Math and Reading Activities
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Regent University *
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573
Subject
Mathematics
Date
Jan 9, 2024
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docx
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Uploaded by SargentQuetzalMaster522
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Math and Reading Activities Kelley Lorencki
ETSP 573
November 24. 2023
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Math and Reading Activities Math Activities: 1.
Math rotations – Teachers will rotate students between one teacher and one instructional assistant. SOL: The student will
c)
count backward orally by ones when given any number between 1 and 30, and d)
count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110.
Objective: Using useful and everyday things, the learner will investigate what it means to
count forward to 110 by ones. Divide the children between two groups, and in the center of both groups, place a clear jar with up to 110 things. Inquire of the kids how many items they think are in the jar.
Once all students have had a chance to estimate, discuss how to determine the precise number of objects in the jar (by counting). Students should begin oral one-by-one counting with you once you empty the contents of the jar onto the ground. Check the estimations and talk about their accuracy when the class has finished counting.
Students should be asked whether technique of counting—counting in twos, fives, or tens
—would be the fastest. 2.
Math game – SOL 3.6
The student will determine the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of two sets of coins and bills and coins, and make change from $5.00 or less.
Objective: In groups of 3-4 students, students will play a game of monopoly where they practice and observe making change and counting money. The teacher will make groups of 3-4 students and explain the directions to playing monopoly. The games will be given out and the students will then be asked to have one person read the instructions to the group. To buy houses, you must pay the banker the amount of the house listed on the deed. Students will take turns rolling the dice and landing on the different landmarks where they decide if they want to buy a property. If they want to buy a property, the student must count out the correct amount of money and the banker can give change if needed. The teacher will rotate around the classroom to assist the students. 3.
Math Center – The student will
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SOL 3.9 tell time to the nearest minute, using analog and digital clocks.
Objective: The students will correctly identify the time using analog and digital clocks. The teacher will prompt students to make their own clocks using a clock template, scissors and glue. After successfully making the clock, the teacher will give a time to the students, and they will have to show her the time using their individual clock. The teacher will then give out worksheets with different analog and digital clock times. The student will have to read the directions and determine the time or answer the question accurately. 4.
Math Word Problems SOL 2.4 The student will a) name and write fractions represented by a set, region, or length model for halves, fourths, eighths, thirds, and sixths.
Objective: The student will answer word problems accurately using technology. The student will log into the app dream box and read the directions on the screen prompting them to answer a question regarding fractions. The student will read the word problem and correctly answer the questions using paper and pencil to help if needed. 5.
Math Journal SOL 1.3 The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal
position of each object, first through tenth.
Objective: Students will be able to correctly identify ordinal positions of objects using paper and pencil. The students will be read a book about buses. A worksheet will be given out that students will glue in their notebook. The teacher will use a document camera to model how to draw bus seats on a bus. The teacher will give different examples using ordinal numbers. The students will then label the bus seats from 1
st
to 10
th
in their diagram. Integrating Reading with Science and History 1.
Guided Reading SOL 5.3 a) Identify the purpose and audience of auditory, visual, and written media messages.
Objective: Students will correctly identify the meaning behind the media message given in 3 different scenarios.
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Students will take turns reading a book in a small group as the teacher listens for accuracy. The book will be about different forms of media such as newspaper, internet, etc. The students will then be given a scenario related to the book where they must independently evaluate what they think the author’s purpose was. 2.
Reading Response Journal
3.3 The student will apply word-analysis skills when reading.
Use knowledge of regular and irregular vowel patterns
Decode regular multisyllabic words
Objective: Students will explore various texts relating to history and science and be able to show their comprehension of those texts by writing a journal response. Students will be prompted to choose a history/science subject related book to independently read. Students will spend 20 minutes reading and then write a response in their reading journal regarding their book answering questions such as “What is something interesting you learned from your reading?” and “Summarize what you have read in a few sentences.” 3.
Read Aloud
Objective: The teacher will read a plant life cycle book that addresses the different stages of the plant life cycle. Student will be able to identify number of syllables in 5 different words independently. Students will be asked to clap out syllables of a few different words from the book. They will then be asked to identify the number of syllables in a worksheet in words such as plant, stem, flowering, etc. SOL: K.3 The student will orally identify, segment, and blend various phonemes to develop phonological and phonemic awareness. a) Begin to discriminate between spoken sentences, words, and syllables. 4.
Geography Assignment
Objective: The students will identify the seven continents and oceans using a visual. SOL: 3.5a The student will develop map skills by...
a) positioning and labeling the seven continents and five oceans to create a world map;
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The students will be handed out a worksheet to silently read to themselves. The worksheet will incorporate a map and a short reading page about continents and oceans.
After the student reads
through the reading, they will be asked to answer a few questions relating to the reading and label a map with the seven continents and oceans. When they are done, the students can color their map. 5.
Lexia Objective: The students will identify nonfiction text features in various texts using lexia. SOL: 3.6 The student will read and demonstrate comprehension of nonfiction texts.
The students will be asked to log into lexia on their computers or iPad. Lexia is a reading program that helps students with various subjects related to reading and other subjects such as science. Students’ progress through the levels based on their ability. The student will read a passage about the phases of the moon. The student will then have to examine a
diagram of the phases of the moon and work through a few questions regarding “What causes the different phases?” “What does it mean when we say the phase of the moon?” The student will then progress to another passage on motion and forces. The next set of questions will be related to motion and forces such as “How can you describe a push?” “What does a pull look like?”
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Reflection This assignment really taught me a lot of things. First, I learned how to relate math to the real world. For example, relating math to real life such as probability, percentages, addition, money, and measurement are all apart of daily life and relate to math. I learned to think outside the box and apply different guidelines to the activities I do with my students. I can improve in my current practice by switching up activities I use daily. Sometimes, when a teacher uses the same activities, a student may become bored or uninterested. By switching things up and learning new strategies to use and lessons to create then the students will become more interested and in return more engaged. I can also improve by expanding students’ knowledge to use different subjects together in one lesson. Sometimes, I try to keep some lessons simple because some of my learners are on a lower level but by incorporating science and history in with reading, the students are taking in more information. Strong reading and comprehension abilities are required to identify key material, filter out irrelevant details, and develop conclusions. Students with disabilities have the chance to integrate several academic areas naturally and meaningfully. Sometimes, science is only taught for a short period or every other day so integrating science with reading enhances instruction to teach the students more content. Depending on where one
teaches at, history may only be taught for a shorter period than the more core subjects
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such as math and reading. Integrating these subjects helps students with disabilities expand their learning and knowledge about the real world around them. By educating students about the world around them, it helps them to develop and foster meaningful conclusions.