C109 Task 1
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School
Western Governors University *
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Course
109
Subject
Mathematics
Date
Jan 9, 2024
Type
docx
Pages
3
Uploaded by williamsk730
Kara Williams
C109 Task 1
Student ID: # 001365376
Part 1A: Tools
Tool One: Unifix Cubes
Use
: Unifix cubes can be used to learn addition and subtraction.
Specific Benefit:
Unifix cubes give the students visual representations of the math problem, and
they are easy to manipulate.
Specific Challenge
: Unifix cubes require attention when the student is counting when adding or
taking away unifix cubes.
Tool Two: Ten Frame and Counters
Use:
Ten Frame and counters can be used for addition and subtraction problems.
Specific Benefit:
Ten Frame and counters give the students visual representations of the math
problem, and they are easy to manipulate. Ten Frames are also beneficial when teaching the
students number sense and 1 to 1 correspondence.
Specific Challenge:
Ten Frames and counters require attention when the student is counting
when adding, subtracting, or performing 1 to 1 correspondence. Some students may lack the
fine motor skills to manipulate the counters.
Tool Three: Dice
Use:
Dice can be used for 1 to 1 correspondence. Dice could also be used for addition and
subtraction as well.
Specific Benefit:
Allows the students to visually see the numbers on the dice and provides a
hands-on experience. This also works on subitizing skills.
Specific Challenge:
Dice can be considered “fun”. This can cause a distraction by student
focusing more on rolling the dice than counting the dots on the dice and completing the math
problem.
Tool Four: Plastic Coins
Use:
Plastic coins can be used for a lesson that is teaching students how to count money.
Specific Benefit:
Allows the students to make a connection between the physical appearance of
coins and how much they are worth. This also allows students to use the plastic coins as
manipulatives when practicing counting money.
Specific Challenge:
A challenge that using plastic coins might bring, is that students might find it
as a “toy” and become an easy distraction.
Kara Williams
C109 Task 1
Student ID: # 001365376
Part 1B: Virtual Tools
Tool One: Virtual Currency
Use:
The use of virtual currency is to help students learn how the value of each coin and paper
money.
Specific Benefit:
The benefit of using the tool is so that students can virtually see all of the coins
without having to collect and pass out plastic coins and bills. Virtual currency also helps reduce
the distractions plastic coins and paper money may bring.
Specific Challenge:
A challenge this tool might bring is the student can get easily distracted.
Since they are using this tool online, they might be tempted to leave this game and go on
another site.
https://www.roomrecess.com/Tools/OnlineCoins/use.html
Tool Two: Virtual Tens Frame
Use:
The use of the virtual tens frame game is to help students learn number sense and one to
one correspondence.
Specific Benefit:
The benefit of using this tool is so that students can virtually see the tens frame
and the counters without having to collect and pass out ten frames and counters.
Specific Challenge:
A challenge this tool might cause is that it takes away from the hands-on
experience of counting out the manipulatives. This may then cause the students to be easily
distracted from other things on the computer.
https://classplayground.com/ten-frame/
Tool Three: Virtual Number Line
Use:
The use of the virtual number line is to help students add and subtract.
Specific Benefit:
The benefit of using this tool is the student can visually see the concept of
adding and subtracting. They will be able to make the connection that when you are adding,
you are moving to the right of the number line and the number is getting bigger. When
subtracting you are going to the left of the number line and the number is getting smaller.
Specific Challenge:
A challenge this tool might cause is the students may become dependent on
the number line.
https://www.didax.com/apps/number-line/
Tool Four: Virtual Math Clock
Use:
The use of the virtual math clock is to help students become fluent with how to tell time.
Specific Benefit:
The benefit of using this tool is the student will provide the student with the
opportunity to explore the concept of time. They will be allowed to move the hands to adjust
the time and then figure out what time is displayed on the clock.
Specific Challenge:
A challenge this tool might cause distractions. Some students may just think
it’s fun to move the hands on the clock around without attempting to tell the time. Another
challenge this tool may bring is some students aren’t visual learners, so this tool may not be
beneficial for them.
Kara Williams
C109 Task 1
Student ID: # 001365376
https://toytheater.com/clock/
Part 3D: Reflection
In the lesson included in the lesson plan, the tool used was a tens frame and manipulatives.
Using this tool will help enhance the learning experience because it allows the students to
visually see what is happening when adding and subtracting numbers. This tool can be used for
EL students and SE students because it is hands-on and can be done visually.
Part 3E: Reflection
1.
Conceptual Understanding:
a.
Students were able to take their prior knowledge of addition and subtraction and
apply it to using tens frames and the manipulatives. They were able to
participate in class discussions. Conceptual understanding was applied to their
group work and independent work.
2.
Problem Solving:
a.
Problem solving skills were incorporated into the partner activity. First, the
teacher reviewed addition and subtraction in a whole group discussion. Then, the
students were partnered up. The students were able to able previous and new
knowledge to their partner activity.
3.
Procedural Fluency:
a.
Procedural fluency was used during the assessment part of the lesson. The
students had to effectively apply what they have learned about addition and
subtraction to the assessment. They were able to demonstrate fluency in
addition and subtraction with little to no assistance.
Part F: Instructional Strategy
An instructional strategy that was used in this lesson is collaborative learning. The first display of
collaborative learning was participating in the class discussion. They were then put into pairs. In
pairs they had to work collaboratively to complete the assignment. This strategy allows the
students to learn and work together, then apply that to an assessment to demonstrate
competency independently.
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