Maths Tool Essay and Lesson Plan
Student name
Institution
Course
Date
Part One: Tools
- Hands-On Math Tools
- Plastic coins and paper money
- It will help students visualize the values of each coin and dollar.
- Help students have a feel of money and the different kinds of money.
- The plastic coins and paper money may break easily, and the paper money is torn easily during learning.
- Worksheet/ table template
- To help the learners fill in their findings in the counting of money
- Enhances organization and critical thinking
- It can be easily misunderstood because of its organization.
- Paper and pencil and ruler
- Used to draw the table for the budget
- It enhances the learner’s organization, handwriting, and neatness
- It needs much practice before use
- Small groups
- Supports collaborative learning
- Enhances interaction among learners
- Dividing the learners might be difficult because of their difference.
- Virtual Math Tools
Exact change math game
- Used to teach children coin recognition and denominations relating to producing change.
- It helps children understand the importance of saving money
- It needs much concentration and engagement hence addictive
- http://www.doughmain.com/?page_id=93
- Video
- Used as a visual tool for students to learn how to write the amount of money
- Illustrates effectively how children can write different amounts of money
- It contains too in-depth content for a child to understand in one lesson
- https://study.com/academy/lesson/how-to-write-amounts-of-money-lesson-for-kids.htm
Part 2: Lesson Plan
***Note: Make sure to incorporate ONE tool from EITHER Part A OR Part B. DO NOT use one from both.
| General Information | |||||||||||||||||||||||||||||||
| Lesson Title: Money | |||||||||||||||||||||||||||||||
| Subject(s): Math | |||||||||||||||||||||||||||||||
| Grade/Level/Setting: 1st Grade | |||||||||||||||||||||||||||||||
| Prerequisite Skills/Prior Knowledge: The students already know how to count numbers up to 100 and determine each number’s value. They know what money is and its basic use in life. | |||||||||||||||||||||||||||||||
| Standards and Objectives | |||||||||||||||||||||||||||||||
| CCSS. Math. Content.1.MD.C8 · MN 1: Use basic concepts of measurement in real-world and mathematical situations involving length, time, and money. · MN 1.3.2.3: Identify pennies, nickels, and dimes; find the value of a group of these coins, up to one dollar. · MN 1.2: Solve word problems that involve dimes, nickels, dollar bills, quarters, and pennies using the $ symbol. | |||||||||||||||||||||||||||||||
| Learning Objective(s):
· The student will be able to identify the coins, penny, nickel, dime, and quarter. · The student will be able to recognize each coin’s value and determine the combinations that equal the same value. · The students will be able to make the exact change using the amount of coin. · The students will be able to relate the value of money to their consumption by creating a budget. · The students will be able to count and solve simple problems using money.
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| Materials | Technology | ||||||||||||||||||||||||||||||
| Coin stickers, Interactive whiteboard or chalkboard, Dry erase markers or chalk, Play money, Flashcards and Charts | · I use a projector to present the different pictures of money to the learners to reinforce their familiarity with money.
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| 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 students will use various terms such as organizing of money in relation to their values. · The students will illustrate their understanding by solving simple money problems. · The students will write the correct symbols of different money. · The students will formulate a budget in reference to their consumption and determine the total value. | |||||||||||||||||||||||||||||||
| Vocabulary: · The students will use vocabularies such as a penny, nickel, dime, quarter, coins, change, exact change, cents, bill, budget, and money. · Moreover, they will also use words such as analysis, which will also involve the table’s illustration within their budget. They will also use the word evaluate in reference to their budget.
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| Discourse and/or Syntax: · The lesson will entail simple sentence structure for easy comprehension. For instance, what is the value of a penny? · Moreover, the lesson will entail the use of open-ended questions to create room for discussions among the students. · The lesson will also make use of tables for data representation, especially during the formation of a budget. · The lesson will entail different symbols of money for the students to learn and identify the correct ones.
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| Planned Language Supports: · I will introduce the lesson by recalling what the learners did previously as a foundation for this lesson. · I will explain, illustrate new vocabulary for ease of understanding the lesson. · I will develop the lesson from unknown to known through using known vocabularies to the learners to unknown vocabularies. · I will use visual representation to enhance the understanding of the different money, values, and symbols. | |||||||||||||||||||||||||||||||
| Instructional Strategies and Learning Tasks | |||||||||||||||||||||||||||||||
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| Differentiated Instruction Consider how to accommodate 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: During the group activity, I will involve the gifted learners in more challenging money problems to enhance their comprehension. I will also encourage them to support their fellow students in group activity. In the independent instruction, I will give them tasks that relate to their ability. | |||||||||||||||||||||||||||||||
| ELL: I will accept all students’ attempts with speech production without correcting them to allow them to participate more. I will use simple terms and explain difficult and new terms to them. I will subject them to group learning to improve their learning through interactions. | |||||||||||||||||||||||||||||||
| Students with Other Special Needs: For students with difficulty in learning, I will customize individualized learning within their level to enhance their learning. For students with visual problems, I will provide them with worksheets with magnified writings to help them in easy recognition and neatly and visibly write on the board. For students with hearing difficulty, I will make them sit in front and talk slowly and eloquently. | |||||||||||||||||||||||||||||||
| Assessment | |||||||||||||||||||||||||||||||
| Formative · During the lesson, I will give students activities to engage in as a group and support them through facilitation. · I will also give the students a quiz through a worksheet with money problems to solve and then go over it as a class. · I will also provide learners to determine the value of the different kinds of money they have and help them out if they need help.
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| Summative · I will give the learners a quiz on constructing a budget for their consumption by creating a table. · I will also give them homework touching on all the areas taught in the lesson.
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Part 3: Reflection
- Explain how the tool from part C will enhance student learning during the lesson. 225
The tool primarily used in this lesson plan is the hands-on tool that is plastic coins and paper money. It will enhance learning by helping the learners visualize, arrange, and identify the different kinds of money and their values. It also helps the learners in counting, adding, and subtracting. This makes the learners familiar with the real money hence draws their interests in leaning through relating to real life.
- Explain how your lesson plan incorporates EACHof the following components
Conceptual understanding
Conceptual understanding enhances integration and functional grasp of mathematical ideas through the organization of knowledge into a coherent whole (Malaysia, 2011). My lesson plan incorporates conceptual understanding through my organization of knowledge from that the learners know what is unfamiliar to them. This enables my learners’ to learn new ideas through this connection. This interrelatedness mode of learning enhances my teaching delivery, and my learners’ best understand the knowledge of money. I have developed my delivery by explaining what money is, showing them the symbol of money and the different types, applying the concept of money addition and subtraction, and finally relating it to real-life through a budget. This will enable my learners to know the ideas on money in an interconnected and organized manner, thus enhancing their understanding.
Problem-solving
Problem-solving exposes learners to learn new knowledge and work on problems that need to be solved (Gillies et al., 2009). My lesson plan will expose the learners to aspects of observation, understanding, analysis, and interpretation to find solutions. The learners will observe the different kinds of money, analyze through arranging them, and interpret them by finding their value. This will lead to a holistic comprehension of the concept of money. By presenting the concept of counting money as a problem to be solved in groups, the learners will be subjected to a brainstorming approach enabling a meaningful and well-integrated. By asking the learners to create a budget on their consumption, they will be genuinely interested in solving them.
Procedural fluency
Procedural fluency enhances the accuracy, efficacy, and flexibility of transferring procedures in different problems and contexts (Malaysia, 2011). My lesson plan incorporates procedural fluency in that the content present is built from the previous knowledge of what money is. Moreover, the lesson plan will enable the learners to integrate concepts, such as finding the value, addition, subtraction, and creation of a budget through tables. They can integrate the money concept procedure into real life by creating a budget for their consumption. I will first present to the learners the money concept, then subject them to reasoning through finding the value of different kinds of money and finally engaging them into problem-solving through working out simple and complex problems on a worksheet.
- Explain how ONEinstructional strategy in your lesson plan (e.g., collaborative learning, modeling, discovery learning) supports learning outcomes. 150
One instructional strategy present in my lesson plan is collaborative learning. This significantly results in effective learning outcomes. Collaborative learning engages students through working in small groups to discuss and find solutions to problems. Through collaborative learning, the learners address misunderstandings and clarifying misconceptions. Moreover, through collaborative learning, deeper learning and critical thinking are enhanced among students (Gokhale, 1995). Additionally, learners develop the great oral communication, self-management, leadership skills, and higher-level thinking. The retention, self-esteem, and responsibility of learners are also reinforced through their interactions.
References
Gillies, R. M., & Khan, A. (2009). Promoting reasoned argumentation, problem‐solving, and learning during small‐group work. Cambridge Journal of Education, 39(1), 7-27.
Gokhale, A. A. (1995). Collaborative learning enhances critical thinking.
Malaysia, E. U. K. (2011). Students’ procedural and conceptual understanding of mathematics. Australian Journal of Basic and Applied Sciences, 5(7), 684-691.