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Read, Explore, Discover: The Recipe for a Great Math Lesson

Read, Explore, Discover: The Recipe for a Great Math Lesson. Audrey Buxmann ECED 7259 Spring 2009. Math Workshop. Provides hands-on activities rather than pencil and paper tasks. Students work independently. Student make choices.

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Read, Explore, Discover: The Recipe for a Great Math Lesson

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  1. Read, Explore, Discover: The Recipe for a Great Math Lesson Audrey Buxmann ECED 7259 Spring 2009

  2. Math Workshop Provides hands-on activities rather than pencil and paper tasks. Students work independently Student make choices Students use tools to help them gain a deeper understanding of the math concept Consists of a mini lesson, a work time, and a student led closing (The Math Workshop LLC, 2009)

  3. Money as Manipulative Gives students a tactile reinforcement Relates children to familiar, real-world concepts Using money in every day life helps with counting, problem solving, operations, and more

  4. Teaching Math throughChildren’s Literature Math Workshop lessons begin with a book that connects to the skill being introduced and/or practiced. Teaching math through children’s literature promotes mathematical discussions and connections across the curriculum (NCTM, 2000) “Books speak to a child’s heart and provide a much more personal way for children to learn mathematics. Storybooks provide a stepping stone to mathematics and enrich students’ learning” (Wilburne et. al, 2007, p. 237).

  5. Pre-Kindergarten Lessons Using Money as a Manipulative The Georgia Bright from the Start Pre-Kindergarten standard MD 1c: Students will count objects with one-to-one correspondence, using manipulatives (GA Dept. of Early Care and Learning, 2007). Penny Flash Cards Mini-Lesson: Read The Penny Pot: Counting Coins by Stuart Murphy Work Time: Students will draw a flash card with pictures of pennies (1-10) on it. Students will then use actual pennies to match the number of pennies pictured on the card with the correct number of manipulatives. Closing: Students will demonstrate how they matched the correct number of pennies to the card.

  6. Pre-Kindergarten Lessons ctd. MD 2: Children will create and duplicate simple patterns (Georgia Department of Early Care and Learning, 2007). Two Coin Patterns Mini-Lesson:The Button Box by Margarette S. Reid Work Time: The students will select two types of coins and use them to make patterns. Closing: Students with a variety of patterns will share with the class. The class will duplicate their peer’s pattern with their own set of coins.

  7. Kindergarten Lessons Using Money as a Manipulative MKG3: Students will identify, create, extend, and transfer patterns from one representation to another; using actions, objects, and geometric shapes (Georgia Department of Education, 2006). Creating Coin Patterns Mini-Lesson: Read Pattern (Math Counts) by Henry Arthur Pluckrose Work Time: Students will use pennies, nickels, dimes, and quarters to create size, color, or amount patterns. Ideas can be gotten from the Money Patterns page. Closing: Students who have a variety ofpatterns they can describe will present.

  8. Kindergarten Lessons ctd. MKN2: students will use representations to model addition and subtraction. ELAKR6 the student gains meaning from orally presented text. The student connects life experiences to read-aloud text ELAKW1 the student begins to understand the principles of writing ELAKW2 the student produces a response to literature that makes connections: text-to-self, text-to-text, text- to-world (Georgia Department of Education, 2006). How would YOU spend YOUR money? Mini-Lesson: Read Alexander who used to be Rich last Sunday by Judith Viorst Work Time: Students will use pennies to buy items, two at a time. They must add together to find the sum and subtract tosee how much money is left. After spending all of their money, they will write a story similar to the book. Closing: Students will share their stories with the class.

  9. How would YOU spend YOUR money?

  10. First Grade Lessons Using Money as a Manipulative M1N3: Students will add and subtract numbers less than 100 as well as understand and use the inverse relationship between addition and subtraction ELA1W2: The student produces a response to literature that makes text-to-self connections (Georgia Department of Education, 2006). Addition at Tony’s Pizza Parlor Mini-lesson: Pigs will be Pigs: Fun with Math and Money by Amy Axelord. Discuss addition using coins. Work Time: The students will add together different amounts of money based off of which type of pizza they want to purchase (See menu). Students will have coins to use as a manipulative Closing: Several students will share their pizza selections an demonstrate their style of using money to add.

  11. Addition at Tony’s Pizza Parlor

  12. First Grade Lessons ctd. M1M1: Students will estimate and measure using a nonstandard unit smaller than the object that is being measured (Georgia Department of Education, 2006). • Measuring with Money Mini-Lesson: Read Measuring Penny by Loreen Leedy. Discuss how to measure with nonstandard units. Work Time: Students will measure diferent objects using more than one type of coin. The students will compare and discuss lengths with each coin. Closing: Some students will share how to measure with coins, others will share their comparisons.

  13. Whiten and Wilde (1995) say that the use of children’s literature in these lessons “motivates students to learn, provides a meaningful context for math, celebrates math as a language, demonstrates that math develops out of human experience, fosters the development of number sense, and integrates math into other curriculum areas” (as cited by Shatzer, 2008, p. 649).

  14. “By having something concrete like a manipulative to work with, children eventually bridge the gap between the physical work and the world of symbols and abstract concepts” (James, 2005, p. t). Because we use it in every day life, money is a great manipulative to use in order to bridge this gap. Money links abstract thinking, symbols, numbers, and problem solving to the students’ real-world.

  15. High quality children’s literature, a good set of manipulatives that create a true-life connection, and a lesson taught in math workshop format: together, these ingredients create a delicious recipe for teaching mathematics

  16. References Didax, Inc. (1996). Money. Retrieved March 15, 2009, from http://www.didax.com/money. Family Education Network. (2000). TeacherVision.com. Retrieved March 15, 2009, from http://www.teachervision.fen.com/math/printable/29031.htmll. Georgia Department of Early Care and Learning. (2007). Georgia’s pre-k program content standards. Bright From the Start. Retrieved March 31, 2009, from http://www.decal.state.ga.us. Georgia Department of Education. (2006). Kindergarten English Language Arts Standards. GeorgiaStandards.org. Retrieved March 31, 2009, from http://www.georgiastandards.org. Georgia Department of Education. (2006). K-2 Mathematics Georgia Performance Standards. GeorgiaStandards.org. Retrieved March 31, 2009, from http://www.georgiastandards.org. Shatzer, J. (2008). Picture book power: Connecting children’s literature and mathematics. Reading Teacher. 61(8), 649-653. The Math Workshop LLC. (n.d.). The Math Workshop. Retrieved April 2, 2009, from http://www.themathworkshop.com. Whitin, D.J., & Wilde, S. (1995). It’s the story that counts: More children’s books for mathematical learning, K-6. Portsmouth: Heintermann Publishers. Wilburne, J., Napoli, M., Keat, J., Dile, K., Trout, M., & Decker, S. (2007). Journeying into mathematics through storybooks: A kindergarten story. Teaching Children Mathematics.14(4), 232-237.

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