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Hallett 1

Math Summative Assignment


Abigail Hallett
March 04 2016
Annotated Bibliography Inquiry Based & Hands on Learning
- Using Math Stations For Common Sense Inclusiveness
- The Menu For Every Young Mathematicians Appetite
- Teaming With Nature
- WOW! Mathematics Convention
- The Richness Of Childrens Fraction Strategies
- Ornithologists By Design

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2
2
3
3
3
4

Review of Mathematics Manipulatives


- Snap Cubes
- Two Colour Counters
- Number Charts
- Dominoes
- Base 10 Blocks

5
5
5
6
6
7

Mathematics Technology
- The Chicken Farmers Egg
- Mathematics Formative Assessment
- Smartboard Mathematics Games

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8
9
10

Areas of Interest
- Integration of Mathematics in Other Subjects
Math & Literacy
Math & Science
Math & The Arts

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11
11
12-13
14

STEM Lesson Plan


- Image examples
- Checklist

15-19
19-20
21

Hallett 2

Annotated Bibliography Inquiry Based & Hands on Learning


Math is an area of difficulty for many students. I want to ensure all of my students are
actively involved in the learning process of mathematics so we can move forward together as a
classroom academically. I want my students to feel so comfortable with what we are learning that
they could easily reteach what they have learned to a friend or family member. Students have the
right to feel comfortable with their lessons, and I think a major factor on this is ensuring students
are actively involved in the learning. Students may need hands on experiences to really connect
with the math and to make it as interesting and engaging as possible.
Andreasen, Janet B., Hunt, Jessica H. (2012) Using Math Stations for Commonsense
Inclusiveness: To meet diverse student needs, use an approach that is situated in
understanding fractions. Teaching Children Mathematics. (Vol. 19, No. 4)
This article discusses the use of math stations in the classroom for differentiation.
The article discusses the use of math stations as a tool for students to get hands on
involved with their math learning, allowing all students, to feel the lesson, not just
the students who do well while sitting at their desks, and listening to a
lesson be
taught from the teacher at the front of the classroom.
The use of math stations, as well as differentiation, I think should be used for all
students in order to give each and every student the hands on learning
experience.
I believe while students are at stations teachers should always be
circulating the
room and allow for students to inquire about what they are
learning. It is
important to differentiate for some students, but I think
sometimes as
educators we sometimes forget that all students deserve the
opportunity to
have the learning experience of a differentiated lesson plan.
Austin, Susan L., Legnard, Danielle S. (2012) The Menu for Every Young Mathematicians
Appetite: A first-grade teacher demonstrates how to serve up this model of inquiry
based instruction in any classroom. Teaching Children Mathematics. (Vol. 19, No. 4)
This article discusses how to turn your classroom into an inquiry based
instructional classroom. The article discusses the well-known fact that
all students learn in completely different ways. The article proves
the
idea that inquiry based learning allows for differentiation for both
the students
who need support as well as the students who need enrichment.
I think inquiry based learning, with hands on tools and objects, is the key to a
well rounded, well working classroom, for every student. The students
would get
a focused mini lesson, a guided instruction, a collaborative practice
and then a
time for independent practice. Students need these 4 key lesson
strategies in order
to learn to their full potential. Not all students benefit from
the teacher teaching.
Many students need to hear the same lesson, multiple
times, from different
perspectives, which works well in this frame so that
students can work with
their peers, and then also try on their own to gain
confidence with the matter.

Hallett 3

Baldwin, Mark. Teaming with Nature: Turning a square kilometer around your school
into an outdoor classroom. Teaching Green: The Elementary Years. (6180)
This article discusses the idea of taking our students outside and using the world
around us as a natural classroom. The article discusses a program called
Teaming
With Nature, where they learn how to use the real world and
integrate it with their
curriculum outcomes.
I think this article is important to open up the idea of getting outside with our
students. I think an important part of a young childs education should be
in the
outside world. Students should learn the reality of the skills they are
learning, and
how and why we use them in our everyday world. Taking our
students outside
allows for major hands on learning, engagement of all
students and the inquiry
into the world around them.
Cavazos, Rebecca R. (2014) WOW! Mathematics Convention: A Community Connection.
Teaching Children Mathematics. (Vol. 21, No.3)
This article focuses on community involvement in the classroom, and the
enrichment it can bring to our students. The article discusses the use of
STEM in
classroom and the multi benefits it can bring for students who
struggle with Math
or education as a whole.
The classroom allows for inquiry based learning, as well as hands on lessons that
allow for the students to get completely involved in their learning as well
as feel
the safety and comfortable nature of a growing academic environment that
allows
room for question, failure, and retry. I think this is very important in the
classroom so that the students can see that these lessons are
valuable within the
community they live in, and how they relate to the real
world around them.
Empson, Susan B., Kent, Laura B., Nielsen, Lynn. (2015) The Richness of Childrens
Fraction Strategies. Teaching Children Mathematics. (Vol. 22, No. 2)
This article discusses a new technique to do fractions, this idea, is a helpful way
to incorporate hands on tools to teach a subject of much confusion. This
article
allows for students to see fractions within the real world use and see why
these
math skills are important and can be applied later in life.
I chose this article because I like the idea of the use of hot chocolate to explain
fractions. Fractions are a tricky subject in math and something students
sometimes have a hard time to understand, the use of fractions is
important and
can be a very valuable strategy to have in our minds. Allowing for
students to
fully engage in their learning, both mindfully and kinaesthetically,
allows for
them to form ideas and questions, as well as see the results and
realties of how a
math equation actually works.

Segers, Marcia, Shorter, Angela. (2016) Ornithologist By Design: Kindergarteners design,


construct, and evaluate bird feeders. Science and Children. (Vol. 53, No. 4)

Hallett 4

This article discussed the idea of Project Based Learning, allowing for students
to tackle real world problems and find solutions that work in todays
society. The
article is focused around a class of kindergarten students, building
birdhouses to
find which design attracts the most birds. The students were
involved in the
designing, constructing and evaluation of their own bird
feeders.
I think Project Based Learning and Inquiry Based Learning should go hand in
hand. Students should always have the opportunity to be involved in hands
on
learning. I think a key to engagement is to allow students to get involved
and
feel the learning process in order to actually understand how things work.
Sometimes our 2D lessons can be very lacking in understanding to
many students.

Hallett 5

Review of Mathematics Manipulatives


Manipulatives are a fundamental part of mathematics. I believe all students should have
access to manipulatives at all times. An important part of mathematics foundations is not only
our mental strategies but also our physical strategies and ensuring we can show what we know.
These are the 5 favorite manipulatives I have noticed so far, and will use frequently in my K-2
classrooms.
Snap Cubes/Cube-A-Links

Snap cubes are a great tool for students to use. From early years and on, snap cubes can evolve
with students and act as a hands on, 3D number line. Snap cubes can be used for any math
technique, such as addition, subtraction, multiplication and division as well. Snap cubes can
initially be introduced in Kindergarten for simple math strategies such as sorting, color
differentiation, counting, grouping, and small addition. Moving up academically snap cubes can
be used for students to continue to learning math techniques and ensure students are really
understanding what the numbers actually mean. In my practicum placement students really loved
the snap cubes, and the solid manipulatives, and options of colors really helped with their
addition and subtraction tables.
Two-Colour Counters

Two color counters are a simple math manipulative that every classroom should have. I found
these particularly useful in my practicum when students were working with their 10s charts and
addition sentences that equalled 10. Students access to the basic manipulative that showed them
very clearly one color versus the other color, made their math sentences very clear for them to
work with. I also found these two color counters to be a mess free accessible manipulative that
students can keep in their desk in a small baggie or container, which they can have immediate
access to at any time, which I think is very important when building the foundations for math
skills.

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Number Chart

A number chart is a math manipulative that I think should always be visible in the classroom. A
number chart with a clear counting system of 0-100 should be present for students to easily
access and manipulate as they need to while working. During K-2 students should have these
numbers visible in order to instill their confidence and familiarity with these numbers, from these
numbers they will base the majority of their math skills for the rest of their lives, so it is really
important that they get comfortable with them and fully understand the way the numbers work in
our world. I also believe a number chart with moveable or manipulative numbers, such as the
picture shown above, is important and very beneficial when working with addition, skip counting
or basic counting forwards and backwards.
Domino Sets

Dominoes are not something I have seen in use in the classroom as of yet, but are something I
frequently use at home while working with my children on math. Dominoes are a fun
manipulative that can teach students to not only add or subtract, but also to play with math and
show students the fun side of a sometimes tedious subject. Dominoes are a solid manipulative
that can build confidents in students, showing them to have fun, and build on what they already
know, to practice and refine skills.

Hallett 7

Base 10 Blocks

Base 10 Blocks are a fundamental manipulative to have within the classroom. I see students
sometimes who struggle to understand their number sense. I believe Base 10 Blocks can
really help students who are struggling, put an image to the number. As students work their
way into larger numbers, having a visual representation of what double digits actually
represents can be a difficult concept to grasp. Base 10 Blocks are a solid foundation to work
with that can be easily and clearly represented in a number of different ways.

Hallett 8

Mathematics Technology
Technology is a huge part of our society, as it is growing in society, it is also growing in
the classroom. Although I am partially old fashioned, I am also a supporter of the benefits
technology can bring to the classroom. The biggest benefit with technology is the accessibility.
Students can easily become very engaged with the click of a mouse and the turn of a volume
button. I think this is a great form to connect with students who may daze away from hearing a
teachers voice all day long every day. Another great benefit to having a technology rich
classroom is the aspect of parent involvement. I think it is important to promote parent
involvement with students learning, and with technology parents can easily access our lessons,
our outcomes, and our techniques used in the classroom.
The Chicken Farmers Eggs
https://www.youtube.com/watch?v=aOzXmr5EAsc&feature=youtu.be

The Chicken Farmers Eggs is a video that is meant to be used as an introduction to skip
counting. Before students can begin to skip count they must understand the basic
counting skills and number sense of individual numbers. This video gives students the
opportunity to see skip counting basics (skip counting by 2s) with the option of pausing
the video to allow the students to guess how many eggs Farmer Joe will have in total
after collecting 2 more eggs. I think this is a good visual to introduce skip counting to
young children and build a solid foundation on number sense.

Hallett 9

Mathematics Formative Assessment


https://www.youtube.com/watch?v=NW-nYElkLg4

This video is an idea to show parents how to formatively assess their students. Although I am not
a huge believer or supporter of homework, I do believe students should have the opportunity to
practice at home. I want to give parents an insight on how I will assess their children in order to
ensure the maximum progress occurs at all times. I want parents to know the importance of
going through a students assignments with them, and show them how to positively encourage,
while still giving critical feedback that will help the students improve their learning and skills.

Hallett 10

Mathematics Smartboard Games

During my practicum placements we spent math time broken up into three categories, teach it,
practice together, and try it on your own. Briefly going over a new idea or math concept is
essential, all students need an introduction to what they are about to be learning, and for some
students that may be all they need to fully grasp and move right into the doing stages, for other
students, they need a practice period, a time for error and retry, a time for learning as a team and
figuring out exactly how something works. Although these games may seem simple, they are
great practice for a student, and students love getting to interact with the smartboard! Students
were very engaged and intrigued to play these games as a class. Generally we played, teacher VS
students, the students taking turns, and raising their hand if they wanted the opportunity to help
me on my turn as well. Smartboard games are a great tool to engage students, especially busy
students who may not have much interest in math, but are a slight bit competitive and also very
interested in touching the smartboard!

Hallett 11

Areas of Interest
Although Math is not my strength academically, I have gained much interest in it over my year in
the B.Ed. Program. I have learned unique ways to teach math, making a subject that was once
boring and confusing to myself, interesting and engaging. As a teacher my main area of interest
in math will be integrating math with other subjects, or making math fun by using hands on, real
world tools to teach the foundations of math that students will go on throughout their education.
Integration of Mathematics in Other Subjects
Math & Literacy

If you have spent any time in a K-2 classroom, you will quickly learn, children love a good read
aloud story! Children love the time to gather on the mat, when learning becomes more than a
lesson, and an adventure they are welcome to join in on! Students love to use their imagination to
learn and why should we ever stop that from happening. Incorporating math and literature into
story time, is a great way to engage students and make the math fun! Students can dive into the
math ideas without ever even thinking they are learning about math concepts. The amount of
literature that is out there for students and math is so large at this point, a teacher has the
resources to find absolutely any topic, and if not in hard copy, there may even be a you-tube
video of it. Students deserve the chance to engage in the learning anyway possible, and I believe
literacy and math are a basic foundation that should strongly intertwine throughout a students
learning experience.

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Math & Science


http://www.hotwheels.com/en-us/speedometry.html

I believe the integration of math and science should be a given in the elementary classroom. Very
often we hear the time constraints on teachers, based on the amount of the curriculum outcomes
needed to be covered. Science is something that is often placed on the back burner, which is a
sad truth, because many students, in particular students who benefit from differentiation would
highly profit from the integration of math and science, found in STEM lesson plans. Students in
particular, who are very busy, and have a hard time keeping engaged deserve the right to be
taught something that genuinely peaks their interest. I think with the amount of resources at our
fingertips it is our jobs as teachers to search for lessons that include not only math concepts but
also scientific experiments that allow for hands on learning and building in order to fully engage
and include students in all lessons.

Hallett 13

Math & Science Continued


http://inhabitat.com/farming-preschool-would-teach-kids-how-to-grow-their-own-food/

(Stock photo)
A strong interest of mine is getting students outside and involved in nature. I strongly believe
students benefit educationally when they are outside of a classroom. Sometimes, simply being in
a classroom can give a student anxiety and reluctance to learn. I think getting students outside
and teaching them math in nature is a huge bonus. Math and science are something that
gardening relies on. I think intertwining these subjects and taking the students outdoors, or
setting up an actual greenhouse/garden centre within our classroom will get students really
thinking and engaged in math and science related to the real world.

Math & The Arts

Hallett 14

Music, Art and Physical Education are subjects that are not always thought of as essential
learnings in the elementary classroom. My plan is to include these valuable courses in with the
essential classes of math and literacy. Allowing room for art, music and phys ed within math
class, allows for students to not only acquire different learning styles, but also to experiment with
math and numbers in a way that basic math lessons cannot provide.
Art is a great way for students to practice many different math concepts such as measurement,
geometry, space, as well as 3D art and the practical uses of math concepts.
Music is a great way to introduce math concepts and practice. There are so many different
musical mathematical instructional videos, and students really engage and memorize them,
which helps students to remember their strategies in a permanent way, without them ever
realizing they are studying.
Phys Ed is also a great way to incorporate math. Teaching students to get up and use their
physical space and their bodies to figure out math ideas is a great way to teach students that no
matter where they may find themselves, they always have the best manipulative accessible to
them. (Their bodies!)

STEM Lesson Plan

Hallett 15

Building a Barn to Withstand Our Harsh Weather System in New Brunswick!


Students will have prior knowledge on geometric skills, and measurement.
Date: March 4th 2016

Time: 2-3 hours

Subject & Grade: Mathematics, Science, Engineering, Grade 2


NB Mathematics Curriculum Standards and Objectives
GCO:
Shape & Space (SS):
Use direct or indirect measurement to solve problems
Describe 3-D objects and 2-D shapes, and analyze the relationships
SCO:
SS2: Relate the size of a unit of measure to the number of units (limited to nonstandard
units) used to measure length and mass (weight).
SS3: Compare and order objects by length, height, distance around and mass (weight)
using nonstandard units, and make statements of comparison.
SS7: Describe, compare and construct 3-D objects, including: cubes, spheres, cones,
cylinders, pyramids.
SS8: Describe, compare and construct 2-D shapes, including: triangles, squares,
rectangles, circles
SS9: Identify 2-D shapes as parts of 3-D objects in the environment
NGSS Standards:
Engineering and Design
K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the
shape of an object helps it function as needed to solve a given problem.
K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same
problem to compare the strengths and weaknesses of how each performs.
Science & Engineering
Developing and Using Models: Modeling in K2 builds on prior experiences and progresses to
include using and developing models (i.e., diagram, drawing, physical replica, diorama,
dramatization, or storyboard) that represent concrete events or design solutions.
Develop a simple model based on evidence to represent a proposed object or tool.
(K-2-ETS1-2)
Analyzing and Interpreting Data: Analyzing data in K2 builds on prior experiences and
progresses to collecting, recording, and sharing observations.
Analyze data from tests of an object or tool to determine if it works as intended. (K-2ETS1-3)
Disciplinary Core Ideas
ETS1.B: Developing Possible Solutions

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Designs can be conveyed through sketches, drawings, or physical models. These


representations are useful in communicating ideas for a problems solutions to other
people. (K-2-ETS1-2)
ETS1.C: Optimizing the Design Solution
Because there is always more than one possible solution to a problem, it is useful to
compare and test designs. (K-2-ETS1-3)
Crosscutting Concepts
Structure and Function
The shape and stability of structures of natural and designed objects are related to their
function(s). (K-2-ETS1-2)
NCTM Standards:
Analyze characteristics and properties of two- and three-dimensional geometric shapes and
develop mathematical arguments about geometric relationships
Pre-K2 Expectations: In pre-K through grade 2 all students should recognize, name,
build, draw, compare, and sort two- and three-dimensional shapes; describe attributes
and parts of two- and three-dimensional shapes; investigate and predict the results of
putting together and taking apart two- and three-dimensional shapes.
Lesson Objectives: Students will use math, science, and engineering to construct a solid barn
that will withstand our 4 seasons in Fredericton.
Strategies for Differentiation:
Enrichment: Students who are working at higher level can add rooms to their barn and
discuss different strategies for heat saving, energy saving, and practicality of location of a
barn. Possibly building a fence system around or a gardening system.
Support: Students who are struggling with the concepts can work with the teacher directly or
with an EA as support, students may focus on the drawing of their barn and the planning
stages, as well as try building it with playdough or modeling clay.
Materials Needed:
-Popsicle Sticks
-Cardboard
-Glue
-Paint
-Playdough
-Modeling Clay
-Rulers
-Smartboard technology
-https://www.youtube.com/watch?v=MZQKjVR9OI0
-https://www.youtube.com/watch?v=7K0W4V0sOz4
-https://www.youtube.com/watch?v=9HdnB3wwsi0
-https://www.youtube.com/watch?v=HkjACENDycA
-https://www.youtube.com/watch?v=ept5lAWcmXU
-Different vehicles (hotwheels/tonkas) that help build
-Different tools used for building (hammer, nails, screwdriver, level, saw, shovel, drill, etc)

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Engagement
Teacher:
-Teacher will display pictures of
different barns on the smart board
-Teacher will discuss the benefits
to different barn shapes
-Teacher will show students a
video on YouTube of the building
a barn video, and how barns are
built in certain ways, facing
certain directions and on certain
terrains
Exploration
Teacher:
-Teacher will display tools, and
vehicles used in making barns
-Teacher will explore and explain
different tools and vehicles (listed
in materials)
-Teacher will display pictures as
well as models of barns made out
of popsicle sticks
-Teacher will discuss with students
the different shapes found in
common barn designs
-Teacher will discuss with students
how to measure with their rulers,
to ensure all sides are the
measurement they want, even or
odd, and the way we use
measurements while building
Explanation
Teacher:
-Teacher will play the video on
building a barn out of popsicle
sticks
-Teacher will ask students what
kind of things will be needed to
build a solid barn that will
withstand the weather, and will
have a solid foundation, walls and
roof, as well as entrance and exits
sizeable for large farm animals
-As students are giving examples,

Reflection
Students:
-Students will observe pictures of
different barns on the smartboard
-Students will engage in
conversation of different barn
shapes
-Students will observe video of
barns being built and gain basic
knowledge of the concept

Reflection
Students:
-Students will observe tools and
vehicles used in barn building
-Students will hold and pass
around different tools and vehicles
(which are safe) and discuss what
these objects purpose in barn
building may be
-Students will observe pictures of
barns made of popsicle sticks
-Students will engage in
conversation about different
shapes found in barns
-Students will listen to basics of
how to use rulers to their benefit
when building barns
Reflection
Students:
-Students will watch the video of
a barn being built with popsicle
sticks
-Students will give ideas on what
a barn needs to be built solid and
structurally sound
-Students will discuss all of the
parts needed for the barn
-Students will listen to directions
to begin their draft
-Students will observe images of

Hallett 18

teaching will make a checklist on


the board for students to follow
when they begin to create their
own barns
-Teacher will tell students before
they begin their actual building, to
draw a rough draft
-Teacher will display the rough
draft images on the board
-Teacher will ask students to
include measurements, and an
imagine from both the top and all 4
or more sides
-Teacher will check students draft
drawings before students begin the
build
Elaboration
Teacher:
-Teacher will give students
popsicle sticks to work with
-Teacher will show students, and
ask students to follow along and
try different ways to build a solid
base for barns
-Teacher will ask students to build
on their barns as they think will be
most effective
-Teacher will circulate the class
room and continue to watch
students and guide students in the
right direction or give any help
needed
-Teacher will offer to use glue gun,
if needed, kept behind teachers
desk (away from students)
-Teacher will keep barn tutorials or
popsicle building tutorials on
YouTube for students to gain ideas
and knowledge
Evaluation
Teacher:
-Teacher will circulate the
classroom and take anecdotal notes
to see how students are doing
-Teacher will ask students to finish
up and clean up

draft sketches of barns or


buildings
-Students will draw their draft
sketches of what they plan for
their barn build
-Students will include
measurements and an image from
both the top and the 4 or more
sides
-Students will get their drafts
checked before moving onto the
build

Reflection
Students:
-Students will observe teachers
ideas on what a solid foundation
would look like
-Students will give ideas on
different ways to build a solid
foundation
-Students will build their barns,
following their sketches as much
as they want, they are welcome to
differ as they go, but must keep
track of it as they change
-Students can build independently
or as a team, whichever they
prefer

Reflection
Students:
-Students will finish up and clean
up their building materials
-Students will show off their barns
and explain why they chose the
structure they did and how they

Hallett 19

-Teacher will ask students to show


off their barns and explain why
they believe their structure is
stable and effective
-Teacher will ask students to share
what they have learned about the
building process, what was
difficult, what was easy
-Teacher will start a discussion on
which structures may hold off the
weather best, some may support a
lot of rainfall best, some may be
able to withstand a lot of snow,
some may be best for a summer
atmosphere
-Teacher will continue to take
notes on students progress or
struggles, teacher will continue to
observe and note what is
happening within the classroom

believe it will be effective


-Students will discuss either as a
class or in small groups
depending on class size what
they have learning about the
building process, what they
enjoyed, what was difficult, what
was easy, what was effective, etc.
-Students will engage in their
ideas about which structure will
be best in different weathers
-Students may paint or decorate
their barns and take them home or
display in the classroom

Hallett 20

Hallett 21

Ideal Checklist
Stud
ents
Names
1
2
3
4
5
6
7
8
9
10
11
12
13

Knowledge
and Underst
anding of
Shapes

Measure
ment and
Effectiven
ess of
Planning

Fine
Moto
r
Skills

Conversatio
nal Skills and
Ideas

Suppor
t
Needed

Enrichmen
t Needed

Hallett 22

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