (16/20). D.
In the lesson, I used a Graphing Mat tool. The students were given the graphing mat tool as a hands-on and visual aid to support their thinking and learning about how to represent data. The graphing mat helps the students organize, visualize, and compare data. For example, students can visualize student preferences on fruit to then be able to analyze information easily. The graphing mat is a model for students to refer back to when answering questions. E. 1. My lesson plan incorporates a conceptual understanding because it challenges students to collect data, model data, and then read the modeled data. The Graphing Mat tools help students to visualize the data for themselves and
to analyze data. The students learn on their learning connections and enhance their learning from their prior knowledge. 2. My lesson incorporates problem-solving as they get to display data in different ways. Students are tasked to represent data differently and then analyze and respond to several questions (to demonstrate mastery).
3. My lesson plan incorporates procedural fluency using the anchor charts and graphs information to analyze and explain how to collect data, visualize data, and share findings. Students show their procedural fluency throughout the lesson through these elements. The summative assessment helps with evaluating their level of mastery. F. Modeling is a foundational element in my lesson plan. Students are learning to collect data, model data, and then answer questions from their modeled data. In other words, students learn many skills throughout and see the relationship between data and models. Students’ learning needs to be scaffolded via modeling to reinforce the
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concepts and enhance their understanding and learning.