Piaget Theory: The Preoperational Period

In 2014, a study took place in a special education resource class at a rural elementary school (Flores, Hinton, & Schweck, 2014). Four elementary students were used in this study using the CRA sequence. Flores et al., 2014 used a multiple-probe design to show a functional relation. The assessment materials included twenty-five problems requiring multiplication with regrouping of two digit numbers. In the concrete procedure, the teacher modeled two problems using place value maps with base-ten blocks. The teacher also used guided practices and independent practice with the two problems, while working with the students to solve problems in a back and forth process (Flores et al., 2014). In the representational procedure, involved drawings using tallies, squares, and cubes. Ones were small tallies, tens were long tallies, and hundred were squares, and thousands were cubes. Teachers used modeling, guided practice, and independent practice to check for understanding. The abstract lesson procedures involved solving regrouping problems using the RENAME strategy: (1) Read the problem; (2) Examine the ones; (3) Note the ones (4) Address the tens, (5) Mark the tens; (6) Examine the hundreds and not the hundreds. The abstract stage involved only using numbers and the RENAME strategy. The teacher modeled two problems, guided three problems, and the

Students will use manipulatives to help them solve multiplication problems (drawings, counting manipulatives, and finger etc).

The preoperational stage is when infants become older, young children and they are able to think in a more symbolic way. In this stage children start to learn the difference between real and make believe, past and future. They tend to have more of an imagination as they grow older. Children in the preoperational stage still are not completely logical with their thinking. They go more off intuition. Do more of what they want to do, not what is the best thing to do. They are still too young to grasp the concept of cause and effect. They also do not understand time and comparison yet.

Students had previously covered the topic of developing fluency in multiplication by 2-digit numbers. After that topic students moved on to cover number sense, dividing by 1-digit divisors using mental math to prepare them for the following topic of my learning segment. The topic of my learning segment consists of developing fluency, dividing by 1-digit divisors. I designed my lesson as a three-day unit focusing on long division by modeling division with place-value blocks, dividing 2-digit by 1-digit numbers, and dividing 3-digit by 1-digit numbers. Students were introduced to division prior to my learning segment but the struggled to understand and comprehend division because students were only introduced to the division algorithm and were not provided with a mnemonic to help them recall the steps. Students also weren’t introduced to division with manipulatives or drawings. Therefore, I

The kindergarten students will be able to count to 100 by ones, fives and by tens.

Ask students who would like to play a game with the teacher. One student will play against the teacher the game 21.

Play games Simon or Sunita says- In this game an educator provides direction to the children highlighting individual and cultural diversity. E.g. Everyone who speaks more than one language touch your nose, everyone who has a pet hop in their places, everyone whose favorite sport is swimming stand on one leg, everyone with brown hair stand up, everyone who has more than one friend jump up and down.

During the pair matching game, students will be paired in certain ways. I will pick students who may still be struggling with some shape and color identification to match up with a student who I know knows the information. The circle time is in a theme formate of shapes and colors, no other information will be gone over. Also many different learning styles will be addressed during the activities, such as visual, musical/auditory, social, and kinesthetic. Lastly, students will be challenged in various ways, some more than others, during this new game and each will be given feedback during circle

The game is played by pairing up students and having them interview their classmate on what they like to do. They will be filling out a worksheet saying yes they like it or no. This way they can learn more about each other while using the vocabulary in the target language. In addition to asking about their partner, there will

Once I have introduced the lesson and we have moved into small groups I will begin working with the group I have at my table. I will first show my student the ten frames. I will count out each box to show that it represents the number ten. I will then model the strategy to compare number to show the students what we will be working on. I will use two ten frames and snap cubes. I will first place 6 snap cubes in the top ten frame, and then 4 in the bottom ten frame. I will show how the cubes in the top ten frame can be matched by snapping the first cube in the top ten frame with the first cube in the bottom ten frame. I will continue to match and snap the cubes until there is non left to match. I will then explain which group was greater and

I Can: Show numbers 11-19 as 1 or 2 more or fewer than another number.

This game is intending for on your toes fast critical thinking and I have to make sure my students are ready to effectively answer these question. Both my student will struggle in different ways. My student with High Functioning Autism should have no problem understanding this lesson and the actual content of this lesson, it is during this game where he/she would find the most difficult. My student with ADD will struggle with eh actually lesson, but be focused during the intense fast paced game. Which means, the key in giving my lesson is to do it in very short increments. If I give my students a 15 minutes lesson on subtracting, I am going to lose my ADD students within 7-10 minutes. I believe that if I give my lesson in small, 5 minute increments, that I will be able to have that student on board with the rest of the class. Not only is this beneficial for my students but my other students would usually get antsy in their desks as well, especially at the early elementary level. On the IRIS website, a teacher used what they call probes. Probes are essentially tests where the students will have a beginning and end of the year, but in this case I am giving them just one, instead of one at the beginning and the end of the year. I am doing this because this type of standards, needs to be learned before the end of the school year. With mastery measurement, I am making sure that every student has at least 75% of the questions answered

Finding common denominations was a concept that just did not make sense. I decided that I needed to plan a creative and fun activity for my class to get them interested in fractions. I had them make pictures out of pattern block cut-outs. I gave my students a sheet of black construction paper and the cut-outs and told them to be creative and make a picture, or some sort of design. After the picture was complete, they counted the number of each of the different shapes they used. They then added up the total number of pieces. From this, they created a number of sentences out of the fractions of different types of pattern blocks. They were responsible for reducing the fraction to lowest terms. I discussed how all those pieces added together equal one. My students loved this activity and also grasped the concept. I need to learn to incorporate more of these types of activities in my

In this lesson I work with the student on their practice number. The student started out with a stack of unfix cubes that equals their practice number. I then prompted the student to place the unfix cubes behind their back. I then modeled how they would snap the stack in half. Then I showed the student then when I pulled out the stack in was broken in two. I had the student practiced just snapping the stack a few times.

The National Library of Virtual Manipulatives is a URL digital link that is chiefly used by families and learners. The portal gives support for all types of mathematics models through the usage of collaborative activities. The site is directed to inform the pupils of all grade levels K-12. The site encompasses five sections of measurement, geometry, number sense and operations, data analysis and probability, and algebra. The subdivisions are separated into four grade-level sections: Pre-K-2, 3- 5, 6-8, and 9-12. Students can connect to the content area they are seeking help by clicking on the selected section. The content known as arithmetic or math obliges manipulatives and accommodating resources. The NLVM (National Library of Virtual Manipulatives) has an excess of links which are accessible in both the classroom and the home. The influential portal offers strategies and resources for all K-12 learners, families, and teachers.