LESSON DEVELOPMENT (Activities, Examples, Sequencing of Materials):
After activating prior knowledge, Mrs. Hays asked students what the 100 's partners are. After a student explained what they were, she then grew on the student 's understanding by asking examples of 100 's numbers. To help students make a connection to the material, she wrote the 100 's examples that the students gave next to the 10 's number examples to show the link between the partners. For example, with a 100 's partner, you add a zero to the end. After connecting the 10 's to the 100 's, she then asked “What coin is 10?” Students guessed nickles and then dimes after some prompting with the teacher. When students understood that dimes equaled 10, the class counted up by 10 's until they got to 100. The activity that went along with this lesson was a whole group activity that students ...
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...ing and also remain challenged with math.
3. What did you learn from this lesson that will help you in your own teaching of elementary mathematics?
By observing this math lesson, I learned strategies to help motivate students along with using different teaching styles. Due to students all learning different, my cooperating teacher did a great job with following along with the speed of her students and also prompting the instruction. Mrs. Hays also engaged the students through whole group instruction and independent instruction. I hope to use the number scrolls in my future classroom because of the competition side of it but also the learning. By having students set a goal of where they want to get to on their number scrolls, they become motivated to reach that goal. Not only does this increase math knowledge but also self-esteem and confidence with the students.
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