lp_direct_instruction_lesson_plan_template (1)

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Athens State University *

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D170

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Mathematics

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Jan 9, 2024

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docx

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A. Hands-on Math manipulatives 1. Multicolored Bear Counters: This math tool can be used when teaching students concepts such as addition, subtraction, multiplication, and division. One benefit of using the multicolored bear counters is that that are very simple for students to use, and they can provide a visual representation for students for various types of math problems. One challenge for using this math tool is that they do not work well with higher number quantities. For example, 112 added to 258. It would take a considerable amount of time for every student to count out the number of bears required to solve this problem (Western Governors University, n.d.) 2. Dice: This math manipulative can be used by students as a visual aid to help support students in learning counting, addition, subtraction, and multiplication mathematical concepts. One benefit of this math tool is that it can be used as a manipulative visual aid to support students who are learning the challenging concept of probability. One challenge with this particular math tool is that it can quickly become a distraction to many students if not properly regulated (Western Governors University, n.d.). 3. Base Ten Blocks: This manipulative can be utilized when working out math word or number problems with counting, addition, subtraction, or teaching place value. One benefit of this math tool is that they are extremely versatile. Then can be used alone, or paired with other tools such as a place value mat. This allows students to physically represent the numbers and place values so that they can better conceptualize these concepts and physically visualize them as well. One challenge that comes along with this particular math tool is that it would be hard to use them for problems that include numbers that are very high in value. For example, 1,897 added to 259. There would not be enough base ten blocks for every student to have enough manipulatives to work out the problem (Western Governors University, n.d.). 4. Rulers: This math tool can be used to complete measurements such as length or width of an object. One benefit of this math tool, is that it is multidisciplinary. It can be used to teach about centimeters vs. inches or to compare and contrast different measurements in a math or science lesson. One challenge that comes with introducing rulers is the high probability of students confusing centimeters with inches when doing independent measurements (Western Governors University, n.d.). B. Virtual Math Tools 1. Virtual Number Line: This virtual tool would be helpful to use when teaching concepts such as counting, addition, subtraction, multiplication, or fractions. One benefit of the virtual number line is that it gives students a visual depiction of which numbers a less and which are more. It can also help tremendously when introducing negative numbers to students. One challenge that comes with using this math tool is that it is typically only used with numbers between -10 and 10. Therefore, it would not be used for problems that include higher values. https://toytheater.com/number-line/ 2. Interactive Classroom Clock: This virtual tool would be helpful to use when introducing the concepts of time, hours, minutes, and seconds. One benefit of using this math tool, is that it can be integrated into other parts of the day. For example, learning the daily schedule and what times things happen at school. One challenge of using the virtual clock, is that students could become distracted with checking the clock, and if it is displayed all day, it could cause students to become sidetracked

when they are supposed to be working on something else. https://toytheater.com/clock/ 3. Virtual Currency: This virtual tool could be used when exploring concepts such as money value, place value, decimal places, addition, or subtraction. One benefit of this math tool is that it is virtual. When students are working with real or fake money to learn these concepts they can become quite distracting. Where as these would be virtual, therefore no pennies or dimes flying through the room, spinning on desks, or in student’s mouths. One challenge for using virtual currency is that its not as hands on as having every student have their own money to manipulate/count and this could lead to some students not being as engaged with the lesson. https://toytheater.com/play-money-united-states/ 4. Virtual Marble Jar: This virtual tool can be used when teaching students about addition, multiplication, subtraction, probability, and estimated guesses. One benefit of this tool is that it can be much more engaging for students to when learning about different math concepts. One challenge of this tool is that it could be distracting to some students to where they are more focused on watching the marbles fall than completing the problem using the tool. https://toytheater.com/marble-jar/ Part Two: Lesson Plan C. Using the “WGU Direct Instruction Lesson Plan Template,” create an original (K–8) mathematics lesson plan that incorporates a tool from either part A or part B and that includes the following: • one state or national mathematics standard, including the source of the standard, the alphanumeric indicator code, and the written standard • one measurable learning objective that aligns to the standard Part Three: Reflection D. Explain how the tool from part C will enhance student learning during the lesson. E. Explain how your lesson plan incorporates each of the following components: 1. conceptual understanding 2. problem solving 3. procedural fluency F. Explain how one instructional strategy in your lesson plan (e.g., collaborative learning, modeling, discovery learning) supports learning outcomes. G. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. H. Demonstrate professional communication in the content and presentation of your submission.

Direct Instruction Lesson Plan Template General Information Lesson Title: Measuring in Math Subject(s): Mathematics Grade/Level/Setting: Second Grade Prerequisite Skills/Prior Knowledge: Students should be familiar with using a standard 12-inch ruler to measure objects. They should also be able to distinguish between inches, centimeters, and feet. They should be aware that there are 12 inches in 1 foot. Standards and Objectives State/National Academic Standard(s): Obtained from: http://alabamastandards.org MA19.2.15: Measure lengths of several objects to the nearest whole unit (Alabama Department of Education, 2019). MA19.2.17: Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes (Alabama Department of Education, 2019). Learning Objective(s): Students will be able to use a 12-inch ruler to measure various objects to the nearest inch with 85% accuracy. Materials Technology  12-inch rulers  Pencils/paper  Data recording sheet  Objects of varying sizes  PowerPoint display with vocabulary and visuals to go along with each word.  Video presentation about measuring using a ruler. SAMR Model: Augmentation I will use the video lesson to introduce students to the activity and then piggyback into a large group discussion/modeling how to measure in inches using a ruler. I will also use the virtual ruler in inches so that students can self-check their

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https://www.generationgenius.com/videol essons/measure-add-length-intro-to-the- ruler/  Virtual ruler in inches https://toytheater.com/ruler-inch/ measuring skills, and receive feedback immediately when testing their knowledge. The virtual ruler, will also function to keep students focused, engaged, and allow for interactive learning throughout the lesson. 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 be able to explain/model how to use a ruler to measure various objects. They will use the data sheet to record their data, and analyze that data to compare and contrast the characteristics of their objects. Students will be able to evaluate their data and organize their objects from smallest to largest. Vocabulary:  Measurement  Ruler  Length  Width  Foot  Inch Discourse and/or Syntax: Students will engage in a large group discussion where they will be encouraged to use specific language to discuss/explain how we use rulers, and why. They will also confer within small groups when comparing and contrasting their data. This will include discourse about how they got that data, which objects are shorter/longer than others, and they will work together to put all of their objects in order from shortest to longest. They will then work in small groups to create a graph to display this information. Planned Language Supports:

I will use modeling to show the students how objects should be measured, and how to record that data into the data recording sheet. I will create a PowerPoint for the lesson that will include a visual slide with a ruler displayed, and a visual depiction of how to use it, as well as vocabulary terms and any other visuals as needed. I will also provide each student an individual opportunity to come to the board and use the virtual ruler to measure on object with me, before they begin measuring independently. Instructional Strategies and Learning Tasks Anticipatory Set: Activity Description/Teacher Student Actions I will begin this lesson by displaying a picture of a pencil on the smart board. I will then ask the question, “How long is your pencil.” I will write responses on the board as we are discussing, and ask open-ended questions (How? Why?) to further their thought process. The students will engage and offer answers to the questions posed in the large group discussion. They will be given their own 12-inch ruler, and follow along visually as the teacher is explaining the parts of the ruler and the proper way to use it. Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher Student Actions I will then introduce the vocabulary terms along with definitions and visuals using the PowerPoint presentation that I created. I will then play the short video lesson for the students. Following this I will introduce the virtual ruler, pointing out the similarities with the physical rulers that each student has. Then I will have each student bring their pencil up to the board and use the virtual ruler to measure the length of their pencil in inches. At this time, I will thoroughly explain the activity to the students. I will do this by first introducing the materials we will be using, and then physically give an example of how we will use them. Students will pay attention to the PowerPoint with the vocabulary terms/visuals that are displayed. Students will listen to the lecture/video, taking notes, and asking questions if needed. Students should answer questions, and respond collaboratively and respectfully to one another, as well as the instructor. They will then take turns bringing their pencil to the board and using the virtual ruler to measure the length of their pencil in inches. Students will pay close attention to the teacher as she explains the activity materials and procedures, and will ask questions for clarification as needed. Guided Practice: Activity Description/Teacher Student Actions

Independent Student Practice: Activity Description/Teacher Student Actions Culminating or Closing Procedure/Activity: Activity Description/Teacher Student Actions 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: EL: Students with Other Special Needs: Assessment Formative Describe how you will monitor, support, and extend student thinking. Summative (Quizzes, Tests, products)

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References Alabama Department of Education. (2015-2019). Alabama Standards. https://alabamastandards.org/ Measure & Add Length (Intro to the Ruler). (n.d.). Generation Genius. https://www.generationgenius.com/videolessons/measure-add-length-intro-to-the-ruler/ Toy Theater (n.d.). Clock. Toy Theater. https://toytheater.com/clock/ Toy Theater (n.d.). Marble jar. Toy Theater. https://toytheater.com/marble-jar/ Toy Theater (n.d.). Play Money. Toy Theater. https://toytheater.com/play-money-united-states/ Toy Theater (n.d.). Times tables. Toy Theater. https://toytheater.com/marble-jar/ Western Governors University. (n.d.). Tools and manipulatives [Video]. Panopto. https://wgu.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=9ce220bd-25b5-4f2d-9621- ac20013be84b&start=undefined

lp_direct_instruction_lesson_plan_template (1)

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