Subjects: mathematics Standard: CCSS.MATH.CONTENT.3.NF.A.1 Objectives: Students will learn a circle in two pieces in equal size. Materials: Six inches paper plates, scissors, crayons, charts paper Manipulative Activity 1-Display a paper plate. Ask the students to describe the plate. 2- Say, “let pretend that the plate is s cookie and I want to share it with my friend”. 3- Ask, how much should I give to my friend? 4- Demonstrate cutting the plate into two unequal parts. 5- Hold the pieces up and ask the students if there are the same. 6- Ask the students,” how can divide the plate so that I can get two equal parts. 7- Demonstrate several examples of cutting the plates in equal size. 8- Show the students two halves. Ask them if there are the same size. 9- Ask, “How …show more content…
Materials: Paper plate, marker, and scissors Activities 1-Give the student a paper plate 2- Ask the student to color the paper plate as they are using multicolor of the marker. 3- Then ask the student to turn their plate in the puzzle. 4- Ask each student “how equal pieces do you want this puzzle to be?” This is an opportunity to talk about fraction in an Art class. Assessment Observe the class and get an idea of who is having trouble with cutting the paper plate in equal size. Subject: Music/Movement Objective: The student will develop an understanding of the whole and half (note) Materials: a paper plate picture of the music notes 1- Let the students that fraction lets you divide up a measure of music into notes 2 – Then show the students that picture below. 3- Explain the large open circle can be thought as a whole note. The two filled circles are half notes which have two beats apiece. Assignment Ask the student to sing a song (Little Stars) and clap out the song with the students. Observe who has trouble with the music part, also, who do not understand the fraction
This task should be fun and interesting for the students. It is my hope that this activity proves to be successful for my students and helps them to understand the necessary learning objectives set forth.
The lesson is about knowing the concept of place value, and to familiarize first grade students with double digits. The students have a daily routine where they place a straw for each day of school in the one’s bin. After collecting ten straws, they bundle them up and move them to the tens bin. The teacher gives a lecture on place value modeling the daily routine. First, she asks a student her age (6), and adds it to another student’s age (7). Next, she asks a different student how they are going to add them. The students respond that they have to put them on the ten’s side. After, they move a bundle and place them on the ten’s side. When the teacher is done with the lesson, she has the students engage in four different centers, where they get to work in pairs. When the students done at least three of the independent centers, she has a class review. During the review she calls on different students and ask them about their findings, thus determining if the students were able to learn about place value.
Session one began with me getting to know Jenna. However, this is not my regular student so I had to follow in the footsteps of the future teacher who was paired up with her. However I was able to give her my getting to know you activity as well has an informal assessment in order to gather an understanding of what math level she was at. After she answered questions from both the other future educator as well as my getting to know you activity, we began working on both of our pre assessments with her. It quickly became apparent that her biggest struggle was when it came to fractions. Every fraction question she had left unanswered. Additionally, she struggled with a few division problems and two digit multiplication problems. However, as a
3.Inform the group that their aim is to answer each question correctly, but they only have two minutes to complete the test. Tell them you will give them one minute, 30 second and
One of the first steps on this list is “Write the problem on the board before the children enter the room. You hope they will take the bait” (Schulman 88). I liked this strategy because it immediately gives students something to think about and discuss with another classmate as they get ready for class to begin. This strategy can also help the students relax and get ready to learn if they are coming into the classroom for the first time that morning or right after a special. Writing a question on the board helps the students to adjust back to the classroom routine. These questions can also help determine the prior knowledge of the students in a class regarding a topic. For example, if a teacher writes an open ended question on the board, some students who are confident may respond to the question by raising their hand or by writing down their answer. A student who is less confident about the topic may stare blankly at the question and may not make an effort to even write the question down. Teachers can watch their students’ reactions to the questions to see if the students understand the topic or are confident about the
...to prepare my instruction as well as take more time to explain my instructions to the class. This way I can clearly communicate my lesson more thoroughly to the intended class. Next, the media I chose wasn't very effective. Due to the time and the place, I may choose to use colored pencils or markers instead. This will allow the students to create cleaner, more vibrantly colored lines.
Each student will take a quiz, asking them two questions on the lesson. This will assess whether the objectives were accomplished.
4. First, start with multiplication and show an example of how to make an equivalent fraction. Remind students that what we do to the top we must do to the bottom (signal hands up….hands down)
My artifacts are two samples of students’ work. They are both formative math assessments on coins and were used during my student teaching experience. One sample assesses students’ ability to identify coins by its image, value and name by sorting. The other sample assesses students’ ability to solve money word problems by adding or subtracting coins.
I desire to establish high expectations for learning. From experience, I can attest that I only worked as hard as I had to in high school. I only did what I t took to get by, and did that begrudgingly. I want to show them a picture. I want to show them the puzzle. I want to break down the concepts or just show them one puzzle piece. Then teach my students to connect them, piece-by-piece, all the while building their skills one upon another.
Breaking down tasks into smaller, easier steps can be an effective way to teach a classroom of students with a variety of skills and needs. In breaking down the learning process, it allows students to learn at equal pace. This technique can also act as a helpful method for the teacher to analyze and understand the varying needs of the students in the classroom. When teaching or introducing a new math lesson, a teacher might first use the most basic aspects of the lesson to begin the teaching process (i.e. teach stu...
Create a bubble that stretches out using a large wand (that you can make from a piece of wire). Whoosh it through the air so the bubble follows and grows behind it. Then, with great drama, let the bubble go. Give the students a chance to note what happens to it before it pops.
Group Discussion: I will then ask the class to share how they have determined which type of assessment to use in past lessons.
...nd make similar problem situations, and then, they provided the students with a little bit of practice because practice makes perfect! After that, teachers may put the students on the situation given just now.
There were eight (8) boys and six (6) girls, including four (4) MI (Mainstream/Inclusion) students; for a total of 14 students. Their ages range from 5 to 6 years old. My Cooperating Teacher was Teacher Lysa Aragon, a fresh graduate of UST. We also have one teacher-aid, whom we call Ate Danica. The class is very dynamic. Each student has his/her own identity. Each has different level of understanding, of attention span and of interest.