Math Summative Assignment

Elementary Science Methods

St. Thomas University

March 2, 2017

Shaina Peter-Paul
Annotated Bibliography
Incorporating Culture into Mathematics

Gear, A. L. (February 01, 2012). A Cultural Introduction to Math. Teaching Children

Mathematics, 18, 6, 354-360.

The article A Cultural Introduction to Math by Allison L. Gear. highlights an effective

approach of incorporating cultural into the curriculum. Throughout the article, a PALS (Parents

as Literacy Supports) program was placed in an effective in a school that resides on traditional

Haida territory. The PALS program aims at providing students an authentic learning experience

using the culture with family support. The PALS program that was used in the classroom that

was highlighted throughout the article, had created a mathematical learning center that

comprised of six activities that had embedded the culture of the Haida people. The authors did an

excellent job at illustrating how culture can be embedded into our curriculums, especially

mathematics. Comparing the effectiveness of the PALS program to Archibalds (2008)

Indigenous Storywork framework, the authors concluded by expressing how they felt the

program had successfully embodied the four principles stated in the framework, respect,
responsibility, reverence, and reciprocity. The strength in the article lies in the effort the authors

had done to fully explain their program and successes with it. Doing so allows educators who

read the article, to effectively adopt the program and adapt it into their own classrooms. Although

the article does provide the necessary information for educators think of how they can adapt this

program into their own classrooms, there could have been more information on steps educators

can take to begin creating a program and finding the appropriate indigenous pedagogy. However,

educators can still use this article as a resource as an example of how the cultures of the students

and land can be incorporated into the curriculum. Gears background as an early-learning

coordinator on Haida Gwaii, it is evident throughout the article. The research backed with

personal experience was a perfect blend, that allows the reader to engage in the article. I will use

this excellent article to alter my practices as an educator to appropriately incorporate culture into

the classroom.

McLean, D. L. (November 01, 2002). Honoring Traditions: Making Connections with

Mathematics through Culture. Teaching Children Mathematics, 9, 3, 184-88.

Beginning in 3000 B.C. and leading all the way to present day, the author reflects on uses

of mathematics, highlighting the dramatic changes of measurements. The author makes it a point

to discuss measurement across various cultures for the reader to examine the similarities and

differences between cultures. After providing a history of measurement, the article looks

specifically at the Yupik people of southwest Alaska. The isolated region where the Yupik

people resides, leaves the people disconnected from western ideologies. The Yupik people are

very self-reliant, they make their own clothes, catch their own food and much more. As the

article states, a unique feature of the Yupik people, is their value and use of nonstandard

measurements. The Yupik people create their own products and all measurements are tailored to
the user, not using one standardized measurement. This article is useful for educators to

determine the various ways cultures had used measurement, and the ways in which peoples of

the past had used measurement can be explored within a classroom. I would use this article to do

exactly that, allow students to measure using non-standardized measurements. Another strength

is the practical advice the author provided on the implications for teachers. However, the

implications are worth the effort of incorporating the cultures and teaching from the cultures

within a classroom.

Smith, N. L., Babione, C., & Vick, B. J. (November 01, 1999). Dumpling Soup: Exploring

Kitchens, Cultures, and Mathematics. Teaching Children Mathematics, 6, 3, 148-52.

The article Dumpling Soup: Exploring Kitchens, Cultures, and Mathematics by Nancy

Smith, Carolyn Babione, and Beverly Vick explores how mathematics can be applied to a variety

of activities within the classroom. Throughout the article, the authors showcase a case study of

teacher who brought language arts, mathematics and cultural diversity together in one book

study. The teacher had decided to do a book study on the book Dumpling Soup (1993) that looks

at the traditions of the Chinese New Years. The students had explored patterns, measurement,

estimation, fractions, area, graphing and probability. This long list of mathematical concepts,

were able to be explored by taking the information from the story book and applying the

information to authentic learning experiences for students. The authors conclude the article by

stressing the importance of teachers to use a multi-cultural lens when preparing lessons for

students. Students should have their cultural perspectives broaden, as well as feel apart of the

curriculum. The strength of the article is the use of relevant and informative research to support

their argument. Right from the beginning the reader was provided NCTM standards that support

the use of authentic learning experiences, and culturally appropriate activities within
mathematics. I believe that Nancy Smith's background in meaningful mathematics is evident in

the article, as the activities pulled from the book were meaningful for students as well as hands-

on and engaging. This article has provided me a great example of how a single childrens book

can be adapted to incorporate both mathematics and culture. All it takes, if for the teacher to take

a step back from western ideologies and pedagogies and look through a culturally diverse lens

that will broaden the scope of various cultural perspectives.

Meaney, T. (August 03, 2010). Symbiosis or Cultural Clash? Indigenous students learning

mathematics. Journal of Intercultural Studies, 23, 2, 167-187

In the article Symbiosis or Cultural Clash? Indigenous students learning mathematics by

Tamsin Meaney looks at the current mathematics curriculum and how it is not supportive to

various cultural perspectives. The article dives into how mathematics is an essential skill that all

students should need to master to be able to be successful in later life. The rest of the article

discuss the stages of learning mathematics for students and how those expectations do not

support the background of Indigenous students. The strength in this article is the variety of

references and resources teachers can take from the article to refine their teaching practices to

incorporate culture into the curriculum. This article will benefit me in my teaching career, as it

highlights the constraints that western-ideologies and philosophies have on teaching pedagogies

in Canada. I want to look at the mathematic curriculum through a multi-cultural lens that will

support all my students and so all my students can identify with the material being taught. I feel

that this article will help me attain this goal.

Moyer, P. S. (November 01, 2001). Patterns and Symmetry: Reflections of Culture. Teaching

Children Mathematics, 8, 3, 140-144.

 The article Patterns and Symmetry: Reflections of Culture by Patricia Moyer examines

patterns and how this mathematical concept can be used across cultures. The author chose to

write about this, to show how a teacher can effectively incorporate culture into mathematics, not

just for one-day out of the year. The author challenges the reader to think of incorporating culture

throughout the year, as it fosters an understanding of mathematics. Most schools incorporate

culture into the curriculum usually around important days of the year that celebrates a culture.

But that is exactly what the author urges teachers to stray away from. The rest of the article had

looked at different activities concerning patterns that involves culture. The emphasis of including

culture throughout the year was a strength in this article. There was great information on why it

is important for student to include culture throughout the curriculum. I will utilize this article for

resources on how to incorporate culture into my teachings with patterns, as well as challenging

myself to think outside of the book, to find authentic activities for students to complete that will

engage them both with mathematics and culture.

Poirier, L. (January 01, 2007). Teaching Mathematics and the Inuit Community. Canadian

Journal of Science, Mathematics and Technology Education, 7, 1, 53-67.

In the article Teaching Mathematics and the Inuit Community by Lousie Poirier is a study

conducted in an Inuit territory, Nunavik. The researcher wanted to discover the reasons behind

students lack of achievement in mathematics. To discover the answer behind this problem, the

research team worked collaboratively with the teachers, school administration and students.

Some of the initial observations made from the research was the language being used in the

class. In the beginning grades of school, the student learns in the Inuit language. In the higher

grades, the instructions switch to English or French. The research in this article provides

evidence that incorporating a western-perspective of mathematics in the curriculum is

detrimental to students learning. Mathematics should not and does not need to be taught in a

singular perspective. The article also highlighted that when researching new teaching practices

that incorporate culture, to include community members from various cultural backgrounds.

Involving community members from various cultural background, will provide authentic

perspectives. I found this article did an amazing job at highlighting the issues surrounding

mathematics and culture, and presented authentic evidence for the reader to observe. I will use

this article to expand my teaching practices to make sure students of all cultural backgrounds are

supported in my classroom.
STEM Lesson Plan
STEM: Lesson Plan
Subject: Science Date:
Topic: Hopewell Rocks: Creating Our Own Grade: 2
Unique Rock

NCTM Standards:
Pre-K2 Expectations:
In pre-K through grade 2 each and every student should
- recognize the attributes of length, volume, weight, area, and time;
- understand how to measure using nonstandard and standard units;
- select an appropriate unit and tool for the attribute being measured

Next Generation Science Standards (NGSS):

Interdependent Relationships in Ecosystems

Performance Expectations:
Planning and Carrying Out Investigations
o Plan and conduct an investigation collaboratively to produce data to serve as
the basis for evidence to answer a question. (2-LS2-1)

ISTE Standards:
4. Innovative Designer
Students use a variety of technologies within a design process to identify and solve problems
by creating new, useful or imaginative solutions.

4a. Students know and use a deliberate design process for generating ideas, testing theories,
creating innovative artifacts or solving authentic problems.
NB Mathematics Curriculum Outcomes:
GCO: Shape & Space (SS): Use direct or indirect measurement to solve problems
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).

NB Science Curriculum Outcomes:

GCO: Change and the Physical Environment
SCO: 2.5.1 Students will be expected to describe how air and water interact in the
environment and how these elements impact on people and places.
describe the effects of weather conditions, and how objects can be protected from different
moisture conditions

Other NB Curriculum Outcomes:

NB Language Arts Curriculum:
GCO: Students will be expected to use writing and other forms of representation to explore,
clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their
imaginations.
SCO: Students will be able to use strategies in writing and other ways of representing to
formulate questions and organize ideas
discover and express personal attitudes, feelings, and opinions
compare their own thoughts and beliefs to those of others
record experiences

Learning Objective(s)
I can draw what our model will look like
I can use measurements when planning our model
I can create a model of my own unique rock with my group
I can help experiment with our model to test weather effects

Materials Location

Paper Located in cupboard labelled Supplies

Pencils, crayons markers Located in cupboard labelled Supplies and

there are buckets in the middle of the tables.

Materials for Model: In the back of the room in a box labelled

Soil Hopewell Rock Model
Sand
Water
Sticks
Rocks
Shells
Tin pans

Learning Logs Located in basket labelled Learning Logs on

shelf near teachers desk.

BEFORE THE LESSON:

Set up the classroom for small group work.
Make sure all materials are in the box
Have the Science learning center on the Fundy Biosphere on display.

DURING THE LESSON:

Engagement - 10 minutes

What the Teacher Will do What the Students Will Do

The teacher will gather the students together. The students will have a whole class discussion
on the Hopewell Rocks.
The teacher will reflect on the Fundy
Biosphere Reserve - Hopewell Rocks, a topic The students will listen to the questions
we have been discussing in previous lessons. students ask and the answers the teacher and
students provide.
The teacher will ask questions to generate
student inquiry. Students will also ask questions they have
- What makes the Hopewell Rocks about the Fund Biosphere and the
unique?
- What are some of the characteristic of
the rock?
- How could we measure the Hopewell
Rocks if we were there?

Exploration: 30 minutes

What the Teacher Will do What the Students Will Do

The teacher will model how to create a The students will watch the teacher model
drawing of a model of a unique rock like the how to create their own drawing of how they
Hopewell Rock. want to make their Hopewell Rock.

The teacher will specifically model how to Students will ask questions if they have any.
draw the Hopewell Rocks.
Students will be divided into small groups
After completion of the drawing of the model, and go to a table together.
the teacher will ask any of the questions the
students may have. Students will then be asked to create their
model of a unique rock, first on paper in
The teacher will divide the students into small small groups.
groups and ask them to go to a table with their
group.

The teacher will instruct students to begin

designing a unique rock collaboratively.

Explanation (20 minutes)

What the Teacher Will do What the Students Will Do

The teacher will show an already made model The students will observe the teachers
of the Hopewell Rocks made out of the same model of the Hopewell Rocks.
materials being provided to the students.
The students will watch the teacher model
The teacher will model how to experiment with their model of the Hopewell Rock and show
the unique rock to test how weather can affect the affects of weather.
the model.
Students will ask any questions they have
The teacher will explain that the experiments concerning the project and content.
she is modelling, is what is expected of
students.

The teacher will also ask students if there are

any questions students may have. The teacher
will answer any and all questions to clarify for
the students before their begin creating their
model.

Expansion/Elaboration (50 minutes)

What the Teacher Will do What the Students Will Do

The teacher will ask the groups of student to The groups of students will use their
construct a model of their unique rock they had sketch to create their unique rock.
created together as a group.
The students will be using materials
The teacher will hand out the students learning brought in by the teacher (soils, plants,
logs when they are completed their model. sticks, shells, etc.)
The teacher will provide students their learning The students will record their findings
logs, where students can record their findings when they are experimenting with their
from experimenting with their Hopewell Rocks. Hopewell Rocks.

Students will record in their learning log:

- Measurements of the unique rock
- Explain the experiment(s) they did
- Share one thing they learned

Evaluation (Includes assessment strategies and tools)

What the Teacher Will do What the Students Will Do

The teacher will assess by using anecdotal notes through The students will create a model of
observations of students working together to create a the Hopewell Rocks in small
model of their unique rock. groups.

The teacher will formatively assess students reflections Students will experiment with their
in their learning logs. model writing their steps in their
learning logs.

AFTER THE LESSON

Gather sketches from the small groups.
Clean up and put away materials used for the model
Leave the models in a special place in the classroom for students to observe during
breaks and free time.
Make reflections and notes for further lessons (See Teacher Reflection handout).
 Teacher Reflection

Overall Comments Suggestions:

 Anecdotal Notes:
(Example)

Morgan K. Matthew W.

Kyle M. Jessica M.

Jake A. Shannon M.

Susan N. Alex F.

Isaac J. Nico R.

Samuel M. Tucker M.
Terri R. Hilary S.

Barry S. Ava J.

Manipulatives Review

Base-ten Blocks
 Base-ten blocks as a manipulative is one I believe is essential to mathematics classroom.

Discovering the place values, could be difficult for students and utilizing the base-ten blocks they

have a visual representation of the concepts. Base ten blocks can also be useful for addition and

subtraction. The students can use the manipulatives to provide themselves a visual

representation. The visual representation aids students in fully understanding the concepts. When

students can see the work, they can understand its functions. Base-ten blocks can be useful

across the mathematics curriculum. I have used base-ten blocks daily during my practicum.

During the morning message we had an ongoing tally of the days we were in school, and with

each tally students would have to display the number using the base-ten blocks. They can also be

used for a variety of concepts, such as: decimals, percents, numeration, measurements etc.

Manipulatives Review

Pattern Blocks
 Pattern blocks are a great manipulative to incorporate in the classroom. The variety of

shapes and the variety of colors allows learners to develop patterns and to categorize attributes.

Pattern blocks can be used across the grade levels, and can be adapted easily to meet students

learning level. The great aspect of pattern blocks, is it allows students to explore the shapes and

patterns as well as allow students to use their critical thinking and creativity skills. I would use

the manipulatives in a number of ways, one way I could use them is asking students to sort the

pattern blocks into categories associated to their attributes. I could also use this manipulative to

teach concepts like fractions, patterns, geometric shapes and non-standard forms of

measurement.

Manipulatives Review

Money (Canadian)
 Using money as a manipulative in the mathematics classroom, will provide students an

authentic learning experience. Money is integral to all our lives, and students will have to learn

the amounts of money and how to use money. Having students to be hands on with the money

will help them grasp the concepts more. I would use money as a manipulative in my class to aid

students in developing their understanding the amounts of the money. I would also use the

money as a manipulative to provide more a challenge to students when they are skip counting.

Nickels, dimes, and toonies cover the three types of skip counting predominately used in the

primary grade band, skipping by 2s, 5s and 10s. Students can continue to practice their skip

counting but with using money as the manipulatives. This manipulative can be used for teaching

a variety of concepts, such as: decimals and fractions, numeration, patterns, etc.

Manipulatives Review

Measurement Tools
 Measurement tools are an essential manipulative in the mathematics classroom. Students

are curious and they would love to explore. One constructive way of exploring, is allowing

students to use standard and non-standard measurement tools. Standard measuring tools, are

tools that have accurate units of measurements such as: Ruler, protractor, number line, metre

stick and tape measure. Non-standard measurement tools are tools that have no accurate units of

measure, and can be almost any time of object or items such as: base-ten blocks, string, paper

clip, shoes and paper. I would use measurement manipulatives to allow students to explore

measurements of a variety of objects.

Manipulatives Review

Snap Cubes
 Snap cubes are an excellent manipulative tool to use in the classroom. Snap cubes are

another manipulative that can serve multiple purposes in the classroom. The manipulatives also

can aid students with a variety of math concepts. For patterns, students can create a pattern using

the colors of the snap cubes. Students can also practice their skip counting with this

manipulative. Skip counting can be done by making a strip of blocks that have a pattern that

resemble the skipping pattern. This will provide a visual aid for students to understand how to

skip count. Other concepts that snap cubes can be used are as follows: Counting, patterns,

operations, fractions, addition and subtraction.

Mathematics Technology Products

1. Carrie the Caterpillar Big Book
 I have chosen to incorporate a digital and audio version of a big book I had created with a

fellow colleague. We had written the book together and both took part in creating the

illustrations. The illustrations are full with color and the original version of the book has

Velcro manipulatives to help Carrie the Caterpillar to find her pattern. The book provides

an explanation of patterns for our learners in Kindergarten and can be used in other

grades that fall within the primary grade band (K-2). In grades one and two, the book can

be utilized as a great tool to use for reviewing patterns or teaching new concepts.
The link to the digital audio book is provided here:

2. Winter Themed Cover Up

I have chosen to incorporate a Smartboard lesson that I had created during my practicum

for my grade 2 class. During my practicum, my mentor teacher expressed the want of

having a digital version of the commonly used activity in our class, Cover Up. The game

allows students to use their addition skills by adding the numbers on rolled dice. The

students would then use the provided counter to cover the sum. This game can be adapted

for different skills, whether it be subtracting, multiplying or dividing. I have used this

activity in a grade 2 classroom as a station during the math period. I have also used this

activity as a whole class activity for a closing of a math period. Students would gather on

the mat in front of the Smartboard and names would be pulled from the jar, and the

students who were picked would roll the dice and cover up the sum.
The link to the Smartboard lesson is directly on the Math Summative page.

3. Weekly Homework Podcast

I have chosen to incorporate a podcast as a mathematical technology product. This

podcast would be utilized by the teacher, to send their students a homework activity to

complete sometime throughout the week. The podcast is weekly, because I do not want

my students having to do homework each and every night. By providing one weekly task
 for students to complete, it provides students and their parents the time to complete it.

The podcast aspect of the homework, allows the student and parents to hear the

instructions from the teacher. The activity that would be asked of students, is an activity

that would pertain to the topics being currently taught. In this podcast, my homework

activity was for students to practice their skip counting by 2s and 5s. I had also

mentioned that if students wanted to try, they could try to skip count by 10s. The reason I

made skip counting by 10s not mandatory, is because I had not taught the strategies for it

yet but I wanted to include students who may wanted more of a challenge.
The link to the podcast is provided here:

Areas of Interest:
Integrating Music in Math: Lesson Plan
Subject: Mathematics Teacher: Miss Peter-Paul
Topic: Patterns Grade: 1
Date: Length: 1 hour

Stage 1: Pre-Lesson Preparation

Lesson Title: Sound Patterns

Outcome:
Students will learn how to identify and represent two to four element patterns.

Students will learn how to translate patterns to sounds

New Brunswick Curricular Objectives:

GCO: Patterns and Relations (PR): Use patterns to describe the world and solve problems
SCO: PR1: Demonstrate an understanding of repeating patterns (two to four elements)
by: describing reproducing extending creating patterns using manipulatives,
diagrams, sounds and actions.

NCTM Outcomes:
sort, classify, and order objects by size, number, and other properties;
recognize, describe, and extend patterns such as sequences of sounds and shapes or
simple numeric patterns and translate from one representation to another;

Materials Needed:
Chart paper
Colorful markers, pencil crayons, crayons, etc.
Sound symbols on cue cards (enough for pairs of students)
Paper

Stage 2: Lesson Planning and Implementation

Introduction/Hook: 10 minutes
Before beginning, have four different patterns on chart paper.
Ask students to come to the mat and sit on their square.
The teacher will begin the lesson by presenting multiple color patterns on chart paper.
The teacher will get students to locate the core of the pattern and ask the students to
explain how many times the core repeats.
The teacher will get the help of their students to create a pattern.

Activity: 30 minutes

While students are still at the mat, start a conversation about the sound pattern activity
The teacher will start the activity by explaining that there are different types of patterns
other than colors.
 The teacher will explain sound patters using symbols that represent an action.
There are three symbols being introduced in this lesson: The foot symbol represents a
stomp. The open hand symbol represents a clap. The closed-hand symbol represents a
snap.
The teacher will model each of the actions and have the students repeat.
The teacher will use the patterns created on the chart paper during the introduction, and
have students translate the patterns to sound patterns using the symbol cards.
The teacher will ask students to locate the core of each of the patterns, and explain how
many times the core of the pattern was repeated.
The teacher will then put students in pairs or small groups, and ask them to create a
sound pattern. The students will have to draw the pattern on paper and use the cards to
represent the pattern

Closing: (15 minutes)

After all students are finished creating their sound patterns, have the students come
back to the mat for a mini talent show.
o All students will have a chance to present their sound patterns to the class, if
they choose.
o The teacher will inform students that we will take turn presenting. The teacher
will choose the first student to present and then the presenter will choose a
student who has their hand raised to perform next.
o After the presentations are finished, the teacher will reflect on the lesson.
o Students will have a chance to ask questions after the reflection.

Stage 3: Post-Lesson Activities

Lesson Evaluation and Revision
Record what had went well in the lesson, and ways to improve it for the
future.
Reflect on anecdotal notes, to see if there are any sections that students
seemed to struggle with or what their strengths were.
Based on the evidence within the notes, make necessary changes to future
lessons.

Areas of Interest
Peer Teaching Module:
Developing Concepts of Decimals and Percents
*Note: This is only a section of my Peer Teaching Module. The full module is directly on the
webpage in the Math Summative section.
Lesson Plan:
Subject: Mathematics Teacher: Miss Peter-Paul
Topic: Introduction to Decimals Grade: 4
Date: January 30th, 2017 Length: 1 hour

Stage 1: Pre-Lesson Preparation

Lesson Title:
Introduction to Decimals

Rationale/Outcome:
Students will be able to show and explain decimals to the tenths and hundredths. Students will
also be able to relate decimals to fractions.

New Brunswick Curricular Objectives:

GCO: Number (N): Develop number sense
SCO:
N9: Describe and represent decimals (tenths and hundredths) concretely,
pictorially and symbolically. [Communication, Connection, Reasoning,
Visualizing]
N10: Relate decimals to fractions (to hundredths). [Connections, Reasoning,
Visualization]

NCTM: Grades 3-5 Expectations:

Understand numbers, ways of representing numbers, relationships among numbers,
and number systems
Understand the place-value structure of the base-ten number system and be able
to represent and compare whole numbers and decimals
Recognize equivalent representations for the same number and generate them
by decomposing and composing numbers
Develop understanding of fractions as parts of unit wholes, as parts of a
collection, as locations on number lines, and as divisions of whole numbers
Recognize and generate equivalent forms of commonly used fractions,
decimals, and percents
Explore numbers less than 0 by extending the number line and through familiar
applications

Content:
 Information gathered from:
Van de Walle, J., Folk, S., Karp., Bay-Williams, J., McGarvey, L.M., & Folk, S. (2017).
(5th Canadian ed.). Elementary and middle school mathematics: Teaching
Developmentally. Toronto, ON: Pearson.

Materials Needed:
Smartboard
Smartboard file
Laminated place value sheet (whole class)
Dry erase markers (whole class)
Whiteboard erasers
Base-ten manipulatives
10 x 10 grid/Hundredths chart
Double number line (empty)
Ice Cream game
o Cones
o Scoops
Tape/Sticky Tack
Anecdotal notes sheet

Stage 2: Lesson Planning and Implementation

Introduction/Hook: 10 minutes
Before beginning, have Smartboard file open to the introduction page.
Ask students to come to the mat and sit on their square.
Begin lesson by stating what we are going to be learning about today. The introduction
page of the Smartboard lesson will have the outcome in student friendly language.
Today, we are going to learn how to represent fractions as decimals. The decimals are
just another way of writing out fractions..
Tell students Before we can learn about decimals, lets look at our fractions and how
we can show fractions using a hundredths chart and base-ten blocks
Go to the next page on the Smartboard file. The page should have a base-ten square,
base-ten rod and a base-ten unit. Model how to take a fraction and represent it using
the manipulatives (Use the fraction: 2/10). Provide an opportunity for 2 students to
come up to the Smartboard and use manipulatives on a hundredths chart to represent a
fraction (Use the fractions: 5/10 and 8/10).
After the two students display their answer, pull the shade down on the Smartboard file
and reveal the numbers. The hundredths chart represents 1 whole number (1.00), the
rod represents a tenth (0.10) and the unit represents a hundredth (0.01).
Activities:

While students are still at the mat, start a conversation about the 10-makes-1 rule. (5 minutes)
10 units make a rod, 10 rods make a square, 10 squares make a strip and so on. Explain
that this pattern can continue indefinitely.
Further explain that this pattern can also happen the other way. This time the number
will become smaller by one-tenth each time.
Introduce the tenth and hundredth place, using the next page of the Smartboard lesson.
This page will consist of a place value table with base-ten manipulatives.
o All the numbers past the ones place to the left, are not whole numbers. These
numbers are fractions of whole numbers.
o The ones place acts as our middle. Going to the left the number will become
bigger by 10s and on the right side, the number is going to become smaller
each time by tenths.
Model to students how the place value table will help change a fraction into a decimal,
using the manipulatives. Use the fractions 5/10 (0.50), 1 8/10 (1.80), 62/100 (0.62) and
1 29/100 (1.29).

Fractions to Decimals (15 minutes)

Ask students to go back to their seats.
Instruct students that they will be using the dry-erase place value sheet and
manipulatives to determine the decimal for each fraction.
The teacher will pass out a place value sheet, dry-erase marker, eraser and
manipulatives to each student.
The next page of the Smartboard file will have 4 fractions displayed. Leave this page
on while students use their manipulatives and place value sheets to find the decimals.
If you notice a lot of students are having difficulty, ask the students to stop. The teacher
will then model again for students on how to figure out the decimal for fractions. This
modeling can be done step by step and letting the students follow each step along with
the teacher.

Fractions and Decimals

Ice Cream Decimals and Fractions: Instructions (5 minutes)
o Each student/pair will have an ice cream cone with either a fraction or decimal
represented.
o The student/pair will need to find the two ice cream scoops that have either a
decimal number or fraction represented.
o Ice cream scoops will be put up around the classroom, the student/pair must
look at all the scoops and determine which scoops are equal to their cone.
o Students can use the provided place value sheet, manipulatives and 10 x 10 grid
to help them determine their matching fraction/decimal.
o When students believe, they have finished, they must sit quietly at their desk
 with their hands up.
o The teacher will go to those with their hands up to check their answers. If any
are incorrect, the teacher will ask them to put the wrong number back up on the
wall and keep playing.
o The game can be either timed for some friendly competition or not.

Ice Cream Decimals and Fractions Activity (10 minutes)

o The teacher will go to each table of students and group them into pairs. If there
is an odd number of students, form one group of three.
o Direct the students to begin this activity.
o Walk around the classroom to monitor the students, taking anecdotal notes.
o When students begin to raise their hand, try your best to go to the groups who
put their hands up first and work your way to the most recently finished group.
o While students are waiting for other students to finish, put a basket of base-ten
blocks for your finished students to create their number using the
manipulatives.
o When all students have finished, transition the students to the mat.

--------------------- End of Activities -------------------

(If students complete the above activities with time to spare, use the additional activity below)

Double Number Line Activity

o Once all the students are finished and have all the correct answers, the students
will sit at their seat and wait quietly.
o The teacher will stand by the double number line on the math wall and there
she will call the classs attention.
o The teacher will instruct students to each take an ice cream scoop from their
groups cone.
o Pulling names from the jar, each student will come up to the number line and
place the number where they believe it should go.
o If students put the scoop in the right spot, ask for the students to explain how
they knew where it would go. Make sure students can hear the explanations and
at times repeat some of the students explanations.
o If a student cant place their scoop in the right spot, prompt them to the answer
and help them discover the answer.

Closing: (5 minutes)
After all students are finished with the activities, have the students come back to the
mat for a class conversation.
o Summarize the lesson for the students and look back at the outcome for the
lesson.
o Take some of the scoops of ice cream, and just show the students how the
decimal on the scoop can be used as a percent.
 o Explain that learning how to use decimals and fractions will help us when we
start to learn about percents in the upcoming lesson(s) Our next lesson, we are
going to learn about another way we can represent fractions. We will be
learning about percent!.

Evaluation:
As this is an introductory lesson on decimals, the teacher will be evaluating through anecdotal
notes. These notes will act as an assessment that reflects students initial understandings of the
concepts taught.

Differentiation:

- The lesson can be adapted for any students needs. Any of the handouts can be changed
to a darker background and lighter font for any students that struggle with the plain
white paper and black font. This can also be done for all of the Smartboard file. For
students who struggle and are behind outcomes, a lot of the activities are either done as
a class or pair, which will aid students who need the extra support. For students who
need structure, the outcome can be broken down to I Can statements and be displayed
somewhere in the room that all students can locate. Also, a list of steps or rules can be
provided to all students so those that need it have it and other students can still use it to
stay on track. For students who are gifted, the provided fractions for students can be
altered to another difficulty level. This can be done by providing more whole numbers
in the fractions, and if the students is very advance they can be provided fractions that
will have thousandths place.

Stage 3: Post-Lesson Activities

Lesson Evaluation and Revision
Record what had went well in the lesson, and ways to improve it for the
future.
Reflect on anecdotal notes, to see if there are any sections that students
seemed to struggle with or what their strengths were.
Based on the evidence within the notes, make necessary changes to future
lessons.
Areas of Interest
Completed Investigation

During our Elementary Science Methods course, we were asked to maintain a Science

Observational Journal over a 15-day span. The goal of the journal was for us the explore our

habitat and record our observations in our journals using our personal responses, drawings, and

researched information. The journal was cross-curricular, as we were able to express ourselves in

a number of ways. The journals also allowed us to use our knowledge from other subjects to aid
us in our observations and investigations. I had integrated math into my Observation Journal. We

were asked to collect data of the weather for each day. At the end of the 15-day span, I compiled

the data into a graph to provide myself a visual representation. We were also asked to create a

garbage graph as a class, and our investigations were recorded individually in our own journals.

Observation journals, like the one we had completed in science, allows students to express

themselves in a number of ways and utilizing knowledge and skills from across the curriculum. I

believe that journals are a great tool to utilize in the mathematics curriculum. Students can use

the journals to collect data, create graphs, practice new mathematic concepts and strategies, and

the list can go on.