Lesson Plan Essay, Research Paper
Goal: To understand Numberss, ways of stand foring Numberss, relationships among Numberss, and figure systems. To make and utilize representation to form, record, and pass on mathematical thoughts.
Aim: The pupil will be able to understand the place-value construction of the base-ten figure system and be able to stand for and compare whole Numberss. The pupil will be able to acknowledge tantamount representations for the same figure and bring forth them by composing Numberss.
Age Range: 3-5
Organization: The pupil will be divided into heterogenous groups of four. The group should incorporate multiple intelligence degrees. The instructor will reexamine topographic point value before the activity. The pupil will execute the activity in the heterogenous groups, and the instructor will show a brief sum-up at the decision of the lesson.
Materials:
Game board
Pencil
Die
Place Value Mat
Place Value Tracking Worksheet
Candy or Popsicle sticks to typify 1s and 10s.
Rubber sets
Procedure:
1.Explain to the pupils that they will be playing a math game today.
2.Briefly reappraisal topographic point value with the pupils.
3.Instruct the pupils how to play the game by showing.
4.Roll a die and topographic point that figure on the worksheet in the appropriate topographic point. Then number out that figure of Popsicle sticks and put them on the topographic point value mat.
5.Roll the die once more and enter the figure on the tally sheet. For illustration, if your first axial rotation landed on five and the 2nd a nine, you should hold 5 + 9 in the topographic point Roll # 2. Place nine Popsicle stic
Kansas in the 1s column. When you reach at least 10 1s, inquire the pupils what you should make now. They should react by teaching you to roll up 10 1s together with the gum elastic set and travel it to the 10s column.
6.Ask the category if the entire figure is right so far. Besides, inquiry the pupils to happen if anyone arrived at the reply a different manner. Some pupils may hold added the Numberss from the tally sheet to get at the reply.
7.Inform the pupils that they are ready to play the game in their work groups. The victor will be the individual who has the highest sum at the terminal of the game.
8. For closing, have each group record their victors total on the chalkboard. Some pupils may hold larger Numberss because of the fillip infinites. Ask the pupil why that individual won.
Adaptations: This game can be adapted for pupils with particular demands by utilizing big dice four-inch die found at educational shops, a larger game board, and larger points to typify 10s and 1s. These alterations can assist modify the game for motor troubles or visually impaired pupils.
Delayed scholars play the game utilizing merely the topographic point value mat. These pupils would continually add Popsicle sticks and reorganize them in 10s. Advanced scholars can utilize a more hard game board that includes the 100s topographic point.
An version for spacial intelligence is to plan their ain game board or add-on game.
Evaluation: The instructor will detect the pupils and cheque of understanding on a by walking the room during the activity. The instructor will look into to see if the pupils reached a end described on the rating sheet. The tally sheets will besides be turned in to look into for understanding through completeness and truth.
