D237 Task 1
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Western Governors University *
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MATH1
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Mathematics
Date
Jan 9, 2024
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docx
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Lynda Heath
D237 Task One: Math Tools
Mathematics methods and instructions for students with Mild/Moderate Exceptionalities
A.
1. Students can use plastic coins as hands-on tools to investigate cost in terms of how many coins can equal one dollar. The understudies can utilize the various coins to perceive the number of each kind of coin can go into a dollar. The advantage is that the understudies figure out the idea of cash. The test is that these coins are enjoyable to play with, making them a direct way for the class to turn out to be clearly, quickly flustered, and get off subject.
2. Two-hued counters assist understudies with investigating expansion, deduction, duplication, and division. The advantage of these is that understudies can get the visual comprehension by setting the specific sum with their own hands. The test is that these ought to be utilized for lower numbers (under 100) since anything over that would be overpowering for the understudies.
3. Base ten blocks are hands on apparatuses that assistance with place esteem, expansion, deduction, increase, and division. Base ten blocks are advantageous because they are adaptable and can assist with a wide range of mathematical problems. The test with this would be they can't exactly go past the large numbers place esteem.
4. Centimeter Poles are utilized for divisions, adding, taking away, and increasing with shared factors. The advantage is that complex equations can be visualized using fractions. The problem would be to keep the number of denominators to a minimum.
B.
1. The Fractions App, by Bridges in Mathematics, is a site or an application that assists understudies with
figuring out how to partition divisions, fill in pieces of a bar or circle to address and look at portions. It lets students see and hide fraction labels. The fact that students can get a variety of fractions lessons from this website is a good thing. That's what the test is in the event that understudies don't have a broad instructive foundation with divisions they will get befuddled without any problem. https://www.mathlearningcenter.org/apps/fractions
2. The number line app, by Bridges in Mathematics, is a site or an application that assists understudies with figuring out how to partition divisions, fill in pieces of a bar or circle to address and look at portions.
It lets students see and hide fraction labels. The fact that students can get a variety of fractions lessons from this website is a good thing. That's what the test is in the event that understudies don't have a broad instructive foundation with divisions they will get befuddled without any problem. https://www.mathlearningcenter.org/apps/number-line
3. Multiplication Chart 1 to 12, by Toy Theater, is an intelligent graph that shows times table realities. The advantage to understudies is the familiarity that assists understudies as they with moving to more earnestly subjects like division, word issues, or critical thinking. The problem with this is that students might use it even when they don't need to because it's an easy way for them to solve problems. https://toytheater.com/multiplication-chart-1-to-12/
4. Number Pieces, by Clarity innovations, is a virtual set of base ten pieces that helps students improve their place value knowledge. The ease with which this website helps students join or separate pieces in groups of ten is a benefit of this tool. The difficulty would come from the fact that the website provides hints, which students could easily use rather than trying to figure it out on their own. https://apps.mathlearningcenter.org/number-pieces/
C: Direct Instruction Lesson Plan
General Information
Lesson Title: Multiplication to divide with 6 and 7
Subject(s): Model with Math
Grade/Level/Setting: 3
rd
Grade
Prerequisite Skills/Prior Knowledge:
Understudies need to know duplication of single digit numbers, connection among deduction and expansion, and the number line.
Standards and Objectives
State/National Academic Standard(s): CCSS.MATH.CONTENT.3.0A.B.5 Figure out properties of increase and the connection among augmentation and division.
Learning Objectives:
With an understanding of multiplication and the relationship between multiplication and division, students will be able to divide the numbers 6 and 7 using bar diagrams with at least 85 percent accuracy.
Materials
Smartboard
Math book
Virtual Multiplication Chart (Toy Table) https://toytheater-chart-1-to-12/
Bar Diagram (for division)
Assigned homework sheets
Chromebook
Technology
The utilization of the bar outline and the virtual duplication diagram gives a drawing in association to the educator to assist with directing the conversation and
attempt to dynamic information around augmentation the numbers 6 and 7 to partition.
Language Demands
Language Function(s): Understudies will actually want to make sense of how their duplication realities
assist them with partitioning. The virtual duplication diagram can direct their past information to assist students with effectively matching their conditions together.
Vocabulary
Virtual multiplication chart, bar diagram, difference, number line, subtraction, fact families.
Discourse and/or Syntax:
Students will verbally explain how they use fact families and how they can use their virtual multiplication chart to solve problems involving the numbers 6 and 7 using what they already know.
Planned Language Supports:
Understudies are evaluating jargon previously scholarly in past examples for division and augmentation. With the assistance of their virtual increase graph, understudies will have simple admittance to the duplication table to assist with their situations if necessary.
Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher
Student Actions
Entire gathering conversation associating understudies' past information to increase realities for 6 and 7. Utilizing the bar outline to show understudies how one number breaks into the equivalent pieces of the aggregate.
The understudies will talk about in bunch design their insight into duplication realities for 6 and 7. The understudies will draw bar charts.
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher
Student Actions
Encourage students to solve problems.
There are 48 canines that entered in a canine show. The adjudicator needs 6 canines in each gathering. What number of gatherings will there be?
The teacher then asks the students how many times 6 fits into 48? (48 divided by 6 equals____)
Students will use the bar diagram to solve the equation if necessary.
48 divided by 6 equals _____.
Or 6x_____=48
Answer: 8
Guided Practice
Activity Description/Teacher
Student Actions
Encourage students to solve problems.
bringing the total to 49 by adding one more dog.
There will currently be 7 canines in each gathering. What number of gatherings will there be?
The teacher then asks students how many times can 7 fit into 49? (49 divided by 7 equals ____)
Understudies will utilize their insight into increase, or on the other hand if necessary, draw the bar outline, to settle this condition.
49 divides by 7 equals ______.
Or 7 x 7 = 49
Answer: 7
Independent Student Practice:
Activity Description/Teacher
Student Actions
Relegate worksheet with augmentation and division practice issues involving realities for 6 and 7. Understudies can ask the instructor for help during this work time and draw the bar graph for help.
Understudies will work autonomously on the doled out worksheets. In the case of requiring help, they can ask the educator and draw the bar graph.
Culminating or Closing Procedure/Activity Activity Description/Teacher
Student Actions
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Dole out Chromebooks example to arrange with the present movement.
For the lesson to be passed, students must score at least 85 percent.
Differentiated Instruction:
Gifted and Talented:
After understudies finish the doled out class work, understudies can get the Chromebooks to go onto a numerical movement game that allows understudies to work at their own speed and information. Understudies can likewise request additional tasks to rehearse increase somewhere in the range of 8 and 9.
EL
:
Understudies will get additional time while chipping away at worksheets and have the option to request the numerical questions to be perused so anyone might hear by the instructor or ELL (English Language Student) educator.
Students with Other Special Needs
Understudies will be given an increase outline to use to assist with settling their conditions. Additionally, they will be granted additional time to finish the assignment.
Assessment
Formative
Class will examine increase and division realities around 6 and 7 with drawing bar outlines. while the instructor responds to any questions the students are having difficulty with via the smartboard. The Smartboard will likewise have conditions for the understudies to view and settle for help.
The score on the Chromebook task requirements to meet or surpass 85% to pass this illustration. The score shows how the understudies are working on all through the illustration,
if requiring help on the off chance that the score is lower than 85%, the educator can give further guidance and more practice issues.
Summative
Understudies will be given a task on their Chromebooks to show how they might interpret the
illustration.
Using their prior knowledge and the bar diagrams, students will be able to divide the numbers
6 and 7 with at least 85 percent accuracy. They demonstrate significant knowledge of the multiplication and division facts of 6 and 7 once they receive 85 percent or better. In the event that understudies get 85% or worse, the educator will be giving further guidance and more practice issues to these understudies in a concise conversation.
D. The duplication graph will assist with improving understudies' getting the hang of during the illustration of the familiarity the virtual diagram offers. Some students should already be familiar with the multiplication facts between 6 and 7, so if they're having trouble, this chart can help. This upgrades their
advancing by proceeding to search for the actual data for their lucidity for the data they ought to have recently known.
E. During the gathering conversation, understudies fostered a calculated comprehension of the increase and division realities around 6 and 7. The understudies showed their comprehension by giving models on the class lead instances of bar outlines. This fostered a calculated comprehension in light of the fact
that the educator could see the bar graphs being drawn and afterward hear the understudies make sense of in entire gathering conversation the understudies discussed their insight into the subject. During the free practice issues of the illustration, understudies showed their critical thinking abilities since understudies had a Chromebook task once the example was over to get done and they expected to
give proof they could pass the task. The outcome is the Chromebook task the understudies need to pass with 85% or higher with division issues with the numbers 6 and 7 for procedural familiarity. This supported and consolidated procedural familiarity abilities since understudies had figured out how to utilize the materials given to them to tackle the issues.
F.
Cooperative learning was utilized during the entire gathering conversation when understudies talked about in bunch design their insight into duplication realities for 6 and 7. The understudies then, at that point, attracted bar outlines to give their insight into increase and division somewhere in the range of 6 and 7. As a class, we cooperate to guarantee every understudy is in total agreement and figures out math.